TY - GEN AU - Ajadi, S.B. DA - 2010/// PY - 2010 LA - cs ER - TY - GEN AU - Ajadi, S.B. DA - 2014/// PY - 2014 LA - en ER - TY - JOUR AU - Amarante DA - 2013/// PY - 2013 KW - auto_merged ER - TY - JOUR AU - Berlinski AU - Busso DA - 2017/// PY - 2017 ER - TY - STAT TI - DFID Research Open and Enhanced Access Policy (v1.1) AU - DFID DA - 2013/// PY - 2013 SP - 19 LA - en UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/181176/DFIDResearch-Open-and-Enhanced-Access-Policy.pdf ER - TY - STAT TI - DFID Research Open and Enhanced Access - Implementation Guide (v1.1) AU - DFID DA - 2013/// PY - 2013 UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/181177/DFIDResearch-Open-and-Enhanced-Access-Implementation-Guide.pdf Y2 - 2020/08/18/16:53:37 ER - TY - STAT TI - DFID Digital Strategy AU - DFID DA - 2018/// PY - 2018 UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/701443/DFID-Digital-Strategy-23-01-18a.pdf Y2 - 2020/09/06/17:34:40 ER - TY - JOUR AU - Duflo DA - 2017/// PY - 2017 KW - auto_merged ER - TY - BOOK TI - & AU - Eyal, Woolard DA - 2014/// PY - 2014 PB - Burns ER - TY - SLIDE A2 - Holon IQ DA - 2022/// PY - 2022 ER - TY - JOUR AU - Jukes DA - 2006/// PY - 2006 ER - TY - JOUR AU - Kazianga DA - 2012/// PY - 2012 ER - TY - JOUR AU - Maluccio DA - 2010/// PY - 2010 ER - TY - GEN AU - Participation AU - Development, National AU - AKCR&D, Kano AU - House, Mambayya DA - 2010/// PY - 2010 ER - TY - JOUR AU - Piper DA - 2016/// PY - 2016 KW - auto_merged ER - TY - JOUR AU - Piper AU - Korda DA - 2011/// PY - 2011 ER - TY - CHAP T2 - International Journal of Innovative Knowledge Concepts A2 - Roy, Paramita DA - 2018/12/12/ PY - 2018 DP - ResearchGate SP - 72- KW - ⛔ No DOI found ER - TY - BOOK AU - T-TEL CY - Ghana DA - 2015///2016 PY - 2015 ET - 1 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org ER - TY - GEN AU - TETFund, Abuja DA - 2020/// PY - 2020 ER - TY - GEN AU - TETFund, Submitted AU - Abuja DA - 2019/12// PY - 2019 ER - TY - RPRT TI - 1. Introduction to interactive teaching and the use of ICT AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1082 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 1 UR - https://docs.opendeved.net/lib/5AER6D62 KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 1.1.A. What is interactive teaching? AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1080 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 2 UR - https://docs.opendeved.net/lib/WMPVAPMX KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 1.1.B. What is interactive teaching? - Part B AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1081 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 3 UR - https://docs.opendeved.net/lib/QRC9F3GI KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 1.2.A. Introduction to interactive teaching with ICT AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1083 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 4 UR - https://docs.opendeved.net/lib/EC5R3DZ6 KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 1.2.B. Introduction to interactive teaching with ICT - Part B AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1084 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 5 UR - https://docs.opendeved.net/lib/2E8CR3HM KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 1.3.A. Activity planning and reflection - Part A AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1085 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 6 UR - https://docs.opendeved.net/lib/4EJG3AMP KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 1.3.B. Activity Planning AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1086 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 7 UR - https://docs.opendeved.net/lib/ICXE636H KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 1.4.A. ICTs in interactive teaching - Part A AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1087 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 8 UR - https://docs.opendeved.net/lib/XA72SREV KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 1.4.B. ICTs in interactive teaching - Part B AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1088 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 9 UR - https://docs.opendeved.net/lib/INPQZED4 KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 10 Jahre Qualitätsmerkmale im Praxistest AU - BIBB DA - 2017/// PY - 2017 UR - https://www.bibb.de/dokumente/pdf/ab12_fachtagung_10-qualitaetsmerkmale_20160926.pdf Y2 - 2020/05/27/16:51:49 ER - TY - ELEC TI - 12. Profiling AU - ICO (UK) DA - 2022/10/17/Monday PY - 2022 LA - en UR - https://ico.org.uk/for-organisations/guide-to-data-protection/ico-codes-of-practice/age-appropriate-design-a-code-of-practice-for-online-services/12-profiling/ Y2 - 2023/01/05/01:32:55 KW - Final_citation KW - existing ER - TY - JOUR TI - 12 years of quality education for all girls: A commonwealth perspective AU - Gordon, Rebecca AU - Rose, Pauline AU - Marston, Lauren AU - Zubairi, Asma DA - 2019/// PY - 2019 DP - Google Scholar ST - 12 years of quality education for all girls UR - https://research.birmingham.ac.uk/en/publications/12-years-of-quality-education-for-all-girls-a-commonwealth-perspe Y2 - 2023/11/08/16:15:43 KW - ⛔ No DOI found ER - TY - ENCYC TI - 13th AU - Wikipedia T2 - Wikipedia AB - 13th is a 2016 American documentary by director Ava DuVernay. The film explores the "intersection of race, justice, and mass incarceration in the United States;" it is titled after the Thirteenth Amendment to the United States Constitution, adopted in 1865, which abolished slavery throughout the United States and ended involuntary servitude except as a punishment for conviction of a crime. DuVernay contends that slavery has been perpetuated since the end of the American Civil War through criminalizing behavior and enabling police to arrest poor freedmen and force them to work for the state under convict leasing; suppression of African Americans by disenfranchisement, lynchings and Jim Crow; politicians declaring a war on drugs that weighs more heavily on minority communities and, by the late 20th century, mass incarceration of people of color in the United States. She examines the prison-industrial complex and the emerging detention-industrial complex, discussing how much money is being made by corporations from such incarcerations. 13th garnered acclaim from a number of film critics. It was nominated for the Academy Award for Best Documentary Feature at the 89th Academy Awards, and won the Primetime Emmy Award for Outstanding Documentary or Nonfiction Special at the 69th Primetime Emmy Awards. DA - 2020/06/15/T20:34:48Z PY - 2020 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=13th_(film)&oldid=962747725 Y2 - 2020/06/15/20:36:09 ER - TY - CHAP TI - 18. GLOBAL LEARNING ECOLOGIES: LEVERAGING TECHNOLOGIES FOR EQUITY AU - Barron, Brigid T2 - Education DA - 2022/// PY - 2022 DP - Google Scholar SP - 313 EP - 334 PB - Columbia University Press ST - 18. GLOBAL LEARNING ECOLOGIES ER - TY - RPRT TI - 2. Whole class dialogue and effective questioning AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1089 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 10 UR - https://docs.opendeved.net/lib/IKCBTMZQ KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 2.1.A. Introduction to dialogue and effective questioning - Part A AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1090 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 11 UR - https://docs.opendeved.net/lib/EX33UASR KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 2.1.B. Mid-morning - final day AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1091 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 12 UR - https://docs.opendeved.net/lib/8Z6ZUQMD KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 2.2.A. Questioning I AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1092 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 13 UR - https://docs.opendeved.net/lib/7AZRTNJV KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 2.3.A. More on questioning AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1093 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 14 UR - https://docs.opendeved.net/lib/HB65MV59 KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 2.3.B. More on Question - Aligning OER AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1095 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 15 UR - https://docs.opendeved.net/lib/X8V8H6JA KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 2.4.A. Concept mapping AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1096 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 16 UR - https://docs.opendeved.net/lib/T47NX2AQ KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 2.4.B. Concept mapping - Aligning OER II AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1097 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 17 UR - https://docs.opendeved.net/lib/A4J2RQAC KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 2.5.A. Engaging the community AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1098 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 18 UR - https://docs.opendeved.net/lib/G6IKVQBU KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 2.5.B. Engaging the community - Using applications AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1099 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 19 UR - https://docs.opendeved.net/lib/VDV45KW4 KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - JOUR TI - 2008 Glewwe and Maiga AU - Linden DA - 2011/// PY - 2011 ER - TY - GEN TI - 2012 to 2026 OECS Education Sector Strategy AU - OECS DA - 2016/// PY - 2016 LA - English PB - Organisation of Eastern Caribbean States UR - https://oecs.org/our-work/knowledge/library/statistics/stats-in-focus/oecs-education-strategy Y2 - 2020/11/04/00:00:00 ER - TY - RPRT TI - 2019 Annual Schools Census Report AU - MBSSE CY - Sierra Leone DA - 2019/// PY - 2019 PB - Ministry of Basic and Senior Secondary Education UR - https://mbsse.gov.sl/wp-content/uploads/2020/03/2019-Annual-School-Census-Report.pdf ER - TY - ELEC TI - 2019 Human Development Index Ranking AU - UNDP AB - United Nations Development Programme: Human Development Reports DA - 2019/// PY - 2019 LA - English M3 - Text UR - http://hdr.undp.org/en/content/2019-human-development-index-ranking Y2 - 2020/12/21/00:00:00 ER - TY - RPRT TI - 2020/21 Education Statistical Yearbook AU - Ministry of Education (Rwanda) DA - 2022/02// PY - 2022 UR - https://mineduc.prod.risa.rw/index.php?eID=dumpFile&t=f&f=41941&token=f2b4cacbfa02e2c86fe309244c7e416180c4d28a Y2 - 2022/10/21/13:07:17 ER - TY - RPRT TI - 2020 Annual School Census Report AU - Ministry of Basic and Senior Secondary Education DA - 2021/// PY - 2021 UR - chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.dsti.gov.sl/wp-content/uploads/2021/07/ASC-2020-Report.pdf ER - TY - RPRT TI - 2020 Draft Framework for Curriculum Recovery Post COVID-19 AU - Department of Basic Education DA - 2020/// PY - 2020 PB - Department of Basic Education, South Africa UR - https://www.sirpierre.co.za/wp-content/uploads/2020/04/Curriculum-Recovery-Plan-Final-Draft-6-April-2020.pdf Y2 - 2020/04/20/21:53:57 ER - TY - GEN TI - 2020 Remote Teaching Guide (Web-linked) AU - CILT AB - Please note: This is a live doc and will change from time to time. You can access this document from http://bit.ly/cilt-remote-teaching UCT Remote Teaching - Quick Guide Lecturers and academic support staff should prepare for remote teaching. Undertaking remote teaching and learning activit... DA - 2020/// PY - 2020 DP - docs.google.com LA - en PB - Centre for Innovation in Learning and Teaching UR - https://docs.google.com/document/d/1Z1fdzyTCtYZGdR7bCMSQkgCPK0haYeSdAEzeqXLwjdw/edit?usp=sharing&usp=embed_facebook Y2 - 2020/04/21/20:31:32 ER - TY - JOUR TI - 21 Ways to 21st Century Skills: Why Students Need Them and Ideas for Practical Implementation AU - Kaufman, Kristina J. T2 - Kappa Delta Pi Record DA - 2013/04/01/ PY - 2013 DO - 10.1080/00228958.2013.786594 DP - Taylor and Francis+NEJM VL - 49 IS - 2 SP - 78 EP - 83 SN - 0022-8958 ST - 21 Ways to 21st Century Skills UR - https://doi.org/10.1080/00228958.2013.786594 Y2 - 2020/09/11/08:53:56 ER - TY - MPCT TI - 21st century learning in Zambia - iSchool.zm and OER4Schools.org AU - Cook, Peter A3 - Haßler, Björn AB - This video features http://ischool.zm and http://www.oer4schools.org. It was produced by Björn Haßler (http://bjohas.de), directed by Peter Cook, and camera by Rich Peart. The video was part-funded by ARM, and part-funded by OER4Schools. DA - 2014/// PY - 2014 UR - http://bjohas.de/wiki/Zambia2014 KW - Author:Haßler KW - Author:OpenDevEd KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence ER - TY - BLOG TI - 21st century learning in Zambia - Open Development & Education AU - Open Development & Education AB - A school-based teacher professional development programme initiated in Zambia around 2010 and later expanded to other countries such as Zambia, Kenya, Rwanda, and Sierra Leone. DA - 2023/10/23/T13:22:09+00:00 PY - 2023 LA - en-GB UR - https://opendeved.net/programmes/21st-century-learning-in-zambia/, https://opendeved.net/programmes/21st-century-learning-in-zambia/ Y2 - 2024/01/06/12:46:59 ER - TY - JOUR TI - 21st Century Skills and Competences for New Millennium Learners in OECD Countries, AU - Ananiadou, K AU - Claro M T2 - OECD Education Working Papers DA - 2009/// PY - 2009 DO - 10.1787/218525261154 VL - 41 ER - TY - JOUR TI - 21st Century Skills: Evidence of Issues in Definition, Demand and Delivery for Development Contexts AU - Joynes, Chris AU - Rossignoli, Serena AU - Amonoo-Kuofi, Esi Fenyiwa AB - The purpose of this study is to provide a summary of the evidence related to issues associated with the definition, demand, and delivery of 21st Century Skills, with a particular focus on low- and middle-income countries (LMICs). In looking at definitions of ‘21st Century Skills’, Section 2 of this study finds that there is a broad range of available literature discussing 21st Century Skills, including a number of key synthesis studies. Within the examined literature, there is general agreement across the commentators on the need for new forms of learning to tackle global challenges. However, despite this consensus, there is no unique and single approach to the definition of ‘21st Century Skills’. In looking at the levels of demand for 21st Century Skills, evidence gathered in Section 3 suggests that the need for 21st Century Skills at the global level is dictated by a combination of factors including the change in societies resulting from the rapid spread of technology; increasing globalisation and internationalisation; and the shift from industrial social economies to information and knowledge-based social economies (Voogt & Roblin, 2010). Accordingly, evidence of demand at regional rather than the global level suggests a significant diversity in demand based on differences in developmental context. Findings presented in Section 4 suggest that approaches to the delivery of 21st Century Skills are currently impacted by ongoing discussions over the definition and understanding of 21st Century Skills (Care, Anderson & Kim, 2016). On this basis, while there is a broad range of documented interventions from around the world, many commentators conclude that it is currently little or no substantial evidence available on the most effective tools and approaches to delivering those skills. Section 5 concludes with a number of recommendations for proposed action in the development of regional and national programming for 21st Century Skills, and future research designed to strengthen the evidence base associated with levels of demand and approaches to the delivery of 21st Century Skills, particularly in LMICs. DA - 2019/08// PY - 2019 DP - opendocs.ids.ac.uk LA - en ST - 21st Century Skills UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14674 Y2 - 2022/12/18/18:12:56 KW - ⛔ No DOI found ER - TY - JOUR TI - 2Dsearch: Facilitating reproducible and valid searching in evidence synthesis AU - Russell-Rose, T AU - Shokraneh, F T2 - BMJ Evidence-Based Medicine DA - 2019/// PY - 2019 VL - 24 IS - Suppl 1 SP - 36 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - 3. Group work AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1100 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 20 UR - https://docs.opendeved.net/lib/RM723GSR KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 3.1.A. Group work: Same task and different tasks group work - OER in Education AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1101 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 21 UR - https://docs.opendeved.net/lib/2QU4CXQC KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 3.2.A. When to use group work and how to manage it AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1102 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 22 UR - https://docs.opendeved.net/lib/J28AW983 KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 3.3.A. Mixed pace group work with and without ICT AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1103 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 23 UR - https://docs.opendeved.net/lib/8RQD5DCX KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 3.4.A. Talking points and effective group work AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1104 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 24 UR - https://docs.opendeved.net/lib/2RHUCKBQ KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 3.5.A. Review of group work AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1105 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 25 UR - https://docs.opendeved.net/lib/QME7CZBK KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 3.6.A. Designing interactive lesson plans AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1106 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 26 UR - https://docs.opendeved.net/lib/WS3RSN5K KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - JOUR TI - 30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning AU - Koseoglu, Suzan AU - Ozturk, Tugba AU - Ucar, Hasan AU - Karahan, Engin AU - Bozkurt, Aras T2 - Journal of Interactive Media in Education AB - Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching empowerment as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women’s access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive curriculum design; and (3) Culturally relevant curriculum design. We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.553 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 5 LA - en SN - 1365-893X UR - http://jime.open.ac.uk/articles/10.5334/jime.553/ AN - Literature review Y2 - 2020/07/11/18:36:28 KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:China CHN KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Iceland ISL KW - _C:India IND KW - _C:Jordan JOR KW - _C:Korea, Republic KOR KW - _C:Malaysia MYS KW - _C:Mongolia MNG KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Saudi Arabia SAU KW - _C:State of Palestine PSE KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - distance education KW - gender inequality KW - gender studies KW - open and distance learning KW - social justice KW - women empowerment ER - TY - COMP TI - 3D printed case for pico datalogger (rev1.00) AU - Haßler, Björn DA - 2023/06/09/T13:50:55Z PY - 2023 DP - GitHub LA - OpenSCAD PB - Open Development & Education UR - https://github.com/OpenDevEd/case-for-pico-datalogger-rev1.00 Y2 - 2023/08/27/09:45:34 KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - 4. Assessment for learning and lesson pacing AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1107 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 27 UR - https://docs.opendeved.net/lib/W7VWDFQX KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - JOUR TI - 4. What are the effects of education on health? AU - Feinstein, Leon AU - Sabates, Ricardo AU - Anderson, Tashweka M AU - Sorhaindo, Annik AU - Hammond, Cathie DA - 2006/// PY - 2006 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - 4.1.A. Introduction to Assessment for Learning - OER in Education AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1108 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 28 UR - https://docs.opendeved.net/lib/8SJPX5R5 KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 4.1.B. Introduction to Assessment for Learning AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1109 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 29 UR - https://docs.opendeved.net/lib/WPP5H275 KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 4.2.A. Learning objectives and success criteria AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1110 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 30 UR - https://docs.opendeved.net/lib/MIMQUPEZ KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 4.3.A. Formative feedback AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1111 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 31 UR - https://docs.opendeved.net/lib/5B8FXGFJ KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 4.4.A. Peer and self-assessment AU - OER4Schools Zimbabwe AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1112 CY - Mpumelo High School, Zimbabwe DA - 2022/03/02/ PY - 2022 LA - en M3 - OER4Schools Zimbabwe TPD Resource SN - 32 UR - https://docs.opendeved.net/lib/I5NUN7SJ KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - 4.5.A. Review of AfL and lesson pacing AU - Zimbabwe, OER4Schools AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe). CN - opendeved.1113 DA - 2022/03/02/T00:00:00.000Z PY - 2022 LA - en M3 - Report PB - Open Development & Education SN - 33 UR - https://docs.opendeved.net/lib/TS5GJJPT KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - BLOG TI - 5 Challenges of Digital Transformation in the Public Sector AU - Kelly, Piers T2 - GovNet AB - Discover the hurdles of digital transformation in the public sector: legacy systems, budget constraints, data security, and change resistance. DA - 2023/// PY - 2023 LA - en-gb UR - https://blog.govnet.co.uk/technology/5-challenges-of-digital-transformation-in-the-public-sector Y2 - 2024/02/29/14:53:40 KW - Final_citation KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - 6. ORACY AND LITERACY IN THE MAKING AU - ROJAS-DRUMMOND, SYLVIA AU - MÁRQUEZ, ANA MARÍA AU - HOFMANN, RIIKKA AU - MAINE, FIONA AU - RUBIO, ANA LUISA AU - HERNÁNDEZ, JOSÉ AU - GUZMÁN, KISSY T2 - Open Spaces for Interactions and Learning Diversities DA - 2016/// PY - 2016 DO - 10.1007/978-94-6300-340-7_6 DP - Google Scholar SP - 69 KW - __C:filed:1 ER - TY - RPRT TI - 6 Out of 10 Children and Adolescents Are Not Learning a Minimum in Reading and Math AB - New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs).... DA - 2017/09/20/ PY - 2017 DP - uis.unesco.org LA - eng UR - http://uis.unesco.org/en/news/6-out-10-children-and-adolescents-are-not-learning-minimum-reading-and-math Y2 - 2020/07/01/10:45:55 ER - TY - BLOG TI - 6 out of 10 children and adolescents are not learning a minimum in reading and math AU - UIS T2 - News, Sustainable Development Goals AB - New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs).... DA - 2017/// PY - 2017 LA - eng M3 - UNESCO Institute for Statistics (UIS) UR - http://uis.unesco.org/en/news/6-out-10-children-and-adolescents-are-not-learning-minimum-reading-and-math Y2 - 2019/10/18/12:16:12 ER - TY - CHAP TI - 6 Social choice and research capacity strengthening in Nigeria AU - Watts, Michael AU - Waziri, Nafisa AU - Akogun, Oladele T2 - Social Choice, Agency, Inclusiveness and Capabilities DA - 2024/// PY - 2024 DP - Google Scholar SP - 113 Y2 - 2024/03/27/09:48:52 ER - TY - BLOG TI - 8 common problems with literature reviews and how to fix them AU - Moodie, Gavin T2 - Impact of Social Sciences AB - Literature reviews are an integral part of the process and communication of scientific research. Whilst systematic reviews have become regarded as the highest standard of evidence synthesis, many l… DA - 2020/10/19/T06:55:07+00:00 PY - 2020 LA - "en-US" UR - https://blogs.lse.ac.uk/impactofsocialsciences/2020/10/19/8-common-problems-with-literature-reviews-and-how-to-fix-them/ Y2 - 2021/04/17/19:29:02 ER - TY - RPRT TI - A 10-step guide to monitoring and evaluating children’s participation AU - Lansdown, Gerison AU - O’Kane, Claire T2 - A Toolkit for Monitoring and Evaluating Children’s Participation AB - Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings. CY - London, UK DA - 2014/// PY - 2014 PB - Save the Children SN - 4 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_4.pdf AN - 503888:TKAQZHQK KW - CitedIn:eCubed KW - _yl:d KW - eCubed ER - TY - MANSCPT TI - A Better Way to Teach Children to Read? Evidence from a Randomized Controlled Trial AU - He, Fang AU - Linden, Leigh L AU - MacLeod, Margaret DA - 2009/// PY - 2009 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - GEN TI - A Blueprint for Education Data: Realising Children’s Best Interests in Digitised Education AU - Commission, Digital Futures DA - 2023/// PY - 2023 LA - en UR - https://digitalfuturescommission.org.uk/wp-content/uploads/2023/03/A-Blueprint-for-Education-Data-FINAL-Online.pdf KW - Final_citation KW - anystyle KW - existing ER - TY - JOUR TI - A breakthrough for Josh: How use of an iPad facilitated reading improvement. AU - McClanahan, B., Williams, K., Kennedy, E., & Tate, S. T2 - TechTrends DA - 2012/// PY - 2012 DO - 10.1007/s11528-012-0572-6 VL - 56 IS - 3 SP - 20 EP - 28 ER - TY - RPRT TI - A Case for a Systems Approach to EdTech AU - Bapna, Akanksha AU - Nicolai, Susan AU - Myers, Christina AU - Pellini, Arnaldo AU - Sharma, Namrata AU - Wilson, Sam AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/03/15/ PY - 2021 LA - en PB - EdTech Hub UR - https://docs.edtechhub.org/lib//UR6CQL9K KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - A Case for a Systems Approach to EdTech AU - Bapna, Akanksha AU - Nicolai, Susan AU - Myers, Christina AU - Pellini, Arnaldo AU - Sharma, Namrata AU - Wilson, Sam DA - 2021/03/15/ PY - 2021 LA - en PB - EdTech Hub KW - Final_citation KW - cited KW - existing ER - TY - THES TI - A case study of the One Laptop per Child Project in Rwanda: Exploring the socio-cultural dimensions of delivery and implementation. AU - Girgis, Robert CY - Cambridge DA - 2015/// PY - 2015 M3 - MPhil Dissertation PB - University of Cambridge KW - AWP2-actual KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS ER - TY - JOUR TI - A case study of using an online community of practice for teachers' professional development at a secondary school in China AU - Wang, Qiyun AU - Lu, Zhiping T2 - Learning, Media and Technology AB - In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT] DA - 2012/12// PY - 2012 DO - 10.1080/17439884.2012.685077 VL - 37 IS - 4 SP - 429 EP - 446 LA - English SN - 17439884 UR - https://ur.booksc.org/book/35291105/0cfb69 AN - 1240554543 KW - Case Studies KW - China KW - Communities of Practice KW - Distance Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational Practices KW - Electronic Learning KW - Electronic Mail KW - Foreign Countries KW - Interviews KW - Learning KW - Lesson Plans KW - Mail Surveys KW - Online instruction KW - Participant Satisfaction KW - Pedagogy KW - Polls & surveys KW - Professional Development KW - Professional development KW - Secondary Education KW - Secondary School Teachers KW - Secondary school teachers KW - Teacher Surveys KW - Teaching Methods KW - Technology Uses in Education KW - Transformative Learning KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096477 KW - __finaldtb ER - TY - CONF TI - A Chatbot for Changing Lifestyle in Education AU - Kasthuri, E. AU - Balaji, S. C3 - 2021 Third International Conference on Intelligent Communication Technologies and Virtual Mobile Networks (ICICV) DA - 2021/// PY - 2021 DO - 10.1109/ICICV50876.2021.9388633 DP - Google Scholar SP - 1317 EP - 1322 PB - IEEE ER - TY - JOUR TI - A child-to-child approach to improve literacy: Design of the Buddy Reading program AU - Jasti, C. AU - Jukes, M.C. AU - Dubeck, M.M. AU - Elliott AU - Inyega, H.N. DA - 2016/// PY - 2016 KW - ⛔ No DOI found ER - TY - JOUR TI - A cluster‐randomized trial assessing the impact of school water, sanitation and hygiene improvements on pupil enrolment and gender parity in enrolment AU - Garn, Joshua V. AU - Greene, Leslie E. AU - Dreibelbis, Robert AU - Saboori, Shadi AU - Rheingans, Richard D. AU - Freeman, Matthew C. T2 - Journal of Water Sanitation and Hygiene for Development DA - 2013/// PY - 2013 DO - 10.2166/washdev.2013.217 VL - 3 SP - 592 EP - 601 ER - TY - JOUR TI - A Co-design Methodology for Blended Teacher Professional Development in Contexts of Mass Displacement AU - Kennedy, E. AU - Moghli, M. A. AU - Chase, E. AU - Pherali, T. AU - Laurillard, D. T2 - NORRAG SPECIAL ISSUE 02: Data collection and evidence building to support education in emergencies DA - 2019/// PY - 2019 VL - 2019 KW - ⛔ No DOI found ER - TY - COMP TI - A command line interface for Gmail (bjohas/sendgmail) AU - Haßler, Björn AU - Gangwar, Abhimanyu AB - Send gmail form the commandline. DA - 2020/05/25/T12:35:16Z PY - 2020 DP - GitHub LA - Python UR - https://github.com/bjohas/sendgmail Y2 - 2020/07/11/17:27:42 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - COMP TI - A command line interface for Trello (edtechhub/trello-export) AU - Haßler, Björn DA - 2020/04/11/T21:52:16Z PY - 2020 DP - GitHub LA - Python PB - EdTech Hub UR - https://github.com/edtechhub/trello-export Y2 - 2020/07/11/17:24:43 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - COMP TI - A command line interface for Zenodo (bjohas/zenodo-cli) AU - Haßler, Björn AU - Gangwar, Abhimanyu DA - 2020/07/08/T19:10:48Z PY - 2020 DP - GitHub LA - Python PB - EdTech Hub (Open Dvelopment & Education) UR - https://github.com/bjohas/zenodo-cli Y2 - 2020/07/11/17:27:20 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - COMP TI - A command line interface for Zotero (edtechhub/zotero-cli) AU - Haßler, Björn AU - Gangwar, Abhimanyu AU - Heyns, Emiliano DA - 2020/07/08/T23:40:05Z PY - 2020 DP - GitHub LA - JavaScript PB - EdTech Hub (Open Dvelopment & Education) UR - https://github.com/edtechhub/zotero-cli Y2 - 2020/07/11/17:21:59 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - COMP TI - A command line interface linking Zotero and Zenodo (edtechhub/zotzen) AU - Haßler, Björn AU - Gangwar, Abhimanyu DA - 2020/07/08/T22:33:21Z PY - 2020 DP - GitHub LA - JavaScript PB - EdTech Hub (Open Dvelopment & Education) UR - https://github.com/edtechhub/zotzen Y2 - 2020/07/11/17:23:02 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - A Commonwealth Guide to Ocean Climate Finance: A Guidance Document for Policy-Makers and Ocean Advocates AU - Secretariat, Commonwealth AB - Drawing from a wide range of resources on ocean climate finance, this guide is intended to support practitioners, policy-makers and ocean advocates to understand the ‘seascape’ of ocean climate finance, and empower them to design and develop more successful ocean climate finance applications. It introduces the special characteristics of ocean-based mitigation and adaptation projects, explains the diffferent sources and types of finance available, and equips readers with a practical understanding of the priorities of different funding groups from both the public and private sectors. The global ocean is a critically important component of the Earth’s biosphere and climate system, but it faces tremendous threats from the impacts of climate change, including warming, acidification, pollution and development. While the global landscape of climate finance is growing quickly, funding for ocean-based climate mitigation and adaptation projects remains disproportionately small. In this context, the guide provides a clear and practical guide for project design and development, including best practices for securing finance and a wealth of tools and resources for those seeking funding for ocean-based initiatives. These include decision trees to identify the best funding match for your project; checklists for finance applications; and perhaps most importantly, a long-term, strategic approach to project development that is focused on building communities of practice and partnerships between governments, the private sector, public institutions, civil society organisations and communities. It also includes summaries of funding sources and investment models, as well as case studies and examples of best practice. The guide encourages project proponents to pursue long-term planning for crosscutting projects that deliver multiple integrated goals, both environmental and social. Recognising and addressing the unique features and opportunities of ocean-based projects, and the barriers to them, can contribute to realistic and impactful project design. Furthermore, proactively building partnerships with the private sector allows project proponents to access the largest source of finance in the global economy as well as its associated skills and resources. DA - 2022/11/03/ PY - 2022 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - A Commonwealth Guide to Ocean Climate Finance UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1074 Y2 - 2023/05/12/09:29:54 ER - TY - RPRT TI - A Comparative Analysis of Firm Based Training in East African Manufacturing Sector: Does Level of Education Matter? AU - Ndlovu, Tchaka AU - Kajiba, John AU - Aiko, Rose AU - Kessy, Flora AU - Mkenda, Beatrice K. AU - Kweka, Josaphat AU - Kabelwa, George AB - Using World Bank's (2003) firm-level Investment Climate Survey (ICS) data for Kenya, Tanzania and Uganda, this paper examines extent in which education and skill levels are important determinants of Firm-based Training (FBT) in the East African manufacturing sector. The findings show weak evidence on complementary hypothesis between education and FBT but one which differs significantly across (perhaps depending on educational and training capacity of) different countries. Although other determinants of FBT apply differently to specific countries, size and technology characteristics are common determinants across the three countries. Furthermore, firms that care about HIV epidemic train more as a means to abate the negative effects of the epidemic on their human resources. Since FBT has potential to contribute to skill development, the findings imply that enterprise training should receive similar policy emphasis as education in the bid to enhance human resource development for growth and poverty reduction. DA - 2006/05// PY - 2006 DP - www.repository.udsm.ac.tz:8080 LA - en M3 - Working Paper ST - A Comparative Analysis of Firm Based Training in East African Manufacturing Sector UR - http://repository.udsm.ac.tz:8080/xmlui/handle/20.500.11810/2905 Y2 - 2020/05/27/17:55:41 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - C:Kenya KW - C:Tanzania KW - CA:AandC KW - CL:de KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:outcomes KW - F:policy KW - P:manufacture KW - P:measurement KW - P:technology KW - Q:degree KW - Q:distance learning KW - Q:tertiary education KW - R:impact KW - T:Ausbildung KW - T:Lehrlingsausbildung KW - T:TVET KW - T:firm-based training KW - _C:Ghana GHA KW - _C:Uganda UGA KW - publicImportV1 KW - ⚠️ Invalid DOI KW - ⛔ No DOI found ER - TY - JOUR TI - A Comparative Analysis of the Perceptions of Primary and Secondary School Teachers of Lesson Observation by Education Standards Officers in Zambia AU - Muzata, Kenneth Kapalu AU - Banja, Madalitso Khulupilika AU - Mulenga, Innocent Mutale AU - Njobvu, Tommie T2 - Zambia Interdisciplinary Journal of Education (ZIJE) Online-ISSN 2710-0715 DA - 2020/// PY - 2020 DP - Google Scholar VL - 1 IS - 1 SP - 98 EP - 120 UR - https://naturalsciences.unza.zm/index.php/ZIJE/article/view/406 Y2 - 2023/12/05/11:36:51 KW - ⛔ No DOI found ER - TY - JOUR TI - A comparative study between tablet and laptop PCs: User satisfaction and preferences AU - Ozok, A Ant AU - Benson, Dana AU - Chakraborty, Joyram AU - Norcio, Anthony F T2 - Intl. Journal of human–computer interaction DA - 2008/// PY - 2008 DO - 10.1080/10447310801920524 VL - 24 IS - 3 SP - 329 EP - 352 ER - TY - JOUR TI - A comparative study between Telegram and Whatsapp in respect of library services AU - Manna, Rubi Acherjya AU - Ghosh, Shyamal T2 - International Journal of Library & Information Science (IJLIS) DA - 2018/// PY - 2018 DP - Google Scholar VL - 7 IS - 2 SP - 1 EP - 5 KW - ⛔ No DOI found ER - TY - JOUR TI - A comparative study of TVET in 5 African Countries with a specific focus on TVET Teacher Education AU - Papier, Joy AB - This article describes a five country (Cameroun, Egypt, Ghana, South Africa, Tanzania) study of ‘TVET Teacher Education in Africa’ that was commissioned in terms of an EU-South African collaboration in 2013. While the focus was on vocational teacher education, the contextual realities of each country‘s vocational systems was studied as this would impact on every aspect of vocational teacher development, for instance, what teachers would have to teach, who the students might be, how students would be expected to learn, available funding for Vocational Education and so on. Comparisons were therefore made over a range of elements that included the systems in place for vocational training, systems of vocational teacher education, and the modalities for training of VET teachers. DA - 2017/// PY - 2017 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CLL:en KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:Finland FIN KW - _C:Ghana GHA KW - _C:Ireland IRL KW - _C:Netherlands NLD KW - _C:South Africa ZAF KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - A comparative study on the traditional and intensive delivery of an online course: Design and facilitation recommendations AU - Vlachopoulos, P. AU - Jan, S.K. AU - Lockyer, L. T2 - Research in Learning Technology AB - In this paper, we present findings from a comparative study on a fully online postgraduate course offered in traditional (i.e. 13-week academic session) and intensive (i.e. 6-week academic session) delivery formats. Keeping the course curriculum, structure and quality consistent in both delivery modes, the study investigated student participation and academic performance given different facilitation techniques applied to the discussion forums. Using data from the learning management system and students’ final marks, we conducted quantitative and qualitative analysis and found no difference in the academic performance of students in both courses; however, there was a statistically significant relationship between student participation and academic performance in the intensive delivery format but not in the traditional delivery format. We also found differences in the type of interactions in the different delivery formats. Two key takeaways emerge from our study. Firstly, intensive online courses can be as effective as traditional courses in terms of achievement of learning outcomes with variations in learning design, in this case, the facilitation approach used. Secondly, considering the level and nature of interactions, student-centred discussion forums that allow students to assume different roles work well in the intensive delivery format especially in open discussions. These are important findings for academics and practitioners who wish to offer intensive courses without compromising on course quality and student success. © 2019 P. Vlachopoulos et al. DA - 2019/// PY - 2019 DO - 10.25304/rlt.v27.2196 VL - 27 J2 - Res. Learn. Technol. LA - English SN - 21567069 (ISSN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067083368&doi=10.25304%2frlt.v27.2196&partnerID=40&md5=a78901191f468ae32555917eecf8f222 DB - Scopus KW - Discussion KW - Facilitation KW - Intensive KW - Interactions KW - Online KW - Performance KW - _AcademicRecoveryOECS ER - TY - JOUR TI - A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis AU - Furenes, May Irene AU - Kucirkova, Natalia AU - Bus, Adriana G. T2 - Review of Educational Research AB - This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The comparison of digital versus paper books that only differed by digitization showed lower comprehension scores for digital books. Adults’ mediation during print books’ reading was more effective than the enhancements in digital books read by children independently. However, with story-congruent enhancements, digital books outperformed paper books. An embedded dictionary had no or negative effect on children’s story comprehension but positively affected children’s vocabulary learning. Findings are discussed in relation to the cognitive load theory and practical design implications. DA - 2021/08// PY - 2021 DO - 10.3102/0034654321998074 DP - DOI.org (Crossref) VL - 91 IS - 4 SP - 483 EP - 517 J2 - Review of Educational Research LA - en SN - 0034-6543, 1935-1046 ST - A Comparison of Children’s Reading on Paper Versus Screen UR - http://journals.sagepub.com/doi/10.3102/0034654321998074 Y2 - 2022/09/27/11:47:13 KW - ECE KW - Mixed outcomes KW - Primary KW - _Import_to_OpenDevEd_EvLib KW - adult support KW - ebooks KW - high quality KW - reading KW - vocabulary ER - TY - CONF TI - A Comparison of National Enterprise Architecture and e-Government Perspectives AU - Mayakul, Theeraya AU - Sa-Nga-Ngam, Prush AU - Srisawat, Wasin AU - Kiattisin, Supaporn T2 - 2019 4th Technology Innovation Management and Engineering Science International Conference (TIMES-iCON) AB - Enterprise Architecture (EA) has been adopted as a framework for all tier of the organization to deliver effective IT services and management. E-Government is a public service for all citizens. The basic needs are accessibility, equity and engagement. Thus, EA is relevant to e-Government because it establishes all stakeholder's participation leading to governance. Citizen also requires transparency and participation in monitoring process of the government project. EA ensures the best practices in business alignment with IT implementation and integration. It results in the efficient management of e-Government services including the shared resources/ services and the rational use of technology. This study selected the world front-runners are Denmark, Australia, South Korea, Estonia, and Singapore to compared the EA approach with e-Government perspectives. It found that there is no best approach for all countries. Each nation should develop and customize the specific detail or context to align with the nationwide vision. The EA should be legislated as the digital transformation/ e-Government policy. The fundamental IT initiatives are electronic identification, communication and core infrastructure given as national cloud. The EA approach leads governance and standard of sharing and integration for the entire enterprise including business, data, service and technology across the country. C3 - 2019 4th Technology Innovation Management and Engineering Science International Conference (TIMES-iCON) DA - 2019/12// PY - 2019 DO - 10.1109/TIMES-iCON47539.2019.9024591 DP - IEEE Xplore SP - 1 EP - 6 UR - https://ieeexplore.ieee.org/abstract/document/9024591 Y2 - 2024/03/19/23:00:49 KW - EA KW - Electronic government KW - Enterprise Architecture KW - Final_citation KW - Indexes KW - Interoperability KW - Monitoring KW - National Enterprise Architecture KW - Standards KW - eGov ER - TY - JOUR TI - A competency-based curriculum for Zambian primary and secondary schools: learning from theory and some countries around the world. AU - Mulenga, Innocent Mutale AU - Kabombwe, Yvonne Malambo DA - 2019/// PY - 2019 DP - Google Scholar ST - A competency-based curriculum for Zambian primary and secondary schools UR - http://dspace.unza.zm/handle/123456789/6571 Y2 - 2023/12/06/15:21:42 KW - ⛔ No DOI found ER - TY - JOUR TI - A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts AU - Yeung, Kam Leung AU - Carpenter, Shana K. AU - Corral, Daniel T2 - Educational Psychology Review AB - Rapid advances in technology during the last few decades have provided a multitude of new options for teaching and learning. Although technology is being widely adopted in education, there is a shortage of research on the effects that this technology might have on student learning, and why those effects occur. We conducted a comprehensive review of the literature on various uses of digital technology in educational settings, and the effects of that technology on students’ objective learning outcomes. We interpret these effects within the context of empirical research on effective principles of learning, and the extent to which the affordances of technology permit opportunities for increased engagement with the material, retrieval practice, and spacing. Results revealed that technology is neither beneficial nor harmful for learning when used primarily as a means of presenting information (e.g., information viewed on a computer screen vs. on paper), but can be beneficial when it involves unique affordances that leverage effective learning principles. We discues these findings in light of the ever-increasing availability of technology in education, and the importance of evidence-guided criteria in decisions about adoption and implementation. DA - 2021/12/01/ PY - 2021 DO - 10.1007/s10648-020-09592-4 DP - Springer Link VL - 33 IS - 4 SP - 1583 EP - 1630 J2 - Educ Psychol Rev LA - en SN - 1573-336X UR - https://doi.org/10.1007/s10648-020-09592-4 Y2 - 2022/12/16/06:24:45 KW - Classroom KW - Cognitive Science KW - Effective Learning Principles KW - Final_citation KW - Learning KW - Technology KW - cited KW - existing ER - TY - RPRT TI - A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission AU - Teaching Service Commission AU - Wright, Dr. Cream DA - 2018/02// PY - 2018 SP - en PB - Global Partnership for Education; World Bank UR - https://tsc.gov.sl/wp-content/uploads/2020/11/18-448-Sierra-Leone-Teaching-report-web.pdf Y2 - 2020/12/15/00:00:00 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - A computational literature review of the field of System Dynamics from 1974 to 2017 AU - Kunc, Martin AU - Mortenson, Michael J. AU - Vidgen, Richard T2 - Journal of Simulation AB - System Dynamics celebrated its 60th anniversary in 2017. While there have been numerous special issues in diverse journals that bring together work by System Dynamics scholars who share similar research interests, there have been no systematic reviews of scholarly activity across the broad field. This paper presents a computational literature review of the field from 1974 to 2017. A CLR automates the analysis of research articles with analysis of content (topic modelling of abstracts) to identify emergent themes in the literature. We performed a broad review of the field by initially searching using the term “System Dynamics” with more than 8000 articles. However, the results obtained were not satisfactory so we decided to restrict our sample to less than 800 articles from recognised journals and proceedings. After evaluation of the results obtained from topic modelling, we decided to use 51 topics covering most of the articles in our sample. A list of 51 topics provides enough granularity to identify relevant patterns of activity within the community of System Dynamics scholars. For each of these 51 topics, we present a commentary on the key insights obtained. DA - 2018/04/03/ PY - 2018 DO - 10.1080/17477778.2018.1468950 DP - Taylor and Francis+NEJM VL - 12 IS - 2 SP - 115 EP - 127 SN - 1747-7778 UR - https://doi.org/10.1080/17477778.2018.1468950 Y2 - 2024/01/18/22:23:33 KW - System Dynamics KW - computational literature review KW - healthcare KW - methodology KW - supply chain ER - TY - JOUR TI - A computational literature review of the technology acceptance model AU - Mortenson, Michael J. AU - Vidgen, Richard T2 - International Journal of Information Management AB - A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further. DA - 2016/12/01/ PY - 2016 DO - 10.1016/j.ijinfomgt.2016.07.007 DP - ScienceDirect VL - 36 IS - 6, Part B SP - 1248 EP - 1259 J2 - International Journal of Information Management SN - 0268-4012 UR - https://www.sciencedirect.com/science/article/pii/S0268401216300329 Y2 - 2024/01/18/22:26:24 KW - Citation analysis KW - Co-authorship analysis KW - Computational literature review KW - Journal ranking KW - Lda KW - Literature review KW - Social network analysis KW - Technology acceptance model KW - Topic models ER - TY - JOUR TI - A conceptual framework for examining HRD and NHRD linkages and outcomes: Review of TVET literature AU - Kim, Sehoon AU - Kotamraju, Pradeep AU - Alagaraja, Meera T2 - European Journal of Training and Development AB - This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce training. National human resource development (NHRD) perspectives recognize the role of TVET in linking regional and national economic development strategies. Furthermore, TVET’s focus on literacy education, poverty alleviation and inclusion of marginalized and vulnerable populations emphasizes social development outcomes that are critical for NHRD. Using this background, the integration of HRD and NHRD outcomes into one conceptual TVET framework for addressing workforce, economic and social development outcomes has been proposed. DA - 2014/04/29/ PY - 2014 DO - 10.1108/ejtd-01-2013-0009 DP - emeraldinsight.com (Atypon) VL - 38 IS - 4 SP - 265 EP - 285 J2 - Euro J of Training and Dev SN - 2046-9012 ST - A conceptual framework for examining HRD and NHRD linkages and outcomes UR - https://www.emeraldinsight.com/doi/abs/10.1108/EJTD-01-2013-0009 Y2 - 2018/08/01/14:37:27 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Russian Federation RUS KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - A conceptual framework to understand teachers’ Professional Dispositions and Orientation towards tablet technology in secondary schools AU - Sackstein, Suzanne AU - Slonimsky, Lynne T2 - South African Computer Journal DA - 2017/// PY - 2017 DO - 10.18489/sacj.v29i2.469 DP - Google Scholar VL - 29 IS - 2 KW - _C:Cuba CUB KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - A Conceptual Understanding of How Educational Technology Coaches Help Teachers Integrate iPad Affordances into Their Teaching. AU - Drennan, Gail AU - Moll, Ian T2 - Electronic Journal of e-Learning DA - 2018/// PY - 2018 DP - Google Scholar VL - 16 IS - 2 SP - 122 EP - 133 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - BOOK TI - A Content Analysis of Teaching and Learning in a 1: 1 K-12 Tablet Environment as Evidenced by Student Achievement and Pedagogy AU - Grogan, Kelly DA - 2018/// PY - 2018 DP - Google Scholar PB - Lamar University-Beaumont ST - A Content Analysis of Teaching and Learning in a 1 KW - __C:filed:1 ER - TY - CONF TI - A continuum of teachers'e-learning practices AU - Sadeck, Osman C3 - International Conference on e-Learning DA - 2016/// PY - 2016 DP - Google Scholar SP - 198 PB - Academic Conferences International Limited KW - _C:South Africa ZAF KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - ELEC TI - A Critical Analysis of the What3Words Geocoding Algorithm AU - Arthur, Rudy T2 - arXiv.org AB - What3Words is a geocoding application that uses triples of words instead of alphanumeric coordinates to identify locations. What3Words has grown rapidly in popularity over the past few years and is used in logistical applications worldwide, including by emergency services. What3Words has also attracted criticism for being less reliable than claimed, in particular that the chance of confusing one address with another is high. This paper investigates these claims and shows that the What3Words algorithm for assigning addresses to grid boxes creates many pairs of confusable addresses, some of which are quite close together. The implications of this for the use of What3Words in critical or emergency situations is discussed. DA - 2023/08/30/ PY - 2023 LA - en UR - https://arxiv.org/abs/2308.16025v1 Y2 - 2023/09/02/13:25:07 ER - TY - JOUR TI - A critical approach to humanizing pedagogies in online teaching and learning AU - Mehta, Rohit AU - Aguilera, Earl T2 - The International Journal of Information and Learning Technology AB - Purpose In this paper, the authors draw on theories of critical pedagogy to interrogate recent trends in online education scholarship, calling for more humanizing pedagogies. By using vignettes from their own teaching experiences, the paper illustrates tensions between autonomous and ideological visions of humanizing approaches, particularly how they apply to issues of inclusion in online teaching and learning. Design/methodology/approach The authors draw on critical theory to interrogate the framings of humanizing online teaching. Sharing three illustrative vignettes from their own reflexive teaching practice, the authors demonstrate how a critically framed approach to humanizing digital pedagogies can promote the design and enactment of more inclusive learning environments across online contexts. Findings Based on the pedagogical cases presented, the authors demonstrate (1) how methods promoted in autonomous models of humanizing pedagogy can present challenges for inclusive design, (2) how participatory media production activities can still intersect with issues of racialization, and (3) how humanizing pedagogical commitments by individual instructors can be constrained by material, structural, and institutional realities. Practical implications While critical framings of pedagogy necessarily resist prescriptive recommendations, the authors conclude the article by underscoring the importance of critically interrogating the ideological dimensions of humanizing pedagogies, the need to grapple with social inequities even as educational contexts are increasingly digitized; the importance of considering structural issues of power and privilege that produce and constrain pedagogical possibilities. Originality/value The authors offer a critical framing of humanizing pedagogies in online education that runs counter to the often-autonomous framings of these approaches, highlighting issues of power, privilege, and ideology that can be overlooked in online educational contexts, especially at the level of institutional, instructional design and support. DA - 2020/04/12/ PY - 2020 DO - 10.1108/IJILT-10-2019-0099 DP - DOI.org (Crossref) VL - 37 IS - 3 SP - 109 EP - 120 J2 - IJILT LA - en SN - 2056-4880 UR - https://www.emerald.com/insight/content/doi/10.1108/IJILT-10-2019-0099/full/html Y2 - 2021/10/05/11:42:14 ER - TY - JOUR TI - A Critical Investigation into How Year 8 Students’ Narrative Writing Skills are Developed Through the Medium of Oral Storytelling AU - Walker, Hannah T2 - Journal of Classics Teaching AB - This research project seeks to examine, using approaches drawn from a case study, how oral storytelling within the classroom can influence various aspects of narrative writing. Therefore, certain teaching strategies and oral activities were implemented in a sequence of lessons which aimed to develop the style and content base of students’ narrative writing. DA - 2018/// PY - 2018 DO - 10.1017/S2058631018000053 DP - DOI.org (Crossref) VL - 19 IS - 37 SP - 35 EP - 45 J2 - J. of Class. Teach. LA - en SN - 2058-6310 UR - https://www.cambridge.org/core/product/identifier/S2058631018000053/type/journal_article Y2 - 2022/07/08/09:45:37 KW - Author:OpenDevEd ER - TY - JOUR TI - A Critical Literature Review of Perceptions of Tablets for Learning in Primary and Secondary Schools AU - Mulet, Julie AU - Van de Leemput, Cécile AU - Amadieu, Franck T2 - Educational Psychology Review DA - 2019/// PY - 2019 DO - 10.1007/s10648-019-09478-0 DP - Google Scholar SP - 1 EP - 32 KW - __C:filed:1 KW - literature / systematic review ER - TY - JOUR TI - A critical reflection of teacher professionalism in Cambodia AU - Tan, Charlene AU - Ng, Pak Tee T2 - Asian Education and Development Studies AB - Purpose – The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area. Design/methodology/approach – This paper uses Hargreaves’ four ages of teacher professionalism and DA - 2012/// PY - 2012 DO - 10.1108/20463161211240106 DP - www.academia.edu VL - 1 IS - 2 SP - 124 SN - 2046-3162 UR - https://www.academia.edu/20740687/A_critical_reflection_of_teacher_professionalism_in_Cambodia Y2 - 2022/07/13/08:51:31 ER - TY - JOUR TI - A critical review of frameworks for digital literacy: Beyond the flashy, flimsy and faddish–Part 1 AU - Brown, Mark T2 - ASCILITE ℡all blog DA - 2017/// PY - 2017 DP - Google Scholar ST - A critical review of frameworks for digital literacy UR - https://blog.ascilite.org/critical-review-of-frameworks-for-digital-literacy-beyond-the-flashy-flimsy-and-faddish-part-3/ Y2 - 2023/11/01/20:26:51 KW - ⛔ No DOI found ER - TY - JOUR TI - A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda AU - Mulder, Martin AU - Roelofs, Eline AB - This paper gives a description of research in the field of Vocational Education and Training (VET). The field of VET research is quite scattered, so giving a full overview is hardly possible. Nevertheless, the VET research presented at the European Conference of Educational Research 2011 (Berlin) is reviewed, as well as the content of a number of VET research journals of publication year 2011. Research themes and topics are defined, and according to the categories the research is reviewed. The conclusions of the review are: 1. there is a large amount of research on VET which is quite diverse and fragmented; 2. much VET research lacks theoretical and empirical foundation; the dominant research methods are case and desk studies and explorative and analytical studies. There are hardly any experiments and intervention and design-based research studies; 3. there are various urgent topics for further research, which are elaborated in the paper. DA - 2011/// PY - 2011 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CLL:en KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Canada CAN KW - _C:China CHN KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Indonesia IDN KW - _C:Italy ITA KW - _C:Latvia LVA KW - _C:Luxembourg LUX KW - _C:Netherlands NLD KW - _C:Saudi Arabia SAU KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Turkey TUR KW - _C:Ukraine UKR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - A Critical Review of Vocational Education and Training Research in 2012 and Suggestions for the Research Agenda AU - Mulder, Martin AU - Roelofs, Eline AB - This paper is a follow-up of the paper ECER-presented in 2012, ‘A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda’ (Author & Co-author, 2012). This paper gave a description of research in the field of Vocational Education and Training (VET) in 2011. This new paper gives an overview of the field of VET research in 2012. In this article the VET research presented at the European Conference of Educational Research 2012 (Cádiz) is reviewed, as well as the articles of a number of VET research journals of publication year 2012. A total of 173 articles are reviewed and after a qualitative interpretation divided into seven different research themes. The conclusions of the review are quite similar to last year. 1. There is a lot of VET research and this research is quite diverse and fragmented. 2. The quality of the articles is not always very high, also because a lot of conference proceedings are included. 3. There are many important topics for further research. DA - 2012/// PY - 2012 LA - en UR - https://www.mmulder.nl/wp-content/uploads/2011/11/2013-Mulder-Roelofs-Critical-Review-of-VET-Research-and-Research-Agenda-2012.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:policy KW - P:social KW - T:TVET KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - A critical view on the suitability of machine learning techniques to downscale climate change projections: Illustration for temperature with a toy experiment AU - Hernanz, Alfonso AU - García‐Valero, Juan Andrés AU - Domínguez, Marta AU - Rodríguez‐Camino, Ernesto T2 - Atmospheric Science Letters AB - Abstract Machine learning is a growing field of research with many applications. It provides a series of techniques able to solve complex nonlinear problems, and that has promoted their application for statistical downscaling. Intercomparison exercises with other classical methods have so far shown promising results. Nevertheless, many evaluation studies of statistical downscaling methods neglect the analysis of their extrapolation capability. In this study, we aim to make a wakeup call to the community about the potential risks of using machine learning for statistical downscaling of climate change projections. We present a set of three toy experiments, applying three commonly used machine learning algorithms, two different implementations of artificial neural networks and a support vector machine, to downscale daily maximum temperature, and comparing them with the classical multiple linear regression. We have tested the four methods in and out of their calibration range, and have found how the three machine learning techniques can perform poorly under extrapolation. Additionally, we have analysed the impact of this extrapolation issue depending on the degree of overlapping between the training and testing datasets, and we have found very different sensitivities for each method and specific implementation. DA - 2022/06// PY - 2022 DO - 10.1002/asl.1087 DP - DOI.org (Crossref) VL - 23 IS - 6 SP - e1087 J2 - Atmospheric Science Letters LA - en SN - 1530-261X, 1530-261X ST - A critical view on the suitability of machine learning techniques to downscale climate change projections UR - https://rmets.onlinelibrary.wiley.com/doi/10.1002/asl.1087 Y2 - 2024/02/24/11:10:19 ER - TY - BOOK TI - A Curriculum Framework for the Sustainable Development Goals First Edition AU - Osman, Amina AU - Ladhani, Sultana AU - Findlater, Emma AU - Mckay, Veronica AB - The 2030 Agenda for Sustainable Development marks a paradigm shift in the global framework for development and presents a unique opportunity to reorient efforts towards a new path for development with sustainability at its core. Education is central to this and to the achievement of all 17 Sustainable Development Goals (SDGs). Education directly relates to one goal (SDG 4) but cuts across the entire SDG agenda. At the 19th Conference of Commonwealth Education Ministers (CCEM) held in The Bahamas (June 2015), ministers reinforced the centrality of education for building resilience and preparing the next generation of Commonwealth citizens to contribute positively to the social, environmental and economic development of their communities. Ultimately, ministers highlighted the pivotal role that education has in achieving sustainable development and driving the SDGs. Given this and following the recommendations made at the 19th CCEM, the Education Section of the Health and Education Unit within the Commonwealth Secretariat has developed a Curriculum Framework for the SDGs to support member countries in addressing all 17 SDGs through education and learning. Goal 4 of the Sustainable Development Goals seeks to ensure “inclusive and equitable quality education and promote lifelong learning opportunities for all”. Within the framework, a life course approach is followed, reinforcing the need for lifelong learning and for all citizens to participate in achieving the SDGs. It is envisioned that this framework will help countries to develop successful learners, confident individuals and responsible citizens who are resilient and uphold the core values and principles of the Commonwealth, as declared in the Commonwealth Charter, and who strive for sustainable development. The framework aims to ensure that citizens develop the knowledge, skills, values and attitudes to flourish in life, learning and work environments, and to appreciate their place in a diverse world, while building and strengthening pathways to peace and tolerance. The Curriculum Framework for the SDGs allows for a high degree of flexibility through the non-prescriptive nature of its content. It is hoped that this framework will serve as a guide for countries to conceptualise, review or further develop their national curricula and ensure that education is integral to any strategy to create a resilient generation that will advocate for action and the attainment of the SDGs in a holistic, integrated manner. It will provide conceptual support for teacher training, adult learning and community development. DA - 2017/07/01/ PY - 2017 DP - ResearchGate ER - TY - BLOG TI - A Decade of MOOCs: A Review of MOOC Stats and Trends in 2021 AU - Shah, Dawal T2 - The Report by Class Central AB - In 2021, 10 years after it burst on the scene, the MOOC ecosystem has reached 220M learners and 19.4K courses. DA - 2021/12/14/T13:41:42+00:00 PY - 2021 LA - en-US ST - A Decade of MOOCs UR - https://www.classcentral.com/report/moocs-stats-and-trends-2021/ Y2 - 2022/12/27/03:11:22 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - A description of the self-perceived educational needs of emergency nurses in Durban, KwaZulu-Natal, South Africa AU - Dulandas, Reka AU - Brysiewicz, Petra T2 - African Journal of Emergency Medicine AB - © 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. DA - 2018/// PY - 2018 DO - 10.1016/j.afjem.2018.03.001 LA - en AN - LOCAL-SCOPUS_ID:85046742352 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CCZ:South Africa KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:media KW - P:nurse KW - R:quantitative KW - R:questionnaire KW - R:survey KW - T:Training KW - Z:Competency needs KW - Z:Educational needs KW - Z:Emergency nurses KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:Ghana GHA KW - _C:Pakistan PAK KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - A Design Approach to Mathematics Teacher Educator Development in East Africa AU - Golding, Jennie AU - Batiibwe, Marjorie Sarah K. T2 - Journal of Research and Advances in Mathematics Education DA - 2021/01// PY - 2021 DO - 10.23917/jramathedu.v6i1.11898 VL - 6 IS - 1 LA - en SN - 2503-3697 KW - Final_citation KW - cited KW - existing ER - TY - CHAP TI - A Detailed Example: Galactic Dynamics AU - Vallejo, Juan C. AU - Sanjuan, Miguel AF T2 - Predictability of Chaotic Dynamics DA - 2019/// PY - 2019 DP - Google Scholar SP - 151 EP - 188 PB - Springer ST - A Detailed Example ER - TY - JOUR TI - A development and application of the teaching and learning model of artificial intelligence education for elementary students AU - Kim, Kapsu AU - Park, Youngki T2 - Journal of The Korean Association of Information Education DA - 2017/// PY - 2017 DP - Google Scholar VL - 21 IS - 1 SP - 139 EP - 149 UR - https://koreascience.kr/article/JAKO201719363360814.page Y2 - 2024/02/24/10:04:49 KW - ❓ Multiple DOI ER - TY - THES TI - A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlement approach AU - Zubairi, Asma Tahseen DA - 2021/// PY - 2021 DP - Google Scholar M3 - PhD Thesis PB - University of Cambridge ST - A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools UR - https://www.repository.cam.ac.uk/handle/1810/316497 Y2 - 2023/11/08/16:15:02 ER - TY - THES TI - A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlements approach AU - Zubairi, Asma DA - 2020/// PY - 2020 PB - University of Cambridge UR - https://www.repository.cam.ac.uk/bitstream/handle/1810/316497/Asma%20Zubairi_Thesis_January%202021_Confidential_Size.pdf?sequence=5&isAllowed=y Y2 - 2021/02/12/13:11:41 KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Cambodia KHM KW - _C:Chile CHL KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - ELEC TI - A double challenge for the disabled AU - Toesland, F T2 - United Nation DA - 2019/// PY - 2019 UR - https://www.un.org/africarenewal/magazine/december-2018-march-2019/double-challenge-disabled Y2 - 2024/01/12/00:00:00 ER - TY - RPRT TI - A educação e aprendizagem de jovens e adultos na África Austral: visão geral de um estudo para cinco nações AU - Aitchison, John AB - A pesquisa para este relatório foi realizada em 2010 e 2011 em cinco países da África Austral e, em seguida, foi conferido e editado pelo professor John Aitchison, da Universidade de KwaZulu-Natal. DA - 2012/// PY - 2012 LA - Portuguese PB - Open Society Initiative for Southern Africa (OSISA) UR - https://www.info-angola.com/attachments/article/3877/portugueseeducationoverview.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Angola KW - C:Lesotho KW - C:Mozambique KW - C:Namibia KW - C:Swaziland KW - CLL:pt KW - publicImportV1 ER - TY - RPRT TI - A five-part education response to the COVID-19 pandemic AU - Haßler, Björn AU - Khalayleh, Abdullah AU - McBurnie, Chris CY - Cambridge, UK DA - 2020/05/26/ PY - 2020 M3 - EdTech Hub Helpdesk Response SN - 5 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _C:Ghana GHA KW - _C:India IND KW - _C:Jordan JOR KW - _C:Malawi MWI KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _Not used in LR KW - _T:reviewed KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:i ER - TY - JOUR TI - A framework for an ICT-based development program for science teachers in state universities and colleges in region VI AU - Magallanes, Amel Lavezores AU - Lavezores, Amel T2 - Universal Journal of Educational Research AB - Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers. DA - 2014/// PY - 2014 DO - 10.13189/ujer.2014.020909 VL - 2 IS - 9 SP - 659 EP - 668 LA - English SN - 2332-3205, 2332-3205 UR - https://www.researchgate.net/publication/285646173_A_Framework_for_an_ICT-based_Development_Program_for_Science_Teachers_in_State_Universities_and_Colleges_in_Region_VI AN - 1697502673; EJ1053893 KW - Barriers KW - College Faculty KW - College Science KW - Computer Literacy KW - Computer Uses in Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Mixed Methods Research KW - Philippines KW - Postsecondary Education KW - Science Teachers KW - State Colleges KW - State Universities KW - Teacher Attitudes KW - Technology Integration KW - Training ER - TY - RPRT TI - A Framework for Evaluating Appropriateness of Educational Technology Use in Global Development Programs AU - Massachusetts Institute of Technology DA - 2016/// PY - 2016 UR - https://dspace.mit.edu/bitstream/handle/1721.1/115340/Full%20Report_A%20Framework%20for%20Evaluating%20Appropriateness%20of%20Educational%20Technology%20Use%20in%20Global%20Development%20Programs.pdf?sequence=1&isAllowed=y Y2 - 2023/01/20/23:15:35 ER - TY - JOUR TI - A Framework for Evaluating Tablet-based Educational Applications for Primary School Levels in Thailand AU - Nang, Hsu Mon Pyae AU - Harfield, Antony T2 - International Journal of Interactive Mobile Technologies (iJIM) DA - 2018/// PY - 2018 DO - 10.3991/ijim.v12i5.9009 DP - Google Scholar VL - 12 IS - 5 SP - 126 EP - 139 KW - _C:Denmark DNK KW - _C:Korea XKOR KW - _C:Thailand THA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - A Framework For Evaluating The Outcome Of Use Of ICTOn Early Grade Literacy Assessment; A Case Study Of Tusome Literacy Programme In Kenya AU - Olubendi, Doreen AB - Previous research work in the field of education has highlighted how information and communication technology plays an integral role in deepening and accelerating learning. Little has been done focusing on its adoption among public schools in Kenya. Systematic use of mobile devices and other information and communication technologies to assess early grade literacy and numeracy, especially in developing countries, remains limited to date. The purpose of this study is to develop a framework for evaluating the outcomes of ICT use on early grade literacy assessment. The focus of this study is on Tusome Literacy program, which is a USAID funded program of over five years, which has been adopted by the Kenyan Government. Education officials under Ministry of Education are equipped with tablets that have pre-installed software to be used for continuous assessment of Curriculum Support Officers, teachers and learners in early grade literacy in public primary schools. The specific objectives are: the relationship between the ICT infrastructure and the level of use of the assessment tool; the relationship between the ICT skills of the Curriculum Support Officer/County Director of Education and the level of use of the assessment tool; the relationship between the local support and the level of use of the assessment tool; the relationship between the level of use of the assessment tool and the frequency of the lessons observed; the relationship between the frequency of lessons observed and the literacy score of the learners. The design of this study is a survey research that was conducted in three counties in Kenya i.e Uasin Gishu, Bungoma and Busia counties. The sample size determination for the CSOs was equal to the population. The study targeted 30 CSOs and 2 County Directors from Bungoma, 14 CSOs and 2 County Directors from Busia; and 17 CSOs and 2 County Directors from Uasin Gishu. Questionnaires were used to collect data. The response rate was 89%. Analysis of the data was done by both descriptive statistics and inferential analysis. The study found out that the issuance of tablets with preloaded monitoring tools and applications to the CSOs and County Directors of Education enabled implementation and use of the ICT tools. The tablets had a source of internet connection so as to send the collected data to a central server. Continuous training and support of the CSOs on use of the ICT gadgets for classroom support was also key. Proper implementation resulted to increased frequency of CSOs visit to schools to iii continuously support teachers and assess teachers and learners using the ICT tools. Frequency of lessons observed and the implementation (use of the assessment tools) was significantly related as the OR=1.599, p=0.004. The study compared the literacy score and the ICT outcome (frequency of lessons observed by CSOs). The result showed that the ICT outcome significantly relates to the literacy score the with an odds ratio OR=9.531E-019, p=0.001. In conclusion, Tusome Literacy Programme has enabled improved literacy on early grade learners through use of ICT tools to monitor and support teachers and continuous assessment of learners in the early grade. A recommendation for further research is the integration of the ICT monitoring tool (Tangerine:Tutor) with other Ministry of Education systems such as The National Education Management Information System (NEMIS). The integrated data and information would enable better use for decision-making and formulation of transparent and accountable policies within the education sector in Kenya. DA - 2019/// PY - 2019 DP - erepository.uonbi.ac.ke LA - en M3 - Thesis PB - University of Nairobi UR - http://erepository.uonbi.ac.ke/handle/11295/109880 Y2 - 2022/12/23/03:06:13 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - A Framework for Rigorously Identifying Research Gaps in Qualitative Literature Reviews AU - Mã, Christoph AB - Identifying research gaps is a fundamental goal of literature reviewing. While it is widely acknowledged that literature reviews should identify research gaps, there are no methodological guidelines for how to identify research gaps in qualitative literature reviews ensuring rigor and replicability. Our study addresses this gap and proposes a framework that should help scholars in this endeavor without stifling creativity. To develop the framework we thoroughly analyze the state-of-the-art procedure of identifying research gaps in 40 recent literature reviews using a grounded theory approach. Based on the data, we subsequently derive a framework for identifying research gaps in qualitative literature reviews and demonstrate its application with an example. Our results provide a modus operandi for identifying research gaps, thus enabling scholars to conduct literature reviews more rigorously, effectively, and efficiently in the future. DA - 2015/// PY - 2015 DP - Zotero LA - en UR - https://core.ac.uk/download/pdf/301367526.pdf KW - ⛔ No DOI found ER - TY - CONF TI - A framework for rigorously identifying research gaps in qualitative literature reviews AU - Müller-Bloch, C AU - Kranz, J A2 - Carte, T A2 - Heinzl, A. A2 - Urquhart, C. C1 - Fort Worth, Texas, USA C3 - Proceedings of the international conference on information systems DA - 2015/// PY - 2015 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - 'A ghost soon to die' AU - Ajadi, S.B. T2 - The punch (Nigerian National Newspaper) February DA - 2011/// PY - 2011 VL - 22 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - A GIS Based Biophysical Analysis of the Karfi Sector in Kano River Irrigation Project, Kano State, Nigeria AU - Tudunwada, I.Y. AU - Khalifa, S.S. C3 - Annual Conference (41st DA - 2017/// PY - 2017 LA - en PB - Soil Science Society of Nigeria. ATBU Bauchi KW - ⛔ No DOI found ER - TY - GEN TI - A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 AU - Law, Nancy AU - Woo, David AU - de la Torre, Jimmy AU - Wong, Gary DA - 2018/// PY - 2018 PB - UNESCO Institute for Statistics UR - https://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf ER - TY - BLOG TI - A Global Framework to Measure Digital Literacy AU - Manos Antoninis DA - 2018/// PY - 2018 UR - https://uis.unesco.org/en/blog/global-framework-measure-digital-literacy ER - TY - JOUR TI - A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis AU - Bozkurt, Aras AU - Jung, Insung AU - Xiao, Junhong AU - Vladimirschi, Viviane AU - Schuwer, Robert AU - Egorov, Gennady AU - Lambert, Sarah AU - Al-Freih, Maha AU - Pete, Judith AU - Don Olcott, Jr AU - Rodes, Virginia AU - Aranciaga, Ignacio AU - Bali, Maha AU - Alvarez, Abel Jr AU - Roberts, Jennifer AU - Pazurek, Angelica AU - Raffaghelli, Juliana Elisa AU - Panagiotou, Nikos AU - Coëtlogon, Perrine de AU - Shahadu, Sadik AU - Brown, Mark AU - Asino, Tutaleni I. AU - Tumwesige, Josephine AU - Reyes, Tzinti Ramírez AU - Ipenza, Emma Barrios AU - Ossiannilsson, Ebba AU - Bond, Melissa AU - Belhamel, Kamel AU - Irvine, Valerie AU - Sharma, Ramesh C. AU - Adam, Taskeen AU - Janssen, Ben AU - Sklyarova, Tatiana AU - Olcott, Nicoleta AU - Ambrosino, Alejandra AU - Lazou, Chrysoula AU - Mocquet, Bertrand AU - Mano, Mattias AU - Paskevicius, Michael T2 - Asian Journal of Distance Education DA - 2020/06/06/ PY - 2020 DP - www.asianjde.org VL - 15 IS - 1 SP - 1 EP - 126 LA - en SN - 1347-9008 ST - A global outlook to the interruption of education due to COVID-19 pandemic UR - http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462 Y2 - 2020/06/07/07:41:26 KW - Author:OpenDevEd KW - COVID-19 KW - Coronavirus Pandemic KW - _C:Algeria DZA KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Belize BLZ KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Congo, Democratic Republic COD KW - _C:Egypt EGY KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Guatemala GTM KW - _C:India IND KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea (Republic of) KOR KW - _C:Korea XKOR KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 KW - _genre:LR-literature_review KW - _r:ImportedToMyEducationEvidence KW - distance education KW - docs.opendeved.net KW - emergency remote education KW - online learning KW - ⛔ No DOI found ER - TY - JOUR TI - A glossary for dissemination and implementation research in health AU - Rabin, Borsika A. AU - Brownson, Ross C. AU - Haire-Joshu, Debra AU - Kreuter, Matthew W. AU - Weaver, Nancy L. T2 - Journal of Public Health Management and Practice DA - 2008/// PY - 2008 DO - 10.1097/01.PHH.0000311888.06252.bb DP - Google Scholar VL - 14 IS - 2 SP - 117 EP - 123 ER - TY - JOUR TI - A grid-based sample design framework for household surveys AU - Boo, Gianluca AU - Darin, Edith AU - Thomson, Dana R. AU - Tatem, Andrew J. T2 - Gates Open Research AB - Traditional sample designs for household surveys are contingent upon the availability of a representative primary sampling frame. This is defined using enumeration units and population counts retrieved from decennial national censuses that can become rapidly inaccurate in highly dynamic demographic settings. To tackle the need for representative sampling frames, we propose an original grid-based sample design framework introducing essential concepts of spatial sampling in household surveys. In this framework, the sampling frame is defined based on gridded population estimates and formalized as a bi-dimensional random field, characterized by spatial trends, spatial autocorrelation, and stratification. The sampling design reflects the characteristics of the random field by combining contextual stratification and proportional to population size sampling. A nonparametric estimator is applied to evaluate the sampling design and inform sample size estimation. We demonstrate an application of the proposed framework through a case study developed in two provinces located in the western part of the Democratic Republic of the Congo. We define a sampling frame consisting of settled cells with associated population estimates. We then perform a contextual stratification by applying a principal component analysis (PCA) and k -means clustering to a set of gridded geospatial covariates, and sample settled cells proportionally to population size. Lastly, we evaluate the sampling design by contrasting the empirical cumulative distribution function for the entire population of interest and its weighted counterpart across different sample sizes and identify an adequate sample size using the Kolmogorov-Smirnov distance between the two functions. The results of the case study underscore the strengths and limitations of the proposed grid-based sample design framework and foster further research into the application of spatial sampling concepts in household surveys. DA - 2020/01/27/ PY - 2020 DO - 10.12688/gatesopenres.13107.1 DP - DOI.org (Crossref) VL - 4 SP - 13 J2 - Gates Open Res LA - en SN - 2572-4754 UR - https://gatesopenresearch.org/articles/4-13/v1 Y2 - 2021/03/18/19:03:40 ER - TY - BOOK TI - A guia OER para as Escolas AU - Haßler, Björn AU - Cabral, Marilena DA - 2015/// PY - 2015 LA - pt PB - African Virtual University KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - A guide for Accelerated Education Programme designers, implementers, evaluators and agencies AU - Kayla Boisvert AU - Jennifer Flemming AU - Ritesh Shah DA - 2017/// PY - 2017 ER - TY - BOOK TI - A guide to implementation research AU - Werner, Alan DA - 2004/// PY - 2004 DP - Google Scholar PB - The Urban Insitute ER - TY - JOUR TI - A Guide to the Dimensions Data Approach AU - Dimensions Resources AB - Dimensions is a modern and innovative, linked research data infrastructure and tool, re-imagining discovery and access to research: grants, publications, citations, clinical trials and patents in one place.

This document provides an overview of the Dimensions content.
DA - 2019/// PY - 2019 DO - 10.6084/M9.FIGSHARE.5783094 DP - DOI.org (Datacite) SP - 1945877 EP - Bytes LA - en UR - https://dimensions.figshare.com/articles/A_Guide_to_the_Dimensions_Data_Approach/5783094 Y2 - 2021/05/03/10:11:42 KW - 160511 Research, Science and Technology Policy KW - FOS: Political science ER - TY - COMP TI - A high-usability application to determine your geolocation in rural settings (OpenDevEd/ShareOLC) AU - Haßler, Björn AU - Adam, Taskeen DA - 2020/07/08/T10:40:45Z PY - 2020 DP - GitHub LA - Android / Java PB - Open Development & Education UR - https://github.com/OpenDevEd/ShareOLC Y2 - 2020/07/11/17:25:31 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - A Historic Shock to Parental Engagement in Education: Parent Perspectives in Botswana during COVID-19. Policy Brief AU - Winthrop, Rebecca AU - Ershadi, Mahsa AU - Angrist, Noam AU - Bortsie, Efua AU - Matsheng, Moitshepi AB - When schools closed in Botswana on March 23, 2020 due to the COVID-19 pandemic, education administrators, teachers, and ultimately parents were faced with difficult decisions about how to help children continue learning without setting foot inside a classroom. In-person classes returned on June 17, 2020, though a second school closure occurred for two weeks beginning July 30 in greater Gaborone. The COVID-19 pandemic has provided a historic shock to education systems worldwide, necessitating parents to join the frontlines of the teaching-learning process. In this report, the authors share data from recent research on parents in Botswana, seeking to shed light on a range of questions, including: (1) What have been parents' experiences in relation to their children's education? (2) What are parents' beliefs about what makes for a quality education for their child? (3) What informs parents' beliefs about education at this time? and (4) What can the education community learn from the different parent engagement approaches used during COVID-19 that could be relevant long term? While there is much to learn from parents' responses, the report presents three main findings that have implications for education policymakers, administrators, educators, and civil society partners: (1) parents have high but declining levels of satisfaction with their children's education; (2) parents want schools to teach a breadth of academic and non-academic competencies and skills but believe their children's teachers primarily value academic skills; and (3) despite prioritizing non-academic skills, parents rely heavily on academic exams to indicate a good quality education. [This report was co-produced by Young 1ove.] DA - 2020/10// PY - 2020 DP - ERIC LA - en PB - Center for Universal Education at The Brookings Institution ST - A Historic Shock to Parental Engagement in Education UR - https://eric.ed.gov/?id=ED610673 Y2 - 2021/05/19/15:07:08 KW - Blended Learning KW - COVID-19 KW - Course Content KW - Distance Education KW - Educational Quality KW - Electronic Learning KW - Experience KW - Foreign Countries KW - Pandemics KW - Parent Attitudes KW - Parent Influence KW - Parent Role KW - Parents as Teachers KW - Satisfaction KW - School Closing KW - Skill Development ER - TY - JOUR TI - A history of meta‐regression: Technical, conceptual, and practical developments between 1974 and 2018 AU - Tipton, Elizabeth AU - Pustejovsky, James E. AU - Ahmadi, Hedyeh T2 - Research Synthesis Methods AB - At the beginning of the development of meta‐analysis, understanding the role of moderators was given the highest priority, with meta‐regression provided as a method for achieving this goal. Yet in current practice, meta‐regression is not as commonly used as anticipated. This paper seeks to understand this mismatch by reviewing the history of meta‐regression methods over the past 40 years. We divide this time span into four periods and examine three types of methodological developments within each period: technical, conceptual, and practical. Our focus is broad and includes development of methods in the fields of education, psychology, and medicine. We conclude the paper with a discussion of five consensus points, as well as open questions and areas of research for the future. DA - 2019/06// PY - 2019 DO - 10.1002/jrsm.1338 DP - DOI.org (Crossref) VL - 10 IS - 2 SP - 161 EP - 179 J2 - Research Synthesis Methods LA - en SN - 1759-2879, 1759-2887 ST - A history of meta‐regression UR - https://onlinelibrary.wiley.com/doi/10.1002/jrsm.1338 Y2 - 2023/11/01/23:24:32 KW - _yl:a ER - TY - THES TI - A incompatibilidade entre os atributos dos recursos educacionais abertos e as preferências dos usuários como barreira à difusão de inovação AU - Correa, Juliana Nelia do Nascimento CY - São Paulo DA - 2019/01/02/ PY - 2019 DP - DOI.org (Crossref) LA - pt M3 - Mestrado em Administração PB - Universidade de São Paulo UR - http://www.teses.usp.br/teses/disponiveis/12/12139/tde-20122018-174850/ Y2 - 2020/08/12/23:42:16 KW - _C:Australia AUS KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Germany DEU KW - _C:Iceland ISL KW - _C:India IND KW - _C:Ireland IRL KW - _C:Korea XKOR KW - _C:Luxembourg LUX KW - _C:Mauritius MUS KW - _C:Montenegro MNE KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Peru PER KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Venezuela VEN KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - A journal of the Environmental and Social Sciences AU - University, Bayero AU - Savanna, Kano Nigeria AU - Ali, S.M. AU - Martinson, D.B. AU - Al-Maiyah, S. T2 - Savanna DA - 2022/// PY - 2022 VL - 26 IS - 1 SP - 173 EP - 185 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - A journey to BSO: evaluating earlier and more recent ideas of Mario Bunge as a foundation for information and software development AU - Lukyanenko, R. T2 - Exploring Modeling Methods for Systems Analysis and Development DA - 2020/// PY - 2020 SP - 1 EP - 15 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - A Knowledge Development Perspective on Literature Reviews: Validation of a New Typology in the IS Field AU - Schryen, Guido AU - Wagner, Gerit AU - Benlian, Alexander AU - Paré, Guy T2 - Communications of the AIS AB - Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory. DA - 2020/// PY - 2020 DP - ris.uni-paderborn.de VL - 46 SP - 134 EP - 168 LA - eng SN - 1529-3181 ST - A Knowledge Development Perspective on Literature Reviews UR - https://ris.uni-paderborn.de/record/11946 Y2 - 2024/01/18/22:35:36 KW - ⛔ No DOI found ER - TY - ELEC TI - A Landscape Review of ICT for Disability-Inclusive Education AU - World Bank DA - 2021/// PY - 2021 UR - https://openknowledge.worldbank.org/server/api/core/bitstreams/ef7fd554-8359-50f9-9718-7161545dbc54/content Y2 - 2022/12/16/18:45:23 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - A Landscape Review of ICT for Disability-inclusive Education AU - World Bank AB - Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem. CY - Washington, DC DA - 2022/01/15/ PY - 2022 DP - openknowledge.worldbank.org LA - English PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/37080 Y2 - 2022/09/06/12:47:31 KW - Access to Education KW - Access to Learning KW - Disability Inclusion KW - Edtech KW - Education Technology KW - Inclusive Education ER - TY - JOUR TI - A Learning Design for Deep Learning for a Distance Teacher Education Programme AU - Bose, Sutapa T2 - Journal of Learning for Development AB - Self-learning materials (SLM) generally lack the mechanisms for ensuring deep learning but help address the learning needs of large number of learners. Hence, it was retained as the key instructional component for a distance in-service teacher education programme offered by the Indira Gandhi National Open University (IGNOU), India. However, for the programme’s personal contact programme, a learning design was developed with the aim of addressing the SLM’s pedagogic limitations. This study aimed to determine how learners were using the SLM for learning while the design was being implemented at multiple units of analysis. It used the case-study method, and the findings suggested that the learning design encouraged deep learning processes that included the use of workplace learning as a context for interrogating the SLM and evaluating their relevance. Findings of qualitative studies are not generally generalisable. Nevertheless, this study will help in making informed decisions favouring ‘learning designs’ instead of instructional designs for IGNOU’s future teacher education programmes. DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 269 EP - 282 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/477 Y2 - 2022/04/05/12:25:40 KW - Distance teacher education KW - deep learning KW - learning design KW - pedagogy KW - self learning material KW - ⛔ No DOI found ER - TY - GEN TI - A lifeline to learning? Leveraging technology to support  education for refugees AU - UNESCO DA - 2018/// PY - 2018 PB - UNESCO ER - TY - BOOK TI - A lifeline to learning: leveraging technology to support education for refugees AU - UNESCO, Education Sector DA - 2018/// PY - 2018 SN - 978-92-3-100262-5 (print/pdf) UR - https://unesdoc.unesco.org/ark:/48223/pf0000261278 ER - TY - JOUR TI - A Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs. AU - McIntyre, Nora AU - Sabates, Ricardo AU - Eberhardt, Molly Jamieson AB - [No description available.] DA - 2021/01/01/ PY - 2021 DO - 10.5281/ZENODO.4575561 DP - DOI.org (Datacite) LA - en ST - A Literature Overview of Accountability and EdTech UR - https://zenodo.org/record/4575561 Y2 - 2023/01/07/20:46:36 ER - TY - JOUR TI - A literature review: efficacy of online learning courses for higher education institution using meta-analysis AU - Castro, Mayleen Dorcas B. AU - Tumibay, Gilbert M. T2 - Education and Information Technologies AB - The Internet has made online learning possible, and many educators and researchers are interested in online learning courses to enhance and improve the student learning outcomes while battling the shortage in resources, facilities and equipment particularly in higher education institution. Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. It is imperative that the researchers consider, and examine the efficacy of online learning in educating students. For this study, the researchers reviewed literature through meta-analysis as the method of research concerning the use of ADDIE (Analysis, Design, Development, Implementation and Evaluation) framework for designing and developing instructional materials that can provide wider access to quality higher education. This framework can be used to list generic processes that instructional designers and training developers use (Morrison et al., 2010). It represents a descriptive guideline for building effective training and performance support tools in five phases, as follows: 1.) Analysis, 2.) Design, 3.) Development, 4.) Implementation, and 5.) Evaluation. The researchers collected papers relating to online learning courses efficacy studies to provide a synthesis of scientifically rigorous knowledge in online learning courses, the researchers searched on ERIC (Education Resources Information Center), ProQuest databases, PubMed, Crossref, Scribd EBSCO, and Scopus. The researchers also conducted a manual search using Google Scholar. Based on the analysis, three main themes developed: 1.) comparison of online learning and traditional face-to-face setting, 2.) identification of important factors of online learning delivery, and 3.) factors of institutional adoption of online learning. Based on the results obtained 50 articles. The researchers examine each paper and found 30 articles that met the efficacy of online learning courses through having well-planned, well-designed courses and programs for higher education institution. Also, it highlights the importance of instructional design and the active role of institutions play in providing support structures for educators and students. Identification of different processes and activities in designing and developing an Online Learning Courses for Higher Education Institution will be the second phase of this study for which the researchers will consider using the theoretical aspect of the ADDIE framework. DA - 2021/03/01/ PY - 2021 DO - 10.1007/s10639-019-10027-z DP - Springer Link VL - 26 IS - 2 SP - 1367 EP - 1385 J2 - Educ Inf Technol LA - en SN - 1573-7608 ST - A literature review UR - https://doi.org/10.1007/s10639-019-10027-z Y2 - 2022/04/05/20:24:42 ER - TY - JOUR TI - A Literature Review of E-Learning and E-Teaching in the Era of Covid-19 Pandemic AU - Mseleku, Zethembe AB - The emergence of Covid-19 pandemic undoubtedly resulted in devastating socio-economic challenges across the world. In attempt to manage the contagion, many countries have implemented restrictive measures to reduce social gatherings and to promote social distancing. This meant the closure of higher learning institutions and a major shift from traditional classroom-based teaching and learning to virtual approach. While higher education may have transformed and moved to online due to Covid-19, it is unknown whether this transformation produces positive teaching and learning outcomes. This literature review is conducted to elicit relevant evidence on E-learning and E-teaching outcomes, challenges and opportunities in the era of Covid-19 pandemic. DA - 2020/// PY - 2020 DP - Zotero VL - 5 IS - 10 SP - 10 LA - en ER - TY - JOUR TI - A literature review of emotional intelligence and nursing education AU - Dugué, Manon AU - Sirost, Olivier AU - Dosseville, Fabrice T2 - Nurse Education in Practice AB - 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. DA - 2021/07/01/ PY - 2021 DO - 10.1016/j.nepr.2021.103124 DP - ScienceDirect VL - 54 SP - 103124 J2 - Nurse Education in Practice LA - en SN - 1471-5953 UR - https://www.sciencedirect.com/science/article/pii/S1471595321001608 Y2 - 2022/04/05/20:22:32 KW - Emotional intelligence KW - Health KW - Nursing education KW - Performances KW - Social relationships KW - Training ER - TY - JOUR TI - A Literature Review of the Impacts of Heat Stress on Human Health across Africa AU - Ncongwane, Katlego P. AU - Botai, Joel O. AU - Sivakumar, Venkataraman AU - Botai, Christina M. T2 - Sustainability AB - Heat stress-related illness attributed to the changing climate, particularly the more frequent extreme high temperatures, is becoming a theme of public concern, especially in the most vulnerable regions, such as the African continent. Knowledge of the existing research directions and gaps on heat stress and human health is vital for informing future strategic research foci capable of influencing policy development, planning, adaptation, and mitigation efforts. In this regard, a bibliometric analysis was conducted, with an emphasis on Africa, to assess regional research contributions to heat stress impacts on human health. The goals of the study were to review publication growth and patterns of the scientific publications and to identify key players (especially collaborating institutions and countries) and the evolution of research themes on the African continent, while paying attention to global trends and emergent hot topics and methodology of heat stress research. Using the Web of Science (WoS) and Scopus core collection databases, a structured keyword search was undertaken, which yielded 463 and 58 research publications from around the world and Africa, respectively. The retrieved scientific documents, published between 1968 and 2020, were analyzed and visualized using a bibliometric analysis technique and the VOSviewer software tool. The results indicate low statistics and slow scientific growth in publication output, with the highest peak having been reached in 2018, resulting in 13 scientific publications. While global research collaborations are successfully reflected in the literature, there is a considerable gap in understanding heat stress and related collaborations between African countries and international institutions. The review study has identified key opportunities that can benefit Africa through the expansion of the scope of heat stress and human health research on the continent. These opportunities can be achieved by closing the following research gaps: (1) vulnerability assessments within demographic classes, such as the elderly, (2) personal exposure and associated risks, (3) Urban Heat Island (UHI) evaluation for urban environments, and (4) heat adaptation research, which will enable informed and targeted preventive actions that will limit future heat health impacts. The authors opine that the pursuit of such studies will be most impactful if the current knowledge gaps are bridged through transdisciplinary research supported by local, regional, and international collaborators. DA - 2021/// PY - 2021 DO - 10.3390/su13095312 DP - Google Scholar VL - 13 IS - 9 SP - 5312 KW - BE:LMIC KW - BE:RELEVANT KW - type:literature review ER - TY - JOUR TI - A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning AU - Pokhrel, Sumitra AU - Chhetri, Roshan T2 - Higher Education for the Future AB - The COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, institutions and other learning spaces have impacted more than 94% of the world’s student population. This has brought far-reaching changes in all aspects of our lives. Social distancing and restrictive movement policies have significantly disturbed traditional educational practices. Reopening of schools after relaxation of restriction is another challenge with many new standard operating procedures put in place., Within a short span of the COVID-19 pandemic, many researchers have shared their works on teaching and learning in different ways. Several schools, colleges and universities have discontinued face-to-face teachings. There is a fear of losing 2020 academic year or even more in the coming future. The need of the hour is to innovate and implement alternative educational system and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning. This article aims to provide a comprehensive report on the impact of the COVID-19 pandemic on online teaching and learning of various papers and indicate the way forward. DA - 2021/01/01/ PY - 2021 DO - 10.1177/2347631120983481 DP - SAGE Journals VL - 8 IS - 1 SP - 133 EP - 141 J2 - Higher Education for the Future LA - en SN - 2347-6311 UR - https://doi.org/10.1177/2347631120983481 Y2 - 2021/04/26/15:21:03 KW - Internet Use KW - Learning KW - Pedagogy KW - Teaching (Academic) ER - TY - RPRT TI - A longitudinal study of learning, progression, and personal growth in Sierra Leone AU - Johnson, David AU - Hsieh, Jenny DA - 2019/06// PY - 2019 M3 - Final Report PB - University of Oxford UR - https://static1.squarespace.com/static/5555e7a7e4b01769086660e5/t/5d3701c6d7be6a0001f12772/1563886107580/RAN+Report+2018+Final+-+for+publication.pdf Y2 - 2020/09/11/16:57:28 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - A longitudinal study of learning, progression, and personal growth in Sierra Leone: Final report AU - Johnson, David AU - Hsieh, Pei-Tseng Jenny DA - 2019/06// PY - 2019 LA - En PB - University of Oxford UR - https://static1.squarespace.com/static/5555e7a7e4b01769086660e5/t/5d3701c6d7be6a0001f12772/1563886107580/RAN+Report+2018+Final+-+for+publication.pdf Y2 - 2021/05/29/18:47:28 KW - _C:Sierra Leone SLE ER - TY - CONF TI - A machine-learning solution for quantifying the impact of climate change on roads AU - Piryonesi, S. M. AU - El-Diraby, T. C3 - CSCE Annual Conference. Canadian Society for Civil Engineering, Laval DA - 2019/// PY - 2019 DP - Google Scholar UR - https://www.researchgate.net/profile/S-Madeh-Piryonesi/publication/336014662_A_Machine-Learning_Solution_for_Quantifying_the_Impact_of_Climate_Change_on_Roads/links/5d90f7b6458515202b74882f/A-Machine-Learning-Solution-for-Quantifying-the-Impact-of-Climate-Change-on-Roads.pdf Y2 - 2024/02/24/11:10:33 KW - ⛔ No DOI found ER - TY - JOUR TI - A manual for writers of research papers, theses, and dissertations T2 - Choice Reviews Online DA - 2007/10/01/ PY - 2007 DO - 10.5860/CHOICE.45-0587 DP - DOI.org (Crossref) VL - 45 IS - 02 SP - 45 EP - 0587-45-0587 J2 - Choice Reviews Online LA - en SN - 0009-4978, 1523-8253 UR - http://choicereviews.org/review/10.5860/CHOICE.45-0587 Y2 - 2022/03/31/15:23:11 ER - TY - BOOK TI - A Manual for Writers of Research Papers, Theses, and Dissertations, Ninth Edition: Chicago Style for Students and Researchers AU - Turabian, Kate L. AU - Booth, Wayne C. AU - Colomb, Gregory G. AU - Williams, Joseph M. AU - Bizup, Joseph CY - Chicago ; London DA - 2018/05/18/ PY - 2018 DP - Amazon ET - 9th edition SP - 464 LA - English PB - University of Chicago Press SN - 978-0-226-43057-7 ST - A Manual for Writers of Research Papers, Theses, and Dissertations, Ninth Edition ER - TY - MAP TI - A Map of Mkushi District Health Centres AU - Iseje, Fatuma AB - This map is an accurate map of the Health Centres coming under the Ministry of Health, Mkushi District. The health centre locations were collected an validated over a period of approximately two years (2022-23). CN - opendeved.1118 DA - 2023/// PY - 2023 LA - en UR - https://maps.opendeved.net/mkushi KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - A Measure to Assess Student-Instructor Relationships AU - Creasey, Gary AU - Jarvis, Pat AU - Knapcik, Elyse T2 - International Journal for the Scholarship of Teaching and Learning AB - There is a need for an instrument that assesses student-instructor relationships as many experts speculate that close, non-threatening relationships between students and instructors predict positive achievement orientations, academic progress and success. In this paper, we present reliability and additional validity data concerning the Student-Instructor Relationship Scale, a 36-item inventory we developed that taps studentinstructor relationship connectedness and anxiety. In the first study, college students completed this instrument twice over a 3-4 week time period and the instrument subscales possessed good test-retest reliability. In the second study, the subscales of the SIRS were associated with student perceptions of test anxiety in a randomly determined class. As predicted, student-instructor connectedness was negatively associated with test anxiety and student-instructor anxiety was positively associated with this construct. Study implications and suggestions for future research are offered. DA - 2009/07/01/ PY - 2009 DO - 10.20429/ijsotl.2009.030214 DP - DOI.org (Crossref) VL - 3 IS - 2 J2 - ij-sotl LA - en SN - 1931-4744 UR - http://digitalcommons.georgiasouthern.edu/ij-sotl/vol3/iss2/14 Y2 - 2022/04/01/17:32:54 ER - TY - JOUR TI - A meta-analysis of blended learning and technology use in higher education: from the general to the applied AU - Bernard, Robert M. AU - Borokhovski, Eugene AU - Schmid, Richard F. AU - Tamim, Rana M. AU - Abrami, Philip C. T2 - Journal of Computing in Higher Education DA - 2014/04/01/ PY - 2014 DO - 10.1007/s12528-013-9077-3 VL - 26 IS - 1 SP - 87 EP - 122 J2 - J Comput High Educ LA - en SN - 1867-1233 ST - A meta-analysis of blended learning and technology use in higher education KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - A meta-analysis of the cognitive and motivational effects of serious games. AU - Wouters, Pieter AU - Nimwegen, Christof van AU - Oostendorp, Herre van AU - Spek, Erik D. van der T2 - Journal of Educational Psychology DA - 2013/05// PY - 2013 DO - 10.1037/a0031311 VL - 105 IS - 2 SP - 249 EP - 265 J2 - Journal of Educational Psychology LA - en SN - 1939-2176, 0022-0663 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - A Meta-Analysis of the Effect of Parental Involvement on Students’ Academic Achievement AU - Erdem, Cahit AU - Kaya, Metin T2 - Journal of Learning for Development AB - This study aims to examine the effect of parental involvement on students’ academic achievement at pre-school, elementary and secondary levels by using the meta-analysis method with respect to home-based and school-based parental involvement strategies. Data consisted of 55 independent research studies in English published between 2010 and 2019, and accessed through ERIC, Academic Search Complete, Science Direct, Wiley Online Library, and PsycNet databases. Findings revealed that the effect of parental involvement on academic achievement was positive but small. Parental expectations had the biggest effect on academic achievement and parental control had a negative and small effect. The mean effect of parental involvement on students’ academic achievement does not differ significantly according to moderator variables of education level, measurement type or measurement area but differs by developmental level of the country. The results are discussed using available related meta-analysis studies in the literature. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 367 EP - 383 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/417 Y2 - 2020/11/21/13:31:39 KW - academic achievement KW - developing countries KW - education level KW - meta-analysis KW - parental involvement KW - ⛔ No DOI found ER - TY - JOUR TI - A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on K–12 Students’ Mathematical Learning AU - Steenbergen-Hu, Saiying AU - Cooper, Harris DA - 2013/// PY - 2013 DO - 10.1037/a0032447 SP - 18 LA - en KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms AU - Ran, Hua AU - Kasli, Murat AU - Secada, Walter G. T2 - Journal of Educational Computing Research AB - This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see text] = 0.56) on low-performing students’ mathematics achievement. Of four CT types, the largest CT effect was found with problem-solving system ([Formula: see text] = 0.86), followed by tutoring [Formula: see text] = 0.80), game-based intervention ([Formula: see text] = .58), and computerized practice ([Formula: see text] = .23). Furthermore, other moderators were found to explain variation in CT effects on low-performing students’ mathematics achievement. Study findings contributed to clarifying the effect of CT for low-performing students’ mathematics achievement. Implications for instructional design and practices are also discussed. DA - 2021/03// PY - 2021 DO - 10.1177/0735633120952063 DP - DOI.org (Crossref) VL - 59 IS - 1 SP - 119 EP - 153 J2 - Journal of Educational Computing Research LA - en SN - 0735-6331, 1541-4140 UR - http://journals.sagepub.com/doi/10.1177/0735633120952063 Y2 - 2022/09/27/11:54:51 KW - _Import_to_OpenDevEd_EvLib KW - computer KW - conclusive outcomes KW - high quality KW - k-12 KW - low-performing KW - mathematics KW - primary KW - secondary ER - TY - JOUR TI - A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms AU - Ran, Hua AU - Kasli, Murat AU - Secada, Walter G. T2 - Journal of Educational Computing Research DA - 2021/03// PY - 2021 DO - 10.1177/0735633120952063 VL - 59 IS - 1 SP - 119 EP - 153 J2 - Journal of Educational Computing Research LA - en SN - 0735-6331, 1541-4140 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - A Meta-Study of the Evolutionary Transformative Academic Landscape by Artificial Intelligence and Machine Learning AU - Lainjo, Bongs AU - Tmouche, Hanan T2 - International Journal of Education, Teaching, and Social Sciences DA - 2024/// PY - 2024 DO - 10.47747/ijets.v4i1.1626 DP - Google Scholar VL - 4 IS - 1 SP - 20 EP - 35 UR - http://journal.jis-institute.org/index.php/ijets/article/view/1626 Y2 - 2024/03/12/20:52:57 ER - TY - CHAP TI - A Methodology for Deploying a Digital Literacy Framework for Diverse Socioeconomic and Sector Contexts AU - Woo, James David AU - Law, Nancy Y.W. T2 - ICT and International Learning Ecologies DA - 2021/// PY - 2021 ET - 1st Edition SP - 24 PB - Routledge ER - TY - RPRT TI - A mixed-methods evidence assessment for emergent fields of knowledge AU - Haßler, Björn DA - 2021/06/01/ PY - 2021 M3 - Working Paper PB - EdTech Hub SN - 24 UR - https://docs.opendeved.net/lib/E3W7NXR9 KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _bjoern_cv KW - _yl:m ER - TY - JOUR TI - A mixed-methods investigation of instructional coaching for teachers of diverse learners AU - Teemant, A. T2 - Urban Education DA - 2014/// PY - 2014 DO - 10.1177/0042085913481362 VL - 49 IS - 5 SP - 574 EP - 604 UR - https://doi.org/10.1177/0042085913481362. ER - TY - JOUR TI - A Model for Wholesale and Retail Assessment Centres in Regulated Occupational Learning in South Africa AU - Damons, Deonita AU - Cape Peninsula University of Technology, South Africa AU - le Grange, Jason J AU - Mason, Roger B AU - Louw, Steven W A2 - Damons, Deonita; Cape Peninsula University of Technology, South Africa T3 - Journal Article AB - South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable. DA - 2019/// PY - 2019 DO - 10.1080/18146627.2016.1224588 ER - TY - RPRT TI - A Monitoring and Evaluation Framework for Blended Learning: Pakistan AU - Khalayleh, Abdullah AU - Baloch, ImdadAli AU - Dele-Ajayi, Opeyemi AU - Kaye, Tom AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/03/31/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub KW - _r:AddedByZotZen ER - TY - THES TI - A multilevel study into the effect of tablet use in Dutch primary schools on reading achievements AU - Wafelaar, F. D. DA - 2020/// PY - 2020 DP - Google Scholar M3 - B.S. thesis KW - _C:Australia AUS KW - _C:Finland FIN KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Russian Federation RUS KW - _C:Switzerland CHE KW - _C:Thailand THA KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - A Narrative Literature Review of Natural Language Processing Applied to the Occupational Exposome AU - Schoene, Annika Marie AU - Basinas, Ioannis AU - Tongeren, Martie van AU - Ananiadou, Sophia T2 - International Journal of Environmental Research and Public Health AB - The evolution of the Exposome concept revolutionised the research in exposure assessment and epidemiology by introducing the need for a more holistic approach on the exploration of the relationship between the environment and disease. At the same time, further and more dramatic changes have also occurred on the working environment, adding to the already existing dynamic nature of it. Natural Language Processing (NLP) refers to a collection of methods for identifying, reading, extracting and untimely transforming large collections of language. In this work, we aim to give an overview of how NLP has successfully been applied thus far in Exposome research.We conduct a literature search on PubMed, Scopus and Web of Science for scientific articles published between 2011 and 2021. We use both quantitative and qualitative methods to screen papers and provide insights into the inclusion and exclusion criteria. We outline our approach for article selection and provide an overview of our findings. This is followed by a more detailed insight into selected articles.Overall, 6420 articles were screened for the suitability of this review, where we review 37 articles in depth. Finally, we discuss future avenues of research and outline challenges in existing work.Our results show that (i) there has been an increase in articles published that focus on applying NLP to exposure and epidemiology research, (ii) most work uses existing NLP tools and (iii) traditional machine learning is the most popular approach. CN - openalex: W4285495954 DA - 2022/07/13/ PY - 2022 DO - 10.3390/ijerph19148544 VL - 19 IS - 14 SP - 8544 EP - 8544 SN - 1660-4601 UR - https://doi.org/10.3390/ijerph19148544 KW - openalex:citedBy KW - openalex:import KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - BLOG TI - A new approach and open resources for school-based teacher professional development in sub-Saharan Africa AU - Hennessy, S. AU - Haßler, Björn DA - 2013/// PY - 2013 UR - http://www.ineesite.org/en/discuss/tpd-in-crisis-series-week-9-open-educational-resources-in-sub-saharan-afri KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - A new solution for the roommate problem: The Q-stable matchings DA - 2014/// PY - 2014 UR - http://econ.core.hu/file/download/mtdp/MTDP1422.pdf Y2 - 2021/03/07/13:55:42 KW - _C:Hungary HUN KW - _C:Spain ESP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - A pilot of the use of short message service (SMS) as a training tool for anaesthesia nurses AU - Duys, R. AU - Duma, S. AU - Dyer, R. T2 - Southern African Journal of Anaesthesia and Analgesia AB - © 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. DA - 2017/// PY - 2017 DO - 10.1080/22201181.2017.1317422 LA - en AN - LOCAL-SCOPUS_ID:85021336791 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:outcomes KW - F:pedagogy KW - F:teaching KW - F:teaching method KW - P:health KW - P:media KW - P:nurse KW - P:service industry KW - P:services KW - Q:e-learning KW - T:Ausbildung KW - T:Training KW - T:work-based learning KW - Z:Anaesthesia nurse KW - Z:Nurse education KW - Z:Short Message Service (SMS) KW - Z:eLearning KW - Z:mLearning KW - _C:Australia AUS KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Kenya KEN KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - THES TI - A portrait of hope: Experiences of a visually-impaired refugee with education in Lebanon AU - El-Serafy, Yomna DA - 2020/// PY - 2020 PB - University of Cambridge KW - Author:OpenDevEd ER - TY - JOUR TI - A Primer on Effective Professional Development AU - Desimone, Laura M. T2 - Phi Delta Kappan DA - 2011/03/01/ PY - 2011 DO - 10.1177/003172171109200616 DP - pdk.sagepub.com VL - 92 IS - 6 SP - 68 EP - 71 J2 - Phi Delta Kappan LA - en SN - 0031-7217, 1940-6487 UR - http://pdk.sagepub.com/content/92/6/68 Y2 - 2016/03/26/15:24:44 ER - TY - JOUR TI - A process pattern model for tackling and improving big data quality AU - Wahyudi, A. AU - Kuk, G AU - Janssen, M. T2 - Information Systems Frontiers DA - 2018/// PY - 2018 DO - 10.1007/s10796-017-9822-7 VL - 20 IS - 3 SP - 457 EP - 469 LA - en ER - TY - JOUR TI - A Proof-of-Concept Study of Can't Wait to Learn: A Digital Game-Based Learning Program for Out-of-School Children in Lebanon AU - Turner, Jasmine S. AU - Taha, Karine AU - Ibrahim, Nisreen AU - Neijenhuijs, Koen I. AU - Hallak, Eyad AU - Radford, Kate AU - Stubbé-Alberts, Hester AU - de Hoop, Thomas AU - Jordans, Mark J. D. AU - Brown, Felicity L. T2 - Journal on Education in Emergencies AB - Evaluations of education technology (ed tech) interventions in humanitarian settings are scarce. We present a proof-of-concept study of Can’t Wait to Learn, a digital game-based learning program that combines an experiential, active learning design with meaningful, competency-appropriate, and contextually relevant content. We assessed the feasibility of using this program to address the current education gap in Lebanon by implementing its mathematics component in basic literacy and numeracy classes (n=30) with out-of-school children (N=390) ages 10-14. We estimated changes in numeracy competency and psychosocial wellbeing and conducted focus group discussions (n=16) and key informant interviews (n=19) with children, facilitators, parents, and partner staff members to understand the lived experience, perceived impact, and implementation challenges of the program. Our findings support the feasibility of using ed tech programs to meet the needs of out-of-school children, as we saw significant improvements in numeracy, psychological symptoms, and selfesteem; positive reported experiences with the program; increased motivation among the children; and overall ease of implementation. Our suggested improvements to the game design and implementation model will support ongoing program adaptation and implementation, with the goal of increasing access to quality education for children living in humanitarian settings. Our findings will inform future studies that seek to conclusively determine the program’s effectiveness. DA - 2022/// PY - 2022 DO - 10.33682/8v7u-q7y3 DP - DOI.org (Crossref) VL - 8 IS - 1 SP - 76 LA - en SN - 2518-6833 ST - A Proof-of-Concept Study of Can't Wait to Learn UR - https://archive.nyu.edu/handle/2451/63607 Y2 - 2022/04/25/15:10:25 ER - TY - RPRT TI - A Proposal for a National Curriculum Policy for the Grenada Education System AU - Gift, Edrick H. AU - Curriculum, A. National AU - Gift, Edrick H. AU - D, Ph CY - Washington, D.C. DA - 2003/// PY - 2003 DP - CiteSeer LA - English PB - World Bank KW - _G:reviewed KW - _Not used in LR ER - TY - THES TI - A Qualitative Study: Perception of Preschool Teachers Use of Technology in Preparing for School Readiness AU - Ramsey, Lesley C. DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - Northcentral University ST - A Qualitative Study KW - __C:filed:1 ER - TY - JOUR TI - A Quality assessment of education and for Kenya's tour-operating sector AU - Mayaka, M AU - King, B T2 - Current Issues in Tourism AB - This study examines the provision of tourism education and training in Kenya in the context of Sub-Saharan Africa and developing countries. Specifically the paper examines the human resource skills needed by Kenya’s tour-operating sector and the extent to which current training provision is adequate. The approach used in the present study is a modified version of WTO’s Tourism Education and Quality (TEDQUAL) methodology. The results indicate considerable convergence between the perceptions of industry operators and education providers concerning quality gaps in the development of skills. A number of systemic training shortcomings are identified including curriculum deficiencies and the inadequate development and enhancement of workplace skills. In view of the resource constraints facing most developing countries, it is argued that tourism trainingandeducation should consciously address the needs of the locally-based industry and that such an approach should result in a more effective education and training system. DA - 2002/// PY - 2002 DO - 10.1080/13683500208667911 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/13683500208667911 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:T KW - D:developing country KW - F:assessment KW - P:measurement KW - P:technology KW - P:tourism KW - T:Ausbildung KW - _C:Algeria DZA KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Congo XCO KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Ghana GHA KW - _C:Indonesia IDN KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Singapore SGP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - BOOK TI - A Quantitative Analysis of Perceptions Among Stakeholders Regarding Impact and Usage of iPads in Three Delaware Middle Schools AU - Sullivan, Dan DA - 2020/// PY - 2020 DP - Google Scholar PB - Wilmington University (Delaware) KW - __C:filed:1 ER - TY - RPRT TI - A Quasi-Experimental Study of the Classroom Practices of English Language Teachers and the English Language Proficiency of Students, in Primary and Secondary Schools in Bangladesh AU - Power, Tom AU - McCormick, Robert AU - Asbeek-Brusse, Elsbeth AB - English in Action (EIA) is an English language teacher development project based in Bangladesh that was intended to run from 2008 to 2017, but which was extended at the request of the Government of Bangladesh, with additional funding from UKAID, for a further year to 2018. By the time of the design of this study (2014-2015) EIA was drawing to the end of upscaling (phase III, 2011-2014) and entering institutionalisation and sustainability (phase IV, 2014-17, extended 2018). Successive prior studies had indicated substantial success in improving both teachers’ classroom practices and student learning outcomes, over the pre-project baseline (e.g. EIA 2011, 2012). The 2014 Annual Review of EIA recommended that in the final phase, EIA should explore whether it would be possible to carry out a study that compared a ‘counterfactual’ or control-group of teachers and students, to the ‘EIA’ or treatment schools: i.e. a Randomised Control Trial or Quasi-Experimental study. A proposal for a Quasi-Experimental study was developed in collaboration with DFID’s South Asia Research Hub (SARH), which also provided the additional funding necessary to implement such a study. The teachers and students who were the subject of this study, were the fourth cohort to participate in English in Action (together with teachers from ‘control’ schools, in the same Upazilas). This fourth EIA cohort included Schools, Teachers and Students from approximately 200 Upazilas (of approximately 500 in total) across Bangladesh, including some of the most disadvantaged areas (with reference to UNICEF deprivation index), such as Char, Hoar and Monga districts. Teachers took part in a school-based teacher development Programme, learning communicative language teaching approaches through carrying out new classroom activities, guided by teacher development videos that showed teachers, students and schools similar to those across the country. Teachers also had classroom audio resources for use with students. All digital materials were available offline, on teachers own mobile phones, so there is no dilution of the Programmes core messages about teaching and learning, by some intermediary coming between the teacher and the materials. Teachers were supported through these activities, by other teachers in their schools, by their head teachers and by local education officers. Some teachers from each area were also given additional support and guidance from divisional EIA staff, to act as Teacher Facilitators, helping teachers work through activities and share their experiences at local cluster meetings. Whereas previous cohorts of teachers had attended eight local teacher development meetings over their participation in the project, for Cohort Four, this was reduced to four meetings, with a greater emphasis being placed on support in school by head teachers, as well as support from local education officers. This change was part of the move towards institutionalisation and sustainability of project activities within and through government systems and local officers. The purpose of this study was both to provide the evaluation evidence required for the final phase of the EIA project and to contribute to the international body of research evidence on effective practices in teacher development in low-to-middle income country contexts. DA - 2017/// PY - 2017 LA - en UR - http://www.eiabd.com/publications/research-publications/qe-qs-studies.html Y2 - 2022/12/20/19:44:46 KW - Final_citation KW - cited KW - existing ER - TY - CONF TI - A question answering and quiz generation chatbot for education AU - Sreelakshmi, A. S. AU - Abhinaya, S. B. AU - Nair, Aishwarya AU - Nirmala, S. Jaya C3 - 2019 Grace Hopper Celebration India (GHCI) DA - 2019/// PY - 2019 DO - 10.1109/GHCI47972.2019.9071832 DP - Google Scholar SP - 1 EP - 6 PB - IEEE ER - TY - JOUR TI - A rapid response to COVID-19: one district’s pivot from technology integration to distance learning AU - Peterson, Lana AU - Scharber, Cassie AU - Thuesen, Amy AU - Baskin, Katie T2 - Information and Learning Sciences AB - Purpose In March of 2020, Minnesota schools were mandated to transition to distance learning to slow the spread of COVID-19. The charge of providing equitable and appropriate remote learning to all students gave administrators, educators and non-academic staff a few weeks to completely redesign education. This paper aims to describe one district’s experience in planning and offering distance education and build precedent other educational leaders may use in future designs. Design/methodology/approach This case study documents how one rural K12 district leveraged their strong foundation of technology integration and created crisis remote learning solutions for its most marginalized student populations including special education students, English learners and financially disadvantaged students. Findings This study shares examples of how this district prioritized relationships and the well-being of students and staff and outlines practical strategies for equitable distance learning that should be considered during and beyond emergency remote teaching. Originality/value This paper provides just-in-time practical advice for K12 administrators and educators on navigating crisis distance learning. DA - 2020/01/01/ PY - 2020 DO - 10.1108/ILS-04-2020-0131 DP - Emerald Insight VL - 121 IS - 5/6 SP - 461 EP - 469 SN - 2398-5348 ST - A rapid response to COVID-19 UR - https://doi.org/10.1108/ILS-04-2020-0131 Y2 - 2020/08/12/17:25:24 KW - COVID-19 KW - Case study KW - Crisis remote learning KW - Distance learning KW - Pragmatic guidelines KW - Technology integration KW - _C:India IND KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - A Rapid Review of Impact Assessment of Climate Change on Health and Mental Well-Being in Africa AU - Oladimeji, Kelechi Elizabeth AU - Zungu, Lindiwe AU - Chocko, Ronnie AU - Hyera, Francis Leonard Mpotte AU - Nyatela, Athini AU - Gumede, Siphamandla AU - Dwarka, Depika AU - Lalla-Edward, Samanta Tresha T2 - New Voices in Psychology AB - Despite widespread global attention, the potential threats to human health posed by climate change in Africa still need to be further understood. Although there is mounting concern that climate change is a serious risk to human health, less evidence shows a direct causal relationship between climate change and health risks in Africa. In this rapid review, we discuss our synthesis of available evidence on the health implications of climate change with a focus on Africa. PubMed was systematically searched for relevant articles from 2020 to 2023 using a search strategy. Only eligible articles published in the English language with full article access were included for review using the population concept context (PCC) criteria by Joanna Briggs Institute (JBI). After removing duplicates, the selection process began with title and abstract screening, followed by screening full-text articles. Of the 3272 articles retrieved, only 10 were eligible for synthesis. We found mainly reported climate exposures to range from drought, concerning rainfall patterns, and increasing temperatures reported to cause morbidity and mortality through health risks: respiratory diseases, vector-borne diseases, cardiovascular diseases and mental health concerns. Africa still has a huge shortage of available evidence, particularly research focusing on the health implications, including mental health of climate change and interventions to prevent climate change-related health consequences. While the limited global evidence indicates that climate change results in an increased risk to public health, there are gaps in demonstrating the causal links between climate change and societal mental health impacts in Africa. There is also an urgent need for more research on effectively addressing climate hazards that threaten the African continent's public health and well-being. CN - openalex: W4391697555 DA - 2023/12/20/ PY - 2023 DO - 10.25159/2958-3918/15604 VL - 13 SP - - SN - 1812-6731 UR - https://doi.org/10.25159/2958-3918/15604 KW - openalex:citedBy KW - openalex:import KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - BLOG TI - A rapid scan of the EdTech landscape in 11 countries AU - Taddese, Abeba T2 - The EdTech Hub AB - We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic […] DA - 2020/08/11/T14:53:49+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/08/11/a-rapid-scan-of-the-edtech-landscape-in-11-countries/ Y2 - 2020/08/24/10:48:13 KW - _C:Sierra Leone SLE ER - TY - COMP TI - A Raspberry Pi Zero-based Basestation for environmental data collection AU - Haßler, Björn AU - Mansour, Hassan AU - Mahamane, Amina DA - 2023/07/16/T18:13:17Z PY - 2023 DP - GitHub LA - Python PB - Open Development & Education UR - https://github.com/OpenDevEd/rpi-zero-basestation Y2 - 2023/08/27/09:45:28 KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - A rationale for reconfiguring tertiary education in Montserrat & the OECS to meet the life-long learning challenges of the twentyfirst century AU - Howe, G. AU - Cassell, DAPHNE T2 - Retrieved October DA - 2004/// PY - 2004 DP - Google Scholar VL - 8 SP - 2007 KW - _C:Antigua and Barbuda ATG KW - _C:Bahamas BHS KW - _C:Barbados BRB KW - _C:Belize BLZ KW - _C:Brazil BRA KW - _C:Dominica DMA KW - _C:France FRA KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:India IND KW - _C:Jamaica JAM KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Spain ESP KW - _C:Trinidad and Tobago TTO KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - A reading list for inclusion and disability in schooling AU - Open Development & Education DA - 2022/04/07/ PY - 2022 ER - TY - JOUR TI - A refined compilation of implementation strategies: results from the Expert Recommendations for Implementing Change (ERIC) project AU - Powell, Byron J. AU - Waltz, Thomas J. AU - Chinman, Matthew J. AU - Damschroder, Laura J. AU - Smith, Jeffrey L. AU - Matthieu, Monica M. AU - Proctor, Enola K. AU - Kirchner, JoAnn E. T2 - Implementation Science DA - 2015/// PY - 2015 DO - 10.1186/s13012-015-0209-1 DP - Google Scholar VL - 10 IS - 1 SP - 1 EP - 14 ST - A refined compilation of implementation strategies ER - TY - JOUR TI - A review about COVID-19 in the MENA region: environmental concerns and machine learning applications AU - Meskher, Hicham AU - Belhaouari, Samir Brahim AU - Thakur, Amrit Kumar AU - Sathyamurthy, Ravishankar AU - Singh, Punit AU - Khelfaoui, Issam AU - Saidur, Rahman T2 - Environmental Science and Pollution Research DA - 2022/11// PY - 2022 DO - 10.1007/s11356-022-23392-z DP - DOI.org (Crossref) VL - 29 IS - 55 SP - 82709 EP - 82728 J2 - Environ Sci Pollut Res LA - en SN - 0944-1344, 1614-7499 ST - A review about COVID-19 in the MENA region UR - https://link.springer.com/10.1007/s11356-022-23392-z Y2 - 2024/02/24/11:17:33 ER - TY - JOUR TI - A review of anatomy education during and after the COVID-19 pandemic: Revisiting traditional and modern methods to achieve future innovation AU - Iwanaga, Joe AU - Loukas, Marios AU - Dumont, Aaron S. AU - Tubbs, R. Shane T2 - Clinical Anatomy AB - The coronavirus disease 2019 (COVID-19) pandemic has had enormous effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way to learn anatomy since the 17th century. As it is difficult to predict future access to cadavers for students or in-person classes, anatomy educators are encouraged to revisit all possible teaching methods in order to develop innovations. Here, we review anatomy education methods to apply to current and future education. DA - 2021/// PY - 2021 DO - 10.1002/ca.23655 DP - Wiley Online Library VL - 34 IS - 1 SP - 108 EP - 114 LA - en SN - 1098-2353 ST - A review of anatomy education during and after the COVID-19 pandemic UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/ca.23655 Y2 - 2022/04/05/20:23:23 KW - COVID-19 KW - SARS-CoV-2 KW - _genre:LR-literature_review KW - anatomy education KW - cadaver KW - dissection KW - medical education KW - novel coronavirus KW - teaching KW - technology KW - virtual ER - TY - JOUR TI - A Review of Artificial Intelligence (AI) in Education from 2010 to 2020 AU - Zhai, Xuesong AU - Chu, Xiaoyan AU - Chai, Ching Sing AU - Jong, Morris Siu Yung AU - Istenic, Andreja AU - Spector, Michael AU - Liu, Jia-Bao AU - Yuan, Jing AU - Li, Yan T2 - Complexity AB - This study provided a content analysis of studies aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content analysis showed that the research questions could be classified into development layer (classification, matching, recommendation, and deep learning), application layer (feedback, reasoning, and adaptive learning), and integration layer (affection computing, role-playing, immersive learning, and gamification). Moreover, four research trends, including Internet of Things, swarm intelligence, deep learning, and neuroscience, as well as an assessment of AI in education, were suggested for further investigation. However, we also proposed the challenges in education may be caused by AI with regard to inappropriate use of AI techniques, changing roles of teachers and students, as well as social and ethical issues. The results provide insights into an overview of the AI used for education domain, which helps to strengthen the theoretical foundation of AI in education and provides a promising channel for educators and AI engineers to carry out further collaborative research. DA - 2021/04/20/ PY - 2021 DO - 10.1155/2021/8812542 DP - www.hindawi.com VL - 2021 SP - e8812542 LA - en SN - 1076-2787 UR - https://www.hindawi.com/journals/complexity/2021/8812542/ Y2 - 2024/01/21/23:22:57 ER - TY - JOUR TI - A Review of Community Extension Approaches to Innovation for Improved Livelihoods in Ghana, Uganda and Malawi AU - Wellard, Kate AU - Rafanomezana, Jenny AU - Nyirenda, Mahara AU - Okotel, Misaki AU - Subbey, Vincent T2 - The Journal of Agricultural Education and Extension AB - Purpose: Farmer-to-farmer extension offers a potentially low-cost and wide-reach alternative in supporting agricultural innovation. Various approaches are being promoted but information on their impact and sustainability is sparse. This study examines experiences of Self Help Africa and partners in Ghana, Uganda and Malawi. It asks: What is good practice in community extension for agriculture? What has been the impact of community extension on food security for smallholder farmers? What is the potential for scale-up and policy influence? Design/methodology/approach: Findings are based on a three-country mixed methods study of 240 households, farmer groups and community, government and NGO extensionists. Findings: Models of good practice include: community selection of extensionists, a twin technical and community development focus, and mutual learning. Impact of community based extension approaches on uptake of technologies, food security and livelihoods of poor groups was found to be broadly positive. Practical implications: Community based approaches appear sustainable where: communities provide support for their extensionists; community extensionists have marketable skills; communities and extensionists are developing Community Based Organisations (CBOs); and linkages are maintained with research and extension bodies. Community based extension approaches are being scaled-up in Malawi and elsewhere. To achieve sustainable pro-poor impacts, support will be needed for continued technical and community development training and back-stopping for community extensionists, and evaluation of different approaches. Originality/value: The study provides important evidence that community extensionists can help facilitate innovation in sustainable agriculture and reach the poor in a cost-effective way. They should be seen by policy-makers as part of pluralistic demand-driven extension, complementing over-stretched extension services. (Contains 6 tables.) DA - 2013/// PY - 2013 DO - 10.1080/1389224x.2012.714712 LA - en AN - DOI-10.1080/1389224X.2012.714712 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Malawi KW - CA:AandC KW - CL:de KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:learning KW - F:policy KW - F:pro-poor KW - P:agricultural KW - P:agriculture KW - P:economy KW - P:measurement KW - P:services KW - P:technology KW - R:evaluation KW - R:impact KW - R:mixed method KW - T:Training KW - Z:Agricultural Occupations KW - Z:Agriculture KW - Z:Community Development KW - Z:Community Support KW - Z:Economically Disadvantaged KW - Z:Evidence KW - Z:Food KW - Z:Foreign Countries KW - Z:Innovation KW - Z:Poverty KW - Z:Rural Education KW - Z:Rural Extension KW - Z:Security (Psychology) KW - Z:Sustainability KW - _C:Benin BEN KW - _C:Ghana GHA KW - _C:Malawi MWI KW - _C:Morocco MAR KW - _C:Norway NOR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - RPRT TI - A review of Empirical Research on School Leadership in the Global South AU - Global School Leaders DA - 2020/// PY - 2020 UR - https://static1.squarespace.com/static/58af429103596eb1eb5acace/t/5f20710484df25368418907b/1595961610688/GSL+Evidence+Review+Report.pdf Y2 - 2020/08/11/10:34:22 KW - C:Low- and middle-income countries KW - __C:filed:1 ER - TY - JOUR TI - A Review of Meta-Analyses in Education: Methodological Strengths and Weaknesses AU - Ahn, Soyeon AU - Ames, Allison J. AU - Myers, Nicholas D. T2 - Review of Educational Research AB - The current review addresses the validity of published meta-analyses in education that determines the credibility and generalizability of study findings using a total of 56 meta-analyses published in education in the 2000s. Our objectives were to evaluate the current meta-analytic practices in education, identify methodological strengths and weaknesses, and provide recommendations for improvements in order to generate a more valid and credible knowledge base of what works in practice. It was found that 56 meta-analyses followed general recommendations fairly well in problem formulation and data collection, but much improvement is needed in data evaluation and analysis. Particularly, lack of information reported as well as little transparency in the use of statistical methods are concerns for generating credible and generalizable meta-analytic findings that can be transformed to educational practices. Recommendations for yielding more reliable and valid inferences from meta-analyses are provided. DA - 2012/12// PY - 2012 DO - 10.3102/0034654312458162 DP - DOI.org (Crossref) VL - 82 IS - 4 SP - 436 EP - 476 J2 - Review of Educational Research LA - en SN - 0034-6543, 1935-1046 ST - A Review of Meta-Analyses in Education UR - http://journals.sagepub.com/doi/10.3102/0034654312458162 Y2 - 2023/11/01/23:19:09 ER - TY - JOUR TI - A review of opportunities and challenges of chatbots in education AU - Hwang, Gwo-Jen AU - Chang, Ching-Yi T2 - Interactive Learning Environments AB - This study explores the trends of chatbots in education studies by conducting a literature review to analyze relevant papers published in the Social Science Citation Index (SSCI) journals by searching the Web of Science (WoS) database. From the analysis results, it was found that the United States, Taiwan and Hong Kong are the top three contributing countries or regions. In addition, most studies adopted quantitative methods in their research design, such as ANOVA (Analysis of variance), descriptive statistics, t test, and correlation analysis. ANCOVA (Analysis of covariance) was the most frequently adopted approach for comparing the performances or perceptions of different groups of students. From the analysis results, the greatest proportion of studies adopted guided learning, followed by no learning activities. It was determined that the studies related to chatbots in education are still in an early stage since there are few empirical studies investigating the use of effective learning designs or learning strategies with chatbots. This implies much room for conducting relevant research to drive innovative teaching in terms of improving the learning process and learning outcomes. Finally, we highlight the research gaps and suggest several directions for future research based on the findings in the present study. DA - 2021/07/18/ PY - 2021 DO - 10.1080/10494820.2021.1952615 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 14 SN - 1049-4820 UR - https://doi.org/10.1080/10494820.2021.1952615 Y2 - 2022/03/04/15:51:02 KW - Chatbot KW - artificial intelligence KW - chatbot in education KW - systematic review KW - trend analysis ER - TY - JOUR TI - A review of optimization algorithms for university timetable scheduling AU - Alghamdi, Hayat AU - Alsubait, Tahani AU - Alhakami, Hosam AU - Baz, Abdullah T2 - Engineering, Technology & Applied Science Research DA - 2020/// PY - 2020 DO - 10.48084/etasr.3832 DP - Google Scholar VL - 10 IS - 6 SP - 6410 EP - 6417 ER - TY - JOUR TI - A review of project-based learning in higher education: Student outcomes and measures AU - Guo, Pengyue AU - Saab, Nadira AU - Post, Lysanne S. AU - Admiraal, Wilfried T2 - International Journal of Educational Research AB - Project-based learning (PjBL) is understood to be a promising approach that improves student learning in higher education. Empirical studies on project-based learning have been reviewed with a focus on student outcomes. Affective outcomes (i.e. perceptions of the benefits of PjBL and perceptions of the experience of PjBL) were most applied, which were measured by questionnaires, interviews, observation, and self-reflection journals. Cognitive outcomes (i.e. knowledge and cognitive strategies) and behavioral outcomes (i.e. skills and engagement) were measured by questionnaires, rubrics, tests, interviews, observation, self-reflection journals, artifacts, and log data. The outcome of artifact performance was assessed by rubrics. Future research should investigate more about students’ learning processes and final products. Measurement instruments and data analyses should also be improved. DA - 2020/01/01/ PY - 2020 DO - 10.1016/j.ijer.2020.101586 DP - ScienceDirect VL - 102 SP - 101586 J2 - International Journal of Educational Research LA - en SN - 0883-0355 ST - A review of project-based learning in higher education UR - https://www.sciencedirect.com/science/article/pii/S0883035519325704 Y2 - 2022/04/05/20:37:18 KW - Higher education KW - Learning outcomes KW - Measurement instruments KW - Project-based learning KW - Review ER - TY - JOUR TI - A review of research on bridging the gap between formal and informal learning with technology in primary school contexts AU - Jagušt, Tomislav AU - Botički, Ivica AU - So, H.-J. T2 - Journal of Computer Assisted Learning DA - 2018/// PY - 2018 DO - 10.1111/jcal.12252 DP - Google Scholar KW - _C:China CHN KW - _C:Croatia HRV KW - _C:France FRA KW - _C:Korea XKOR KW - _C:Singapore SGP KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review ER - TY - JOUR TI - A review of research on teacher competencies in higher education AU - Dervenis, Charalampos AU - Fitsilis, Panos AU - Iatrellis, Omiros T2 - Quality Assurance in Education AB - 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. DA - 2022/01/01/ PY - 2022 DO - 10.1108/QAE-08-2021-0126 DP - Emerald Insight VL - 30 IS - 2 SP - 199 EP - 220 SN - 0968-4883 UR - https://doi.org/10.1108/QAE-08-2021-0126 Y2 - 2022/04/05/20:28:13 KW - Competencies KW - Higher education KW - Quality education KW - Skills KW - Teacher effectiveness KW - Teacher quality ER - TY - JOUR TI - A review of research on the impact of professional learning communities on teaching practice and student learning AU - Vescio, Vicki AU - Ross, Dorene AU - Adams, Alyson T2 - Teaching and teacher education DA - 2008/// PY - 2008 DO - 10.1016/j.tate.2007.01.004 VL - 24 IS - 1 SP - 80 EP - 91 KW - C:International ER - TY - JOUR TI - A review of teacher education in Tanzania and the potential for closer links between PRESET and INSET AU - Hardman, Frank DA - 2009/// PY - 2009 DP - Google Scholar UR - http://www.ed-dpg.or.tz/pdf/TE/Review%20of%20PRESET%20%26%20INSET%20Report_2009.pdf Y2 - 2014/05/01/13:15:42 KW - ⛔ No DOI found ER - TY - JOUR TI - A Review Of The Job Satisfaction Theory For Special Education Perspective AU - Amin, Farah Azaliney Binti Mohd AU - Al, Et T2 - Turkish Journal of Computer and Mathematics Education (TURCOMAT) AB - Job satisfaction reflects a positive feeling towards the task performed. Through this value of job satisfaction, an individual will feel confident and enthusiastic in every job undertaken. In the field of education, of course the discussion is focused on the job satisfaction of teachers because the main role in the delivery of knowledge in schools is the teachers. Even in special education specifically, job satisfaction is very important in increasing the accauntibility of special education teachers as well as motivating themselves to continue to dedicate themselves to religion, race and country. The discussion of job satisfaction, has been explained in several theories that can be linked to special education. This study was conducted to examine the previous theories related to teacher job satisfaction which can be referenced by teachers. DA - 2021/05/10/ PY - 2021 DP - turcomat.org VL - 12 IS - 11 SP - 5224 EP - 5228 LA - en SN - 1309-4653 UR - https://turcomat.org/index.php/turkbilmat/article/view/6737 Y2 - 2022/04/05/20:22:08 KW - ⛔ No DOI found ER - TY - JOUR TI - A Review Of The Management Theory For Special Education Task Load Perspective AU - Boon, Quah Wei AU - Al, Et T2 - Turkish Journal of Computer and Mathematics Education (TURCOMAT) AB - There is evidence related to the existence of the issue of teacher workload through several studies. Many researchers have found that workload factors are closely related to the stress levels of special education teachers. They noted that this workload factor is also the highest factor that has caused stress among special education teachers. The study also found that the majority of respondents agreed that special education teachers are burdened with various tasks in school which will ultimately affect the quality of the teaching process and job satisfaction of the teachers involved. There are also studies that state that special education teachers not only need to carry out the teaching process in the classroom, but also be involved in administrative work, discipline management, substitute teachers and many other workloads. This situation requires special education teachers to manage their assignments efficiently and systematically. This study was conducted to examine the existing management theories, in helping teachers manage their assignments better. DA - 2021/05/10/ PY - 2021 DP - turcomat.org VL - 12 IS - 11 SP - 5234 EP - 5238 LA - en SN - 1309-4653 UR - https://turcomat.org/index.php/turkbilmat/article/view/6739 Y2 - 2022/04/05/20:23:45 KW - ⛔ No DOI found ER - TY - RPRT TI - A review of the research literature on barriers to the uptake of ICT by teachers AU - Becta DA - 2004/// PY - 2004 DP - Zotero LA - en UR - https://dera.ioe.ac.uk//1603/ ER - TY - JOUR TI - A review of traditional Ghanaian and Western philosophies of adult education AU - Fordjor, P AU - Kotoh, , A AU - Kpeli, K Kumah T2 - International Journal of Lifelong Education AB - The primary objective of this article is to critically examine some aspects of the traditional Ghanaian and Western philosophies of adult education. It is a well-attested fact that many of the pre-colonial and early colonial writers about Africa portrayed Africa as a dark continent devoid of advanced centres of learning worthy of emulation by others. The old West African civilizations of Ghana, Mali and Songhai with advanced centres of learning at Timbuktu and Djenne in the 11th century seemed to have been completely ignored by these writers (Boahen 1967: 20, Davidson 1966b: 50). Even though many other writers including several missionaries, anthropologists and historians, depicted Africa in a rather positive and scientific manner (Davidson 1966b, Goody 1966), much of the negative image created long ago still exists and needs to be examined and corrected. The formal Western system of school education was introduced in Ghana more than a century ago. Despite this, about 60% of the adult population today makes its living as illiterate farmers, workers, apprentices or master craftsmen in the various traditional art and craft production centres. Consequently, traditional adult education continues to play an important role in the social and economic development of the country. Like the Western system of adult education the Ghanaian traditional education has sound philosophical foundations, which have helped to maintain political stability and social cohesion in the country over the years. Much is written about Western and eastern philosophies but there is a dearth of literature on philosophies of adult education from Africa. Given that Africa is the second largest continent on the globe and that adult education proliferates throughout the continent, the authors felt their investigation would make a significant contribution to a global understanding of the field. Additionally, there is an increasing need for African students to appreciate and re-establish confidence in their own culture. This review cannot cover all of Africa so the focus is on Ghana, one country in West Africa. DA - 2003/// PY - 2003 DO - 10.1080/0260137032000055321 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/0260137032000055321 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:measurement KW - Q:adult education KW - T:Lehrlingsausbildung KW - T:Training KW - T:apprentice KW - _C:Canada CAN KW - _C:Denmark DNK KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Mali MLI KW - _C:Nigeria NGA KW - _C:Tanzania TZA KW - _C:Trinidad and Tobago TTO KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - CONF TI - A Review on Adopting Personalized Gamified Experience in the Learning Context AU - Aljabali, R.N. AU - Ahmad, N. AB - Gamification illustrates motivation and encouragement that can be gained by people during using gamified experience. Gamification technology has been successfully applied in several domains including health and fitness, marketing, daily activities and education. It is the strategy which uses heterogeneous game elements within nonentertainment context. As Millennial Generation students have their own needs and preferences, the necessity of having personalized learning is increased recently to boost the effectiveness of the education system. Thus, many researches have investigated how dissimilarities between students can influence their suitable game elements. Since 2010 the published studies on gamification area increased; moreover, some attempts have been made to study the personalization in the gamification model. In this paper, we conducted a review of personalization in gamified learning experience to answer two review questions. We collect, review and synthesize studies related to gamified learning and personalization published from 2010 to 2017. The review strategy included six stages to identify the articles. 13 studies were identified which discussed adopting personalization and gamified learning experience in education. The results show that the studies that apply personalization within gamified learning approach accelerated during the last 3 years. This review reveals the trends in personalization parameters used in the studies, such as student's learning style and personality type. Moreover, most studies have shown high student performance while using the personalized gamified learning experience. © 2018 IEEE. C3 - IEEE Conf. e-Learn., e-Manag. e-Serv., IC3e DA - 2019/// PY - 2019 DO - 10.1109/IC3e.2018.8632635 SP - 61 EP - 66 LA - English PB - Institute of Electrical and Electronics Engineers Inc. SN - 9781538672631 (ISBN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062842429&doi=10.1109%2fIC3e.2018.8632635&partnerID=40&md5=4604a66993bb78f218a0851a1c7aa9a7 DB - Scopus KW - E-learning KW - Education computing KW - Education systems KW - Gamification KW - Gamified learning KW - Learning approach KW - Learning experiences KW - Personalization KW - Personalizations KW - Personalized learning KW - Student performance KW - Students KW - _AcademicRecoveryOECS ER - TY - JOUR TI - A review on windcatcher for passive cooling and natural ventilation in buildings, Part 1: Indoor air quality and thermal comfort assessment AU - Jomehzadeh, Fatemeh AU - Nejat, Payam AU - Calautit, John Kaiser AU - Yusof, Mohd Badruddin Mohd AU - Zaki, Sheikh Ahmad AU - Hughes, Ben Richard AU - Yazid, Muhammad Noor Afiq Witri Muhammad T2 - Renewable and Sustainable Energy Reviews AB - The most prominent challenge in 21th century is global warming which seriously threats the mankind. Building sector with 40% of global energy consumption and GHG emission play a key role in this threat. In this regard, the impact of cooling systems cannot be ignored where along with ventilation and heating systems totally account for 60% of energy consumed in buildings. Passive cooling systems can be a promising alternative to reduce energy consumption. One of the oldest passive cooling system that is still being used today is windcatcher. By manipulating pressure differences and the buoyancy effect, an adequate level of ventilation in buildings can be provided by windcatchers. Since most of the previous windcatcher studies assessed the design characteristics, the current investigation focused on the indoor air quality (IAQ) and thermal comfort aspects. The review details and compares the different theoretical and experimental methods employed by researchers in different case studies to assess the IAQ and thermal comfort. It was found that most IAQ studies were conducted in the UK using CFD and experimental techniques. Previous studies assessed IAQ based on several parameters such as air flow rate, air change rate, CO2 concentration, air change effectiveness and mean age of air. The findings of the studies revealed that satisfactory IAQ were generally achieved using the windcatcher. On the other hand, thermal comfort studies of windcatchers were mainly conducted in hot climates such as in the Middle East. In addition to night ventilation, the review also looked into the different types of cooling methods incorporated with windcatchers such as evaporative cooling, earth to air heat exchangers (EAHE) and heat transfer devices (HTD). Night ventilation was found to be effective in temperate and cold conditions while additional cooling using evaporative cooling, EAHE and HTD were found to be necessary in hot climates. DA - 2017/04/01/ PY - 2017 DO - 10.1016/j.rser.2016.11.254 DP - ScienceDirect VL - 70 SP - 736 EP - 756 J2 - Renewable and Sustainable Energy Reviews SN - 1364-0321 ST - A review on windcatcher for passive cooling and natural ventilation in buildings, Part 1 UR - https://www.sciencedirect.com/science/article/pii/S1364032116310358 Y2 - 2024/03/13/15:12:36 KW - Badgir KW - Indoor air quality (IAQ) KW - Natural ventilation KW - Passive cooling KW - Thermal comfort KW - Wind tower KW - Windcatcher ER - TY - RPRT TI - A Roadmap for Measuring Distance Learning: A Review of Evidence and Emerging Best Practices AU - Morris, Emily AU - Farrell, Anna AU - Venetis, Emma AB - As countries around the world have closed learning institutions in response to the COVID-19 pandemic, teaching and learning have pivoted from in-person instruction to distance learning. Simultaneously, there has been a surge in efforts to promote access to distance learning programming. Distance learning is commonly used to reach learners who need flexible learning opportunities, as well as to reach groups excluded from formal education institutions. As countries and education agencies take up distance learning, it is important to design and implement evidence-based strategies for monitoring and evaluation to measure whether distance learning efforts are serving the intended communities and achieving intended objectives. The purpose of this review is to support education practitioners, donors, implementers, non-governmental organizations (NGOs), civil society organizations, and other stakeholders in applying best practices to monitor and evaluate distance learning initiatives designed for diverse learners and implemented both within and outside of learning institutions. Broad input, review and feedback on early drafts of this toolkit were solicited and incorporated from the education sector in Washington, D.C. and Missions. CY - Washington, D.C., USA DA - 2021/// PY - 2021 SP - 85 LA - English PB - USAID UR - https://www.edu-links.org/resources/roadmap-measuring-distance-learning Y2 - 2021/02/24/00:00:00 KW - _genre:LR-literature_review KW - ⛔ No DOI found ER - TY - RPRT TI - A Roadmap to Vocational Education and Training Systems Around the World AU - Eichhorst, Werner AU - Rodríguez-Planas, Núria AU - Schmidl, Ricarda AU - Zimmermann, Klaus F AB - With young people among the big losers of the recent financial crisis, vocational education and training (VET) is often seen as the silver bullet to the problem of youth joblessness. This paper provides a better understanding of VET around the world, dealing with three types of vocational systems: school-based education, a dual system in which school-based education is combined with firm-based training, and informal training. We first explore the motivation for these different types of training, before summarizing the institutional evidence, highlighting the key elements of each training system and discussing its main implementation strengths and challenges. We subsequently review the evidence on the effectiveness of VET versus general education and between the three VET systems. There are clear indications that VET is a valued alternative beyond the core of general education, while the dual system tends to be more effective than school-based VET. Informal training is effective, however relatively little is known of its relative strengths compared with other forms of vocational education. CY - Bonn, Germany DA - 2012/// PY - 2012 DP - Zotero LA - English M3 - Discussion Paper PB - Institute of Labor Economics (IZA) UR - http://repec.iza.org/dp7110.pdf Y2 - 2018/06/11/00:00:00 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Botswana KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - P:social KW - Q:flexible KW - R:quantitative KW - T:Ausbildung KW - T:TVET KW - T:dual TVET KW - T:firm-based training KW - T:informal training KW - T:school-based VET KW - T:vocational school KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - A school mental health literacy curriculum resource training approach: Effects on Tanzanian teachers' mental health knowledge, stigma and help-seeking efficacy AU - Kutcher, Stan AU - Wei, Yifeng AU - Gilberds, Heather AU - Ubuguyu, Omary AU - Njau, Tasiana AU - Brown, Adena AU - Sabuni, Norman AU - Magimba, Ayoub AU - Perkins, Kevin T2 - International Journal of Mental Health Systems AB - © 2016 The Author(s). Background: Mental health literacy (MHL) is foundational for mental health promotion, prevention, stigma reduction, and care; School supported information pertaining to MHL in sub-Saharan Africa is extremely limited, including in Tanzania. Successful application of a school MHL curriculum resource may be an effective way to increase teacher MHL and therefore help to improve mental health outcomes for students. Methods: Secondary school teachers in Tanzania were trained on the African Guide (AG) a school MHL curriculum resource culturally adapted from a Canadian MHL resource (The Guide) for use in Africa. Teacher training workshops on the classroom application of the AG were used to evaluate its impact on mental health literacy in a sample of Tanzanian Secondary school teachers. Pre-post training assessment of participant knowledge and attitudes was conducted. Help-seeking efficacy for teachers themselves and their interventions for students, friends, family members and peers were determined. Results: Paired t test (n = 37) results demonstrate highly significant improvements in teacher's overall knowledge (p < 0.001; d = 1.14), including mental health knowledge, (p < 0.001; d = 1.14) and curriculum specific knowledge (p < 0.01; d = 0.63). Teachers' stigma against mental illness decreased significantly following the training (p < 0.001; d = 0.61). Independent t tests comparing the paired sample against unpaired sample also demonstrated significant differences between the groups for teacher's overall knowledge (p < 0.001). Teachers also reported high rates (greater than 3/4 of the sample) of positive help-seeking efficacy for themselves as well as for their students, friends, family members and peers. As a result of the training, the number of students teachers identified for potential mental health care totaled over 200. Conclusions: These positive results, when taken together with other research, suggest that the use of a classroom-based resource (the AG) that integrates MHL into existing school curriculum through training teachers may be an effective and sustainable way to increase the MHL (improved knowledge, decreased stigma and positive help-seeking efficacy) of teachers in Tanzania. As this study replicated the results of a previous intervention in Malawi, consideration could be given to scaling up this intervention in both countries and applying this resource and approach in other countries in East Africa. DA - 2016/// PY - 2016 DO - 10.1186/s13033-016-0082-6 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - AA:Africa KW - C:Malawi KW - C:Tanzania KW - CA:AandC KW - CCZ:Tanzania KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:Improvement KW - F:assessment KW - F:attitude KW - F:curriculum KW - F:outcomes KW - P:culture KW - P:health KW - P:teachers KW - R:impact KW - T:Ausbildung KW - T:Lehrwerkstatt KW - T:Training KW - T:trainee KW - Z:Adolescents KW - Z:Knowledge KW - Z:Mental health KW - Z:Mental health literacy KW - Z:School-based intervention KW - Z:Stigma KW - Z:Teachers KW - _C:Canada CAN KW - _C:Malawi MWI KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - RPRT TI - A scoping review of technology in education in LMICs - descriptive statistics and sample search results AU - Haßler, Björn AU - McIntyre, Nora AU - Jordan, Katy AU - Mitchell, Joel AU - Brugha, Meaghan AU - Martin, Kevin AU - Nourie, Kristi AU - Damani, Kalifa CY - London, UK DA - 2020/// PY - 2020 LA - en M3 - EdTech Hub Working Paper PB - EdTech Hub SN - 6 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:v ER - TY - COMP TI - A Searchable Publications Database (edtechhub/spud) AU - Haßler, Björn AU - Adam, Taskeen AU - Ishaq, Sheraz AU - Adamiak, Piotr AU - Adamiak, Jan AU - Podea, Marius DA - 2020/// PY - 2020 DP - github.com UR - https://github.com/edtechhub/spud Y2 - 2020/07/11/17:23:43 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - A secure model for storage and dissemination of examination results: A case study of Zambia technical education vocational and entrepreneurship training authority AU - Mseteka, Lister AU - Phiri, Jackson T2 - Journal of Computer Science T3 - Journal AB - © 2019 Lister Mseteka and Jackson Phiri. Most developing countries and public higher institutions of learning have low levels of Information and Communication Technology (ICT) and hence face challenges in securing information and information systems. Therefore, dissemination of examination results through web and mobile applications usually raise security concerns on how to ensure the confidentiality, integrity and authenticity of students' examination results due to susceptibility of web and mobile applications. In this study, we are proposing a secure model for storage and dissemination of students' examination results using encryption and cryptographic hash functions to simultaneously provide confidentiality, integrity and authenticity assurances of students' examination results. The study is based on Technical Education, Vocational and Entrepreneurship Training Authority (TEVETA), an examination body in Zambia. A baseline study was conducted to determine the challenges faced by TEVETA and students regarding dissemination of students' examination results. Data was collected from 558 respondents consisting of 514 students, 36 members of staff in-charge of examinations in TEVETA registered institutions and 8 TEVETA ICT staff. The results from the study indicate that the current TEVETA examination cycle business processes have a number of irregularities. These include candidate registration, storage of students' examination results and dissemination of students' examination results. The results from the baseline study were used to come up with the model which was then used to develop a prototype. The results obtained from the test and evaluation of the developed prototype based on the model shows that the system provides an avenue to ensure the confidentiality of students' results through encryption as well of integrity and authenticity of students' examination results through detection of altered students' examination results during transmission and storage through cryptographic hash function. DA - 2019/// PY - 2019 DO - 10.3844/jcssp.2019.221.234 ER - TY - CONF TI - A sequence-to-sequence approach for document-level relation extraction AU - Giorgi, John AU - Bader, Gary AU - Wang, Bo T2 - BioNLP 2022 A2 - Demner-Fushman, Dina A2 - Cohen, Kevin Bretonnel A2 - Ananiadou, Sophia A2 - Tsujii, Junichi AB - Motivated by the fact that many relations cross the sentence boundary, there has been increasing interest in document-level relation extraction (DocRE). DocRE requires integrating information within and across sentences, capturing complex interactions between mentions of entities. Most existing methods are pipeline-based, requiring entities as input. However, jointly learning to extract entities and relations can improve performance and be more efficient due to shared parameters and training steps. In this paper, we develop a sequence-to-sequence approach, seq2rel, that can learn the subtasks of DocRE (entity extraction, coreference resolution and relation extraction) end-to-end, replacing a pipeline of task-specific components. Using a simple strategy we call entity hinting, we compare our approach to existing pipeline-based methods on several popular biomedical datasets, in some cases exceeding their performance. We also report the first end-to-end results on these datasets for future comparison. Finally, we demonstrate that, under our model, an end-to-end approach outperforms a pipeline-based approach. Our code, data and trained models are available at https://github.com/johngiorgi/seq2rel. An online demo is available at https://share.streamlit.io/johngiorgi/seq2rel/main/demo.py. C1 - Dublin, Ireland C3 - Proceedings of the 21st Workshop on Biomedical Language Processing DA - 2022/05// PY - 2022 DO - 10.18653/v1/2022.bionlp-1.2 DP - ACLWeb SP - 10 EP - 25 PB - Association for Computational Linguistics UR - https://aclanthology.org/2022.bionlp-1.2 Y2 - 2024/02/24/17:42:47 ER - TY - JOUR TI - A shift from traditional pedagogy in Nepali rural primary schools? Rural teachers' capacity to reflect ICT policy in their practice AU - Rana, Karna AU - Greenwood, Janinka AU - Fox-Turnbull, Wendy AU - Wise, Stuart T2 - International Journal of Education and Development using Information and Communication Technology AB - Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. This article reports a study of primary teachers' experiences of using digital technologies in rural primary schools in Nepal, and investigates their perceptions of how the availability and use of ICT in their schools has transformed traditional teaching models. It further examines the resources they can access and the training they received. Teachers' accounts of their experiences indicated that the integration of available digital technologies in instructional activities changed their role in the classroom to some extent, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). The article argues that for policy to be realised in practice, more sustainable and comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities. DA - 2018/// PY - 2018 VL - 14 IS - 3 SP - 149 EP - 166 LA - English SN - 1814-0556, 1814-0556 UR - https://www.researchgate.net/publication/330181660_A_shift_from_traditional_pedagogy_in_Nepali_Rural_Primary_Schools_Rural_teachers'_capacity_to_reflect_ICT_policy_in_their_practice AN - 2228636653; EJ1201514 KW - Computer Uses in Education KW - Conventional Instruction KW - Curricula KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Educational Change KW - Educational technology KW - Elementary Education KW - Elementary School Teachers KW - Elementary Schools KW - Elementary schools KW - Foreign Countries KW - Learning KW - Nepal KW - Pedagogy KW - Rural Schools KW - Rural areas KW - Rural schools KW - School environment KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Teaching Experience KW - Technology Integration KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095916 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - A shifting landscape: using tablets to support learning in students with diverse abilities AU - Burke, Anne AU - Hughes, Janette T2 - Technology, Pedagogy and Education DA - 2018/// PY - 2018 DO - 10.1080/1475939x.2017.1396492 DP - Google Scholar VL - 27 IS - 2 SP - 183 EP - 198 ST - A shifting landscape KW - __C:filed:1 ER - TY - BOOK TI - A short guide on the use of technology in learning: Perspectives and Toolkit for Discussion AU - Haßler, Björn AU - Major, L AU - Warwick, P AU - Watson, Steve AU - Hennessy, S AU - Nichol, B DA - 2016/// PY - 2016 PB - Faculty of Education, University of Cambridge ST - ARM White Paper - Short UR - http://bjohas.de/Publications/Perspectives KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - Monday KW - TL:English KW - TL:Translated KW - TranslationGoingAhead KW - Zenodo KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - A situational analysis on the teaching of governance issues in the primary and junior secondary school curriculum in Zambia. AU - Kalimaposo, Kalisto AU - Kandondo, S. Chileshe AU - Matafwali, Beatrice AU - Mulenga, Innocent Mutale AU - Muleya, Gistered AU - Chakufyali, Peggy Nsama DA - 2012/// PY - 2012 DP - Google Scholar UR - http://dspace.unza.zm/bitstream/handle/123456789/6597/Teaching%20of%20Governance%20Issues%20-%20Article.pdf?sequence=1 Y2 - 2023/12/06/15:41:14 KW - ⛔ No DOI found ER - TY - RPRT TI - A Skills Gap Analysis for Private Sector Development in Sierra Leone 2012 Economic Sector Work AU - Mannah, Emmanuel AU - Ngadi Gibril, Yvonne DA - 2012/11// PY - 2012 DP - Zotero SP - 99 LA - en UR - https://nctva.org/wp-content/uploads/2018/09/Skills_Gap_Analysis_2012_AfDB.pdf KW - _C:Sierra Leone SLE ER - TY - JOUR TI - A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university AU - Rooyen, Carina Van AU - Marais, Ingrid Estha T2 - Scholarship of Teaching and Learning in the South AB - In a highly unequal society such as South Africa, higher education is seen as having a social justice mandate to widen participation, and using technology is one way to achieve this. One university in South Africa made mobile devices compulsory for all first-year students since 2014. This article, drawing on data collected from first-year Humanities students at this university, attempts to understand whether the use of mobile devices for learning met requirements for a socially just pedagogy. We used a sequential mixed methods research design, first surveying the first-year Humanities students in late 2015, and then followed up with focus group discussions in 2016 and early 2017. We utilise Nancy Fraser’s idea of ‘participatory parity’ to unpack a socially just pedagogy, and specifically focus on the component of access to resources. We found that most students had functional access to devices and on-campus data. The manner in which these were accessed was affirmative, rather than transformative. By extending the notion of access beyond just opportunity (functional access as owning or having access to a device and data), to also knowing how to use the opportunity (digital access through digital literacies and fluencies), we found that our case study fell short of being socially just pedagogy. We urge that lecturers take up a central role in enabling students to use their devices for transformative learning. How to cite this article:VAN ROOYEN, Carina; MARAIS, Ingrid Estha. A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 53-70, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=66 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ DA - 2018/09/30/ PY - 2018 DO - 10.36615/sotls.v2i2.66 DP - www.scilit.net VL - 2 IS - 2 SP - 53 EP - 70 LA - en SN - 25231154 ST - A socially just pedagogy in the use of mobile devices in higher education? UR - https://www.scilit.net/article/9cd4f0d71267fc40476adb58d7e042e0 Y2 - 2020/08/12/17:07:04 KW - _C:France FRA KW - _C:India IND KW - _C:Saudi Arabia SAU KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - A South African Curriculum for the twenty-first Century: Report of the Review Committee on Curriculum 2005 AU - Chisholm, L. AU - Volmink, J. AU - Ndhlovu, T. AU - Potenza, E. AU - Muller, J. AU - Lubisi, C. AU - Vinjevold, P. AU - Ngozi, L. AU - Malan, B. AU - Mphahlele, L. DA - 2000/// PY - 2000 DP - Google Scholar ST - A South African Curriculum for the twenty-first Century ER - TY - BOOK TI - A Study of Agricultural Technical and Vocational Education and Training (ATVET) in Developing Countries AU - Walker, K AU - Hofstetter, S DA - 2016/// PY - 2016 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Benin KW - C:Ethiopia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:developing country KW - F:gender KW - F:women KW - P:agricultural KW - P:agriculture KW - P:production KW - R:case study KW - T:Ausbildung KW - T:TVET KW - T:informal VET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - A study of online English language teacher education programmes in distance education context in Pakistan AU - Farooq, Muhammad U. AU - Al Asmari, AbdulRahman AU - Javid, Choudhary Z. T2 - English Language Teaching AB - Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers designed a CMC-ELT blended model and offered online English language teacher education courses at post-graduate level. A group of students enrolled in MA TEFL programme of Allama Iqbal Open University (AIOU) Islamabad Pakistan, was selected randomly and was guided through CMC-ELT blended model. The results of the study showed that the online support in distance education enhanced students' performance in terms of access, interaction and cost. The effective use of online support in distance education can improve the quality of English language teaching programmes in Pakistan. DA - 2012/// PY - 2012 DO - 10.5539/elt.v5n11p91 VL - 5 IS - 11 SP - 91 EP - 103 LA - English SN - 1916-4742, 1916-4742 UR - https://files.eric.ed.gov/fulltext/EJ1080034.pdf AN - 1773213777; EJ1080034 KW - Access to Education KW - Blended Learning KW - Computer Mediated Communication KW - Control Groups KW - Costs KW - Distance Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Quality KW - English (Second Language) KW - Experimental Groups KW - Foreign Countries KW - Higher Education KW - Language Teachers KW - Masters Programs KW - Online Courses KW - Open Universities KW - Pakistan KW - Postsecondary Education KW - Pretests Posttests KW - Program Improvement KW - Second Language Instruction KW - Second Language Learning KW - Statistical Analysis KW - Student Attitudes KW - Student Characteristics KW - Teacher Education Programs KW - Teaching Methods KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096524 KW - __finaldtb ER - TY - RPRT TI - A study of the management and Implementation of the policy on special education needs and disability for improving access of persons with Disabilities to Nigeria’s basic education AU - Akogun, Oladele B AU - Njobdi, Sani AU - Adebukola, Adebayo DA - 2018/// PY - 2018 LA - en UR - www.nigeria-education.org ER - TY - THES TI - A Study on Cambodia Pre-service Secondary School Teacher Education with the Perspective of Teacher Professionalism AU - 이신애 AB - The purpose of this study is to propose implications for improving Cambodia secondary pre-service teacher education in the view of teacher professionalism. To do so, this study attempts to review the current system and implementation of Cambodia secondary pre-service teacher education and reveal perception of current Cambodia teachers. The survey data in this analysis are from the secondary school teachers in Kampong Chhnang province. Survey, conducted in 2020, provides detailed information on to realistic perception and understanding on effectiveness of pre-service teacher education and teacher professionalism. For analyzing data, descriptive statistics, independent samples t-test, one way ANOVA are performed using SPSS Window 27.0. The research reveals that firstly, teachers have same degree of extrinsic motivation (monetary reward) and intrinsic motivation (interest in subject and teaching). As previous research reveals, in developing nations, extrinsic motivation can promote intrinsic motivation of teachers who are facing poverty. It provides evidence to make ‘motivational synergy’ for increasing motivation of Cambodia teachers. Secondly, respondent teachers perceived level of effectiveness to professional identity is the lowest score. Lastly, teachers who perceive professional teacher as ‘highly respected with social status’ have the highest training need for continuous learning. Thus, policy implications for making teachers feel that they are socially respected and valued with high prestige is positively influencing to teachers’ will of pursuing continuous learning and professional development. Finding suggests three policy implications. First, there needs to be greater need for improving curriculum for teachers’ professional identity. In other words, a focus on technical, competence and knowledge-based teacher professionalism need to be shifted to inner and moral aspect of teacher by developing curriculum and space to allow preservice teachers to shape and reflect on the meaning of teaching, learning and ultimately professional teacher. Secondly, additional one-year (named ‘professional year) is recommended for enhance Cambodia teacher education credibility and extend career choices that preservice teachers have. Lastly guideline reports on teacher education in developing countries need to be published by professional Korean research institutions. It is because, despite of enhanced global standing and expectation of Korean international development, global education cooperation is not professional yet. DA - 2021/// PY - 2021 DP - s-space.snu.ac.kr LA - eng M3 - Thesis PB - 서울대학교 대학원 UR - https://s-space.snu.ac.kr/handle/10371/177462 Y2 - 2022/07/13/08:53:45 ER - TY - THES TI - A study on mobile devices used by individuals for formal learning AU - Mangu, Hohepa DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis KW - _C:Australia AUS KW - _C:China CHN KW - _C:Indonesia IDN KW - _C:Kuwait KWT KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - A study on the application of artificial intelligence in elementary science education AU - Shin, Won-Sub AU - Shin, Dong-Hoon T2 - Journal of Korean elementary science education DA - 2020/// PY - 2020 DP - Google Scholar VL - 39 IS - 1 SP - 117 EP - 132 UR - https://koreascience.kr/article/JAKO202014264111267.page Y2 - 2024/02/24/10:05:05 KW - ⛔ No DOI found ER - TY - JOUR TI - A study protocol to determine heat-related health impacts among primary schoolchildren in South Africa AU - Bidassey-Manilal, Shalin AU - Wright, Caradee Yael AU - Kapwata, Thandi AU - Shirinde, Joyce T2 - International journal of environmental research and public health DA - 2020/// PY - 2020 DO - 10.3390/ijerph17155531 DP - Google Scholar VL - 17 IS - 15 SP - 5531 KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - A survey of bedroom ventilation types and the subjective sleep quality associated with them in Danish housing AU - Liao, Chenxi AU - Akimoto, Mizuho AU - Bivolarova, Mariya Petrova AU - Sekhar, Chandra AU - Laverge, Jelle AU - Fan, Xiaojun AU - Lan, Li AU - Wargocki, Pawel T2 - Science of The Total Environment AB - We performed a survey of the types of bedroom ventilation in Danish dwellings (January–February 2020) and the associated subjective sleep quality. Five hundred and seventeen people responded. Their median age was 33 years old and 55.4% of them were males. We used an online questionnaire and collected information on the type of bedroom ventilation, bedroom airing behaviour by the respondents, the bedroom environment, building surroundings and location, and sleep disturbance caused by stuffy air, noise, and the thermal environment. Subjective sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI); its median among respondents was >5 indicating reduced sleep quality. 35.4% of the bedrooms had mechanical, 24.6% exhaust, and 40.0% natural ventilation. Sleeping in a bedroom with mechanical ventilation tended to reduce sleep disturbance. The absence of mechanical ventilation and the presence of carpet in the bedroom were all associated with stuffy air causing sleep disturbance, which was the second most sleep disturbing factor. PSQI increased significantly with increased sleep disturbance. People who reported that their sleep was disturbed by stuffy air or “too warm” conditions opened windows frequently during the day or night, but no association was found between PSQI and bedroom airing behaviours. Our results are valid for the heating season and the survey would have to be repeated in the non-heating season to permit generalization of the findings. The results present associations and are qualitative, so field measurements are necessary to validate the present observations and provide further explanations. DA - 2021/12/01/ PY - 2021 DO - 10.1016/j.scitotenv.2021.149209 DP - ScienceDirect VL - 798 SP - 149209 J2 - Science of The Total Environment LA - en SN - 0048-9697 UR - https://www.sciencedirect.com/science/article/pii/S0048969721042820 Y2 - 2022/05/29/15:15:57 KW - BE:RELEVANT KW - Noise KW - Occupant behaviour KW - PSQI KW - Sleep disturbance KW - Stuffy air KW - Thermal comfort ER - TY - RPRT TI - A Survey of ICT Capacity in Ghana's Public Colleges of Education AB - The survey of ICT capacity at 40 colleges of education (CoEs) reflects a considerable amount of work, by many people. The National Council for Tertiary Education (NCTE) acknowledges with thanks, Consumer Insights Consult (CiC) research team, Cyprian Ekor, Elvis Akpabli, Emmanuel Mireku, George Asare, Kennedy Amedume, Daniel Amewuda, Philemon Opoku. NCTE staff, Jacob T. Akunor, Anthony Dzidzornu, Emmanuel Attey Yebuah, Ebenezer Osei Adu, Nicholas Ameyaw and Kwaku Gyampoh. Transforming Teaching and Learning in Ghana (T-TEL) staff, Dr. Björn Haßler, Dr. Rosie Lugg, Mr. Charlie Gordon, Ms. Beryl Opong-Agyei, Dr. Rich Tobin and Ms. Caroline Jordan. Particular thanks is extended to Jacob Tetteh Akunor, who led this exercise on behalf of the NCTE and to the Senior managers, ICT tutors, ICT technicians and student teacher participants at all 40 CoE that participated, and gave so generously of their time and expertise. CY - Ghana DA - 2017/10/23/ PY - 2017 PB - Transforming Teacher Education and Learning KW - Author:Haßler KW - _r:ImportedToMyEducationEvidence KW - _zenodoODE KW - docs.opendeved.net ER - TY - JOUR TI - A survey of OER implementations in 13 higher education institutions AU - McGreal, Rory T2 - The International Review of Research in Open and Distributed Learning DA - 2019/// PY - 2019 DO - 10.19173/irrodl.v20i5.4577 DP - Google Scholar VL - 20 IS - 5 SP - 141 EP - 145 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - A Survey on Impacts of COVID-19 Pandemic on Children and Young People and Their Needs AU - UNICEF AU - Children and Youth Council of Thailand AU - UNDP AU - UNFPA DA - 2020/// PY - 2020 UR - https://www.unicef.org/thailand/media/4031/file Y2 - 2020/08/20/10:50:37 ER - TY - RPRT TI - A Survey on Impacts of COVID-19 Pandemic on Children and Young People and Their Needs: Online Survey Conducted between 28 March and 10 April 2020 AU - Children and Youth Council of Thailand AU - UNICEF AU - The United Nations Development Programme (UNDP) AU - The United Nations Populations Fund (UNFPA) DA - 2020/01/05/ PY - 2020 UR - https://www.unicef.org/thailand/media/4031/file Y2 - 2020/08/12/15:40:05 KW - _COVID_DEAA-List ER - TY - JOUR TI - A sustainable economic revival plan for post-COVID-19 using machine learning approach–a case study in developing economy context AU - Bhanot, Neeraj AU - Ahuja, Jaya AU - Kidwai, Humaid Imran AU - Nayan, Ankit AU - Bhatti, Rajbir S. T2 - Benchmarking: An International Journal DA - 2023/// PY - 2023 DO - 10.1108/BIJ-09-2021-0564 DP - Google Scholar VL - 30 IS - 6 SP - 1782 EP - 1805 UR - https://www.emerald.com/insight/content/doi/10.1108/BIJ-09-2021-0564/full/html Y2 - 2024/03/04/16:22:54 KW - Final_citation ER - TY - JOUR TI - A systematic assessment of rigor in information systems ranking-type Delphi studies AU - Par‍‍‍é, G. AU - Cameron, A.-F. AU - Poba-Nzaou, P. T2 - Information & Management DA - 2013/// PY - 2013 DO - 10.1016/j.im.2013.03.003 VL - 50 IS - 5 SP - 207 EP - 217 LA - en ER - TY - JOUR TI - A systematic comparison of software dedicated to meta-analysis of causal studies AU - Bax, L. AU - Yu, L.-M. AU - Ikeda, N. T2 - BMC Medical Research Methodology DA - 2007/// PY - 2007 DO - 10.1186/1471-2288-7-40 VL - 7 IS - 1 SP - 1 EP - 9 LA - en ER - TY - JOUR TI - A systematic literature review of empirical evidence on computer games and serious games AU - Connolly, Thomas M. AU - Boyle, Elizabeth A. AU - MacArthur, Ewan AU - Hainey, Thomas AU - Boyle, James M. T2 - Computers & Education DA - 2012/09// PY - 2012 DO - 10.1016/j.compedu.2012.03.004 VL - 59 IS - 2 SP - 661 EP - 686 J2 - Computers & Education LA - en SN - 03601315 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - A systematic literature review to identify evidence-based principles to improve online environmental education AU - Merritt, Eileen G. AU - Stern, Marc J. AU - Powell, Robert B. AU - Frensley, B. Troy T2 - Environmental Education Research AB - Many environmental educators shifted to online programs in the midst of the COVID-19 pandemic. We conducted a systematic literature review to identify program characteristics from digital environmental education experiences that are associated with one or more elements of environmental literacy. After reviewing 153 candidate articles, 32 articles that evaluated 47 diverse programs met our selection criteria. For each of these programs, we systematically coded the articles to identify guiding theories, program types, program characteristics, and outcomes assessed. We also identified the authors’ explanations and empirical evidence for program characteristics that led to positive outcomes. In this paper, we synthesize the results and present 12 guiding principles that show promise in enhancing outcomes related to environmental literacy in online programs for K-12 students. These principles, which are defined and illustrated with examples from the literature, include: social-ecological connections, relevance, social interactions, role models, autonomy, active involvement, challenge, use of multiple modalities, positive framing, preparation, feedback and reflection. DA - 2022/02/06/ PY - 2022 DO - 10.1080/13504622.2022.2032610 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 21 SN - 1350-4622 UR - https://doi.org/10.1080/13504622.2022.2032610 Y2 - 2022/04/05/20:24:37 KW - Distance learning KW - STEM KW - _genre:LR-literature_review KW - environmental literacy KW - literature review KW - online learning KW - virtual field trips ER - TY - JOUR TI - A systematic mapping review of augmented reality applications to support STEM learning in higher education AU - Mystakidis, Stylianos AU - Christopoulos, Athanasios AU - Pellas, Nikolaos T2 - Education and Information Technologies AB - While there is an increasing interest in Augmented Reality (AR) technologies in Primary and Secondary (K-12) Education, its application in Higher Education (HE) is still an emerging trend. This study reports findings from a systematic mapping review, based on a total of forty-five (n = 45) articles published in international peer-reviewed journals from 2010 to 2020, after evaluating the use of AR applications that support Science, Technology, Engineering and Mathematics (STEM) subjects’ learning in HE settings. This review’s results highlighted the lack of research across the STEM spectrum, especially in the Technology and Mathematics subfields, as well as the scarcity of location-based and markerless AR applications. Furthermore, three augmentation techniques, suitable for STEM learning, were identified and analysed: augmentation of laboratory specialised equipment, physical objects and course handbooks or sheets. The main contribution of this article is a taxonomy of instructional models and the discussion of applied instructional strategies and techniques in STEM fields focused on HE settings. In addition, we provide visualisations of the present state of the area, which aim at encouraging and scaffolding educators’ efforts based on specific classification criteria to develop AR experiences and conduct further research to enhance STEM learning. DA - 2022/03/01/ PY - 2022 DO - 10.1007/s10639-021-10682-1 DP - Springer Link VL - 27 IS - 2 SP - 1883 EP - 1927 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-021-10682-1 Y2 - 2022/04/05/20:26:24 KW - _genre:LR-literature_review ER - TY - JOUR TI - A systematic review of adolescent girl program implementation in low‐and middle‐income countries: evidence gaps and insights AU - Haberland, Nicole A. AU - McCarthy, Katharine J. AU - Brady, Martha T2 - Journal of Adolescent Health DA - 2018/// PY - 2018 DO - 10.1016/j.jadohealth.2017.11.294 ER - TY - JOUR TI - A systematic review of ambient heat and sleep in a warming climate AU - Chevance, Guillaume AU - Minor, Kelton AU - Vielma, Constanza AU - Campi, Emmanuel AU - O’Callaghan-Gordo, Cristina AU - Basagaña, Xavier AU - Ballester, Joan AU - Bernard, Paquito T2 - medRxiv (Cold Spring Harbor Laboratory) AB - Abstract Background Earlier reviews documented the effects of a broad range of climate change outcomes on sleep but have not yet evaluated the effect of ambient temperature. This systematic review aims to identify and summarize the literature on ambient temperature and sleep outcomes in a warming world. Methods For this systematic review, we searched online databases (PubMed, Scopus, JSTOR, GreenFILE, GeoRef and PsycARTICLES) together with relevant journals for studies published before February 2023. We included articles reporting associations between objective indicators of ambient temperature and valid sleep outcomes measured in real-life environments. We included studies conducted among adults, adolescents, and children. A narrative synthesis of the literature was then performed. Findings The present systematic review shows that higher outdoor or indoor ambient temperatures, expressed either as daily mean or night-time temperature, are negatively associated with sleep quality and quantity worldwide. The negative effect of higher ambient temperatures on sleep is stronger in the warmest months of the year, among vulnerable populations and in the warmest areas of the world. This result appears consistent across several sleep indicators and measures. Interpretation Although this work identified several methodological limitations of the extant literature, a strong body of evidence from both this systematic review and previous experimental studies converge on the negative impact of elevated temperatures on sleep quality and quantity. In absence of solid evidence on fast adaptation to the effects of heat on sleep, rising temperatures induced by climate change pose a planetary threat to human sleep and therefore human health, performance and wellbeing. CN - openalex: W4361213721 DA - 2023/03/28/ PY - 2023 DO - 10.1101/2023.03.28.23287841 SP - - UR - https://doi.org/10.1101/2023.03.28.23287841 KW - openalex:citedBy KW - openalex:import KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - JOUR TI - A systematic review of ambient heat and sleep in a warming climate AU - Chevance, Guillaume AU - Minor, Kelton AU - Vielma, Constanza AU - Campi, Emmanuel AU - O’Callaghan-Gordo, Cristina AU - Basagaña, Xavier AU - Ballester, Joan AU - Bernard, Paquito T2 - Sleep Medicine Reviews AB - Climate change is elevating nighttime and daytime temperatures worldwide, affecting a broad continuum of behavioral and health outcomes. Disturbed sleep is a plausible pathway linking rising ambient temperatures with several observed adverse human responses shown to increase during hot weather. This systematic review aims to provide a comprehensive overview of the literature investigating the relationship between ambient temperature and valid sleep outcomes measured in real-world settings, globally. We show that higher outdoor or indoor temperatures are generally associated with degraded sleep quality and quantity worldwide. The negative effect of heat persists across sleep measures, and is stronger during the hottest months and days, in vulnerable populations, and the warmest regions. Although we identify opportunities to strengthen the state of the science, limited evidence of fast sleep adaptation to heat suggests rising temperatures induced by climate change and urbanization pose a planetary threat to human sleep, and therefore health, performance, and wellbeing. CN - openalex: W4392505490 DA - 2024/03/01/ PY - 2024 DO - 10.1016/j.smrv.2024.101915 SP - 101915 EP - 101915 SN - 1087-0792 UR - https://doi.org/10.1016/j.smrv.2024.101915 KW - openalex:citedBy KW - openalex:import KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - JOUR TI - A systematic review of conversational AI in language education: focusing on the collaboration with human teachers AU - Ji, Hyangeun AU - Han, Insook AU - Ko, Yujung T2 - Journal of Research on Technology in Education DA - 2023/01/03/ PY - 2023 DO - 10.1080/15391523.2022.2142873 DP - DOI.org (Crossref) VL - 55 IS - 1 SP - 48 EP - 63 J2 - Journal of Research on Technology in Education LA - en SN - 1539-1523, 1945-0818 ST - A systematic review of conversational AI in language education UR - https://www.tandfonline.com/doi/full/10.1080/15391523.2022.2142873 Y2 - 2024/02/24/10:03:13 KW - _z:no_pdf ER - TY - JOUR TI - A Systematic Review of Effective Interventions for Reducing Multiple Health Risk Behaviors in Adolescence AU - Hale, Daniel R AU - Fitzgerald-Yau, Natasha AU - Viner, Russel Mark T2 - American Journal of Public Health AB - We systematically searched 9 biomedical and social science databases (1980–2012) for primary and secondary interventions that prevented or reduced 2 or more adolescent health risk behaviors (tobacco use, alcohol use, illicit drug use, risky sexual behavior, aggressive acts). We identified 44 randomized controlled trials of universal or selective interventions and were effective for multiple health risk behaviors. Most were school based, conducted in the United States, and effective for multiple forms of substance use. Effects were small, in line with findings for other universal prevention programs. In some studies, effects for more than 1 health risk behavior only emerged at long-term follow-up. Integrated prevention programs are feasible and effective and may be more efficient than discrete prevention strategies. DA - 2014/03/13/ PY - 2014 DO - 10.2105/ajph.2014.301874 VL - 104 IS - 5 J2 - AJPH LA - English UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3987586/ ER - TY - JOUR TI - A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda AU - Radianti, Jaziar AU - Majchrzak, Tim A. AU - Fromm, Jennifer AU - Wohlgenannt, Isabell T2 - Computers & Education AB - Researchers have explored the benefits and applications of virtual reality (VR) in different scenarios. VR possesses much potential and its application in education has seen much research interest lately. However, little systematic work currently exists on how researchers have applied immersive VR for higher education purposes that considers the usage of both high-end and budget head-mounted displays (HMDs). Hence, we propose using systematic mapping to identify design elements of existing research dedicated to the application of VR in higher education. The reviewed articles were acquired by extracting key information from documents indexed in four scientific digital libraries, which were filtered systematically using exclusion, inclusion, semi-automatic, and manual methods. Our review emphasizes three key points: the current domain structure in terms of the learning contents, the VR design elements, and the learning theories, as a foundation for successful VR-based learning. The mapping was conducted between application domains and learning contents and between design elements and learning contents. Our analysis has uncovered several gaps in the application of VR in the higher education sphere—for instance, learning theories were not often considered in VR application development to assist and guide toward learning outcomes. Furthermore, the evaluation of educational VR applications has primarily focused on usability of the VR apps instead of learning outcomes and immersive VR has mostly been a part of experimental and development work rather than being applied regularly in actual teaching. Nevertheless, VR seems to be a promising sphere as this study identifies 18 application domains, indicating a better reception of this technology in many disciplines. The identified gaps point toward unexplored regions of VR design for education, which could motivate future work in the field. DA - 2020/04/01/ PY - 2020 DO - 10.1016/j.compedu.2019.103778 DP - ScienceDirect VL - 147 SP - 103778 J2 - Computers & Education LA - en SN - 0360-1315 ST - A systematic review of immersive virtual reality applications for higher education UR - https://www.sciencedirect.com/science/article/pii/S0360131519303276 Y2 - 2022/04/05/20:38:20 KW - Augmented and virtual reality KW - Cooperative/collaborative learning KW - Distance education and online learning KW - Human–computer interface KW - Media in education ER - TY - JOUR TI - A Systematic Review of Learning and Teaching with Tablets. AU - Zhang, Lechen AU - Nouri, Jalal T2 - International Association for Development of the Information Society DA - 2018/// PY - 2018 DP - Google Scholar KW - __C:filed:1 KW - literature / systematic review KW - ⛔ No DOI found ER - TY - JOUR TI - A Systematic Review of Multimedia Tools for Cybersecurity Awareness and Education AU - Zhang-Kennedy, Leah AU - Chiasson, Sonia T2 - ACM Computing Surveys AB - We conduct a comprehensive review covering academic publications and industry products relating to tools for cybersecurity awareness and education aimed at non-expert end-users developed in the past 20 years. Through our search criteria, we identified 119 tools that we cataloged into five broad media categories. We explore current trends, assess their use of relevant instructional design principles, and review empirical evidence of the tools’ effectiveness. From our review, we provide an evaluation checklist and suggest that a more systematic approach to the design and evaluation of cybersecurity educational tools would be beneficial. DA - 2021/01/02/ PY - 2021 DO - 10.1145/3427920 DP - January 2022 VL - 54 IS - 1 SP - 12:1 EP - 12:39 J2 - ACM Comput. Surv. SN - 0360-0300 UR - https://doi.org/10.1145/3427920 Y2 - 2022/04/05/20:23:00 KW - Cybersecurity educational tools KW - _genre:LR-literature_review KW - cybersecurity awareness and education ER - TY - GEN TI - A Systematic Review of One-to-One Access to Laptop Computing in K-12 Classrooms: An Investigation of Factors That Influence Program Impact AU - Bethel, Edward C. DA - 2014/// PY - 2014 LA - en KW - Final_citation KW - anystyle KW - existing ER - TY - JOUR TI - A systematic review of tablet technology in mathematics education AU - Svela, Alexander AU - Nouri, Jalal AU - Viberg, Olga AU - Zhang, Lechen DA - 2019/// PY - 2019 DO - 10.3991/ijim.v13i08.10795 DP - Google Scholar KW - __C:filed:1 ER - TY - JOUR TI - A systematic review of tools used to assess the quality of observational studies that examine incidence or prevalence and risk factors for diseases AU - Shamliyan, T. AU - Kane, R.L. AU - Dickinson, S. T2 - Journal of Clinical Epidemiology DA - 2010/// PY - 2010 DO - 10.1016/j.jclinepi.2010.04.014 VL - 63 IS - 10 SP - 1061 EP - 1070 LA - en ER - TY - JOUR TI - A Systematic Review On Education for Sustainable Development: Enhancing TVE Teacher Training Programme AU - Chinedu C.C. AU - Wan Mohamed W.A. AU - Ajah A.O. T2 - Journal of Technical Education and Training AB - As the call for the advancement of TVET deepens, and as skill requirement for vocations transcends traditional job requirements due to technological advancement and innovation. It becomes imperative that workers in the industrial and vocational ambits of nations develop the requisite skills and capacities for work in the 21st century that adheres to sustainable standards and meets market needs also. Thereby, contributing to societal wellbeing and community development. To achieve this goal, teachers in Technical and Vocational Education (TVE) have a crucial to play as they will be responsible for the training of workers and developing their skills and capacities for work necessary to improving societal well-being and community development. The challenge is that technical and vocational teachers are not being trained to develop capabilities for Sustainability. Using a systematic literature review, this paper critically examines the extant literature on education for sustainable development and provides a synthesis of the literature in identifying the shared message that SD and ESD models attempt to represent. Furthermore, the paper discusses the factors that foster societal well-being and community development through an ESD perspective. Conclusively emphasis is paid on the unique and significant role that technical and Vocational teachers can play in contributing towards the transition to sustainable development. Consequently, this paper culminates with an analysis of the various ways TVE can help contribute towards societal wellbeing and community development if SD is rightly integrated within TVE teacher training programs. DA - 2018/06/01/ PY - 2018 DO - 10.30880/jtet.2018.10.01.009 DP - DOI.org (Crossref) VL - 10 IS - 1 SP - 109 EP - 125 J2 - JTET LA - en SN - 22298932, 26007932 ST - A Systematic Review On Education for Sustainable Development UR - http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1678/1526 Y2 - 2022/04/05/23:23:57 KW - _genre:LR-literature_review ER - TY - JOUR TI - A Systematic Review on Literature-based Discovery: General Overview, Methodology, & Statistical Analysis AU - Thilakaratne, Menasha AU - Falkner, Katrina AU - Atapattu, Thushari T2 - ACM Computing Surveys AB - The vast nature of scientific publications brings out the importance of Literature-Based Discovery (LBD) research that is highly beneficial to accelerate knowledge acquisition and the research development process. LBD is a knowledge discovery workflow that automatically detects significant, implicit knowledge associations hidden in fragmented knowledge areas by analysing existing scientific literature. Therefore, the LBD output not only assists in formulating scientifically sensible, novel research hypotheses but also encourages the development of cross-disciplinary research. In this systematic review, we provide an in-depth analysis of the computational techniques used in the LBD process using a novel, up-to-date, and detailed classification. Moreover, we also summarise the key milestones of the discipline through a timeline of topics. To provide a general overview of the discipline, the review outlines LBD validation checks, major LBD tools, application areas, domains, and generalisability of LBD methodologies. We also outline the insights gathered through our statistical analysis that capture the trends in LBD literature. To conclude, we discuss the prevailing research deficiencies in the discipline by highlighting the challenges and opportunities of future LBD research. DA - 2019/12/10/ PY - 2019 DO - 10.1145/3365756 DP - ACM Digital Library VL - 52 IS - 6 SP - 129:1 EP - 129:34 J2 - ACM Comput. Surv. SN - 0360-0300 ST - A Systematic Review on Literature-based Discovery UR - https://dl.acm.org/doi/10.1145/3365756 Y2 - 2024/01/18/22:37:45 KW - LBD KW - Literature-based discovery KW - hypotheses generation KW - knowledge discovery KW - literature mining KW - systematic review KW - text mining ER - TY - JOUR TI - A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning AU - Sun, Zhong AU - Lin, Chin-Hsi AU - Wu, Minhua AU - Zhou, Jianshe AU - Luo, Liming T2 - British Journal of Educational Technology AB - Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions. DA - 2018/03// PY - 2018 DO - 10.1111/bjet.12571 VL - 49 IS - 2 SP - 248 EP - 261 LA - English SN - 0007-1013, 0007-1013 UR - https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571 AN - 2013524047; EJ1168574 KW - Applications programs KW - China KW - Collaborative learning KW - Collaborative virtual environments KW - Communication KW - Computer Mediated Communication KW - Computer Software KW - Computer assisted instruction--CAI KW - Content Analysis KW - Content analysis KW - Cooperative Learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational technology KW - Foreign Countries KW - Handheld Devices KW - Higher Education KW - Learning KW - Network Analysis KW - Network analysis KW - Preferences KW - Preservice Teachers KW - Social Networks KW - Social factors KW - Student Attitudes KW - Student Surveys KW - Synchronous Communication KW - Telecommunications KW - Tools KW - Undergraduate Students KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096807 KW - __finaldtb ER - TY - RPRT TI - A Theory of Change for a Technology-Enhanced Education System in Bangladesh AU - Clark-Wilson, Alison AU - Bashir, Amreen AU - Kaye, Tom AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/03/17/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub SN - 30 UR - https://docs.edtechhub.org/lib/2T7DPIBU KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - A Theory of Change for Parents and Caregivers Towards a Technology-Enhanced Education System in Bangladesh AU - Clark-Wilson, Alison AU - Bashir, Amreen AU - Ahmed, Shakil AU - Mazari, Haani AU - Kaye, Tom AU - Radford, Kate AU - Otieno, Jennifer AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/10/07/ PY - 2022 DP - DOI.org (Crossref) PB - EdTech Hub UR - https://docs.edtechhub.org/lib/GQSKFD62 Y2 - 2023/01/18/22:17:49 ER - TY - CHAP TI - A theory of learning for the mobile age AU - Sharples, Mike AU - Taylor, Josie AU - Vavoula, Giasemi T2 - Medienbildung in neuen Kulturräumen DA - 2010/// PY - 2010 SP - 87 EP - 99 PB - Springer ER - TY - JOUR TI - A theory of tailorable technology design AU - Germonprez, M. AU - Hovorka, D. AU - Hovorka, D. T2 - Journal of the Association for Information Systems DA - 2007/// PY - 2007 DO - 10.17705/1jais.00131 VL - 8 IS - 6 SP - 351 EP - 367 LA - en ER - TY - JOUR TI - A tool for addressing construct identity in literature reviews and meta-analyses AU - Larsen, K.R. AU - Bong, C.H. T2 - MIS Quarterly DA - 2016/// PY - 2016 DO - 10.25300/MISQ/2016/40.3.01 VL - 40 IS - 3 SP - 529 EP - 551 LA - en KW - _z:no_pdf ER - TY - RPRT TI - A Toolkit for Monitoring and Evaluating Children’s Participation — Introduction AU - Lansdown, Gerison AU - O’Kane, Claire T2 - A Toolkit for Monitoring and Evaluating Children’s Participation AB - Booklet 1: Introduction provides an overview of children’s participation, how the toolkit was created and a brief guide to monitoring and evaluation. CY - London, UK DA - 2014/// PY - 2014 PB - Save the Children SN - 1 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_toolkit_Booklet_1.pdf AN - 503888:64X7FUAJ KW - CitedIn:eCubed KW - _yl:a KW - eCubed ER - TY - THES TI - A Topic is Not a Theme: Towards a Contextualised Approach to Topic Modelling AU - Doogan, Caitlin DA - 2022/// PY - 2022 DP - Google Scholar M3 - PhD Thesis PB - Monash University ST - A Topic is Not a Theme UR - https://scholar.archive.org/work/oxqvp3wizffwph6zyspz53zeri/access/wayback/https://au-east.erc.monash.edu.au/fpfiles/36222867/Caitlin_Doogan___PhD_Thesis___2022__Post_examination_.pdf?AWSAccessKeyId=e00145a6f706457aab45051570081e49&Expires=1657662627&Signature=An36ELCMgoyi1Zfb8CoBMf5aswE%3D Y2 - 2024/02/23/17:11:12 ER - TY - JOUR TI - A topography of climate change research AU - Callaghan, Max AU - Minx, Jan C. AU - Forster, Piers M. T2 - Nature Climate Change AB - The massive expansion of scientific literature on climate change1 poses challenges for global environmental assessments and our understanding of how these assessments work. Big data and machine learning can help us deal with large collections of scientific text, making the production of assessments more tractable, and giving us better insights about how past assessments have engaged with the literature. We use topic modelling to draw a topic map, or topography, of over 400,000 publications from the Web of Science on climate change. We update current knowledge on the IPCC, showing that compared with the baseline of the literature identified, the social sciences are in fact over-represented in recent assessment reports. Technical, solutions-relevant knowledge—especially in agriculture and engineering—is under-represented. We suggest a variety of other applications of such maps, and our findings have direct implications for addressing growing demands for more solution-oriented climate change assessments that are also more firmly rooted in the social sciences2,3. The perceived lack of social science knowledge in assessment reports does not necessarily imply an IPCC bias, but rather suggests a need for more social science research with a focus on technical topics on climate solutions. The rapid growth of climate change research presents challenges for IPCC assessments and their stated aim of being comprehensive, objective and transparent. Here the authors use topic modelling to map the climate change literature, and assess how well it is represented in IPCC reports. CN - openalex: W3003135817 DA - 2020/01/27/ PY - 2020 DO - 10.1038/s41558-019-0684-5 VL - 10 IS - 2 SP - 118 EP - 123 SN - 1758-678X UR - https://doi.org/10.1038/s41558-019-0684-5 KW - openalex:cites KW - openalex:import KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - THES TI - A transição escola-trabalho em Cabo Verde: os sentidos da formação profissional para os jovens de baixa renda AU - Andrade, Maria Odete dos Reis de AU - others DA - 2009/// PY - 2009 LA - Portuguese M3 - PhD Thesis PB - Universidade de São Paulo UR - http://www.teses.usp.br/teses/disponiveis/48/48134/tde-31082010-095830/publico/MARIA_ODETE.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Cape Verde KW - CLL:pt KW - publicImportV1 ER - TY - JOUR TI - A two-sided academic landscape: portrait of highly-cited documents in Google Scholar (1950-2013) AU - Martín-Martín, Alberto AU - Orduna-Malea, Enrique AU - Ayllón, Juan M. AU - López-Cózar, Emilio Delgado T2 - arXiv preprint arXiv:1607.02861 DA - 2016/// PY - 2016 DP - Google Scholar ST - A two-sided academic landscape KW - ⛔ No DOI found ER - TY - ELEC TI - A typology and framework for professional learning communities (PLCs) in LMICs T2 - R&E Search for Evidence AB - Professional learning communities (PLCs) are an alternative approach to teacher professional development, especially in low-and-middle income countries (LMICs). Existing conceptualizations of PLCs in Western literature, however, don’t recognize that PLCs in LMICs may operate differently to reflect local contexts. In fact, much of the literature considers PLCs only school-based, organic initiatives and doesn’t acknowledge that PLCs in LMICs are often purposeful and part of broad educational reforms. A previous post describes this lack of evidence. In order to address this lack of evidence, we realized we first needed a conceptual understanding of PLCs, grounded in the realities of LMICs. So we conducted a study in Equatorial Guinea, Ghana and Nigeria to create a typology of PLCs in sub-Saharan Africa. We then combined our typology with existing conceptualizations to inform the design of a PLC framework. Our framework establishes conceptual foundations for future research and equips practitioners with guidance for designing and promoting PLCs. We describe our findings and the integrated conceptual framework we created in this post. DA - 2020/12/16/T09:56:20+00:00 PY - 2020 LA - en-US UR - https://researchforevidence.fhi360.org/a-typology-and-framework-for-professional-learning-communities-plcs-in-lmics Y2 - 2021/03/02/16:30:28 ER - TY - JOUR TI - A Typology of Professional Learning Communities (PLC) for Sub-Saharan Africa: A Case study of Equatorial Guinea, Ghana, and Nigeria AU - Soares, Fernanda AU - Galisson, Kirsten AU - Laar, Mindel van de T2 - African Journal of Teacher Education AB - In the bid to improve teaching quality and promote an approach to teacher development that is grounded in the context in which teachers are inserted, Professional Learning Communities (PLCs) have become a popular alternative model of teacher professional development in many countries. PLCs, however, have been more widely studied in high-resource contexts. In a recognition that existing conceptualizations from the Western literature may not reflect how PLCs are functioning in developing countries, this research aims to inductively create a typology of PLCs that incorporates elements that might be specific to these countries, with a focus on Sub-Saharan Africa in general and based on the cases of Equatorial Guinea, Ghana and Nigeria in particular. This study employs a multimethod approach, encompassing document analysis, semi-structured interviews with PLC experts and expert validation. The resulting typology categorizes PLCs into three models - autonomous, structured and scripted. This typology of PLCs is further integrated with dimensions previously proposed by the Western literature to form one cohesive conceptual framework. By acknowledging PLC variability, we are able to incorporate into a framework modes of PLC operation that are specific to our case countries, and possibly to Sub-Saharan African and low- and middle-income countries more generally. DA - 2020/11/03/ PY - 2020 DO - 10.21083/ajote.v9i2.6271 DP - journal.lib.uoguelph.ca VL - 9 IS - 2 SP - 110 EP - 143 LA - en SN - 1916-7822 ST - A Typology of Professional Learning Communities (PLC) for Sub-Saharan Africa UR - https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6271 AN - Family Health International 360 and Maastricht Graduate School of Governance / United Nations University – MERIT, Maastricht University Y2 - 2021/03/12/10:56:39 KW - Professional Development KW - Professional Learning Communities KW - Professional Learning Communities Teaching Practices KW - Sub-Saharan Africa KW - Teachers KW - Teaching Practices ER - TY - JOUR TI - A typology of reviews: an analysis of 14 review types and associated methodologies AU - Grant, Maria J. AU - Booth, Andrew T2 - Health Information & Libraries Journal AB - Background and objectives: The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains. Methods: Following scoping searches, an examination was made of the vocabulary associated with the literature of review and synthesis (literary warrant). A simple analytical framework—Search, AppraisaL, Synthesis and Analysis (SALSA)—was used to examine the main review types. Results: Fourteen review types and associated methodologies were analysed against the SALSA framework, illustrating the inputs and processes of each review type. A description of the key characteristics is given, together with perceived strengths and weaknesses. A limited number of review types are currently utilized within the health information domain. Conclusions: Few review types possess prescribed and explicit methodologies and many fall short of being mutually exclusive. Notwithstanding such limitations, this typology provides a valuable reference point for those commissioning, conducting, supporting or interpreting reviews, both within health information and the wider health care domain. DA - 2009/// PY - 2009 DO - 10.1111/j.1471-1842.2009.00848.x DP - Wiley Online Library VL - 26 IS - 2 SP - 91 EP - 108 LA - en SN - 1471-1842 ST - A typology of reviews UR - https://www.researchgate.net/publication/26260835_A_typology_of_reviews_An_analysis_of_14_review_types_and_associated_methologies Y2 - 2020/06/15/10:30:26 ER - TY - GEN TI - 'A Way of Looking (on hearing the death of Osama Bin Laden)' AU - Ajadi, S.B. DA - 2011/// PY - 2011 LA - en ER - TY - RPRT TI - A Well-Incentivised Education System AU - Glennerster, R AU - Lea, N AU - Rudge, A AU - Fell, S AU - Mulligan, R T2 - Chief Economist's Office Working Paper DA - 2018/// PY - 2018 ER - TY - COMP TI - A Zotero plugin for the EdTech Hub (edtechhub/zotero-edtechhub) AU - Haßler, Björn AU - Heyns, Emiliano DA - 2020/06/29/T18:30:47Z PY - 2020 DP - GitHub LA - TypeScript PB - EdTech Hub UR - https://github.com/edtechhub/zotero-edtechhub Y2 - 2020/07/11/17:24:30 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - ELEC TI - a2i: Innovate for All AU - a2i DA - 2020/04// PY - 2020 UR - https://a2i.gov.bd/ Y2 - 2020/04/08/15:28:00 ER - TY - RPRT TI - abc AU - a, b AB - something DA - 2020/12/07/ PY - 2020 ER - TY - JOUR TI - About the size of Google Scholar: playing the numbers AU - Orduña-Malea, Enrique AU - Ayllón, Juan Manuel AU - Martín-Martín, Alberto AU - López-Cózar, Emilio Delgado T2 - arXiv preprint arXiv:1407.6239 DA - 2014/// PY - 2014 DP - Google Scholar ST - About the size of Google Scholar KW - ⛔ No DOI found ER - TY - RPRT TI - ABRA: Online Reading Support. Evaluation Report and Executive Summary AU - McNally, Sandra AU - Ruiz-Valenzuela, Jenifer AU - Rolfe, Heather AB - Abracadabra (ABRA) is a 20-week online literacy program composed of phonic fluency and comprehension activities based around a series of age-appropriate texts. Four 15-minute sessions per week are delivered by a teaching assistant (TA) to groups of three to five pupils. This report summarizes the findings of a randomized controlled trial assessing the impact of ABRA on literacy outcomes for Year 1 pupils. The trial also assesses the impact of an offline, paper and pencil version of the same intervention (referred to here at "the non-Information and Communication Technologies (ICT) intervention"). There were 51 participating schools and 2,241 pupils at randomization, and a total of 48 schools and 1,884 pupils were included in the final analysis (84% of the initial pupils at randomization). The trial took place between October 2014 and May 2015. Fifty-one schools were randomly assigned to either receive some version of the intervention or to act as a "control" school delivering business as usual. In the schools receiving the intervention, pupils were randomized to receive one of the following options: (1) ABRA, (2) the non-ICT intervention, and (3) standard literacy provision. The process evaluation involved observing sessions to understand a variety of factors in the intervention. These included an evaluation of which elements contributed to successful implementation, the perceptions and experiences of TAs and project leads, levels of pupil engagement, and the mechanisms behind the estimated impacts. This was an efficacy study, due to the involvement of the developer in the delivery of the program. Key conclusions of this report are: (1) The children who received ABRA, or its offline alternative were found to make two and three months' progress in literacy respectively compared to the children who received standard provision. This positive result would be unlikely to occur by chance; (2) For both ABRA and the offline alternative, the impact for children eligible for free school meals and children with below average pre-test outcomes was larger than for all pupils; (3) Successful implementation contributed to a well-designed and delivered training program which emphasized fidelity and consistency, enforced by ongoing support from the project team; (4) The process evaluation found that both the ICT and non-ICT interventions may be best delivered in groups of similar rather than mixed ability. The process evaluation also suggested minor changes to the intervention to make it more culturally relevant to British pupils, and to remove some repetition in the non-ICT program; and (5) Future research will examine whether ABRA or the non-ICT intervention can be successfully delivered at scale, and will look at longer-term impacts through assessing Key Stage 1 data from this trial. DA - 2016/10// PY - 2016 DP - ERIC LA - en PB - Education Endowment Foundation ST - ABRA UR - https://eric.ed.gov/?id=ED581099 Y2 - 2023/10/26/16:53:30 KW - Comparative Analysis KW - Diagnostic Tests KW - Educational Technology KW - Elementary School Students KW - Foreign Countries KW - Intervention KW - Literacy Education KW - Low Income Groups KW - Online Courses KW - Phonics KW - Pretests Posttests KW - Program Effectiveness KW - Program Evaluation KW - Randomized Controlled Trials KW - Reading Programs KW - Reading Tests KW - Small Group Instruction KW - Student Characteristics KW - Technology Uses in Education ER - TY - JOUR TI - Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID-19 AU - Zhang, Ling AU - Carter Jr., Richard Allen AU - Qian, Xueqin AU - Yang, Sohyun AU - Rujimora, James AU - Wen, Shuman T2 - British Journal of Educational Technology AB - This paper aimed to provide a holistic view of research that investigated online learning in higher education around the globe during COVID-19 utilizing a bibliometric analysis. The researchers used co-citation analysis and text mining afforded by VOSviewer to document and analyze research patterns and topics reported in peer-reviewed documents published between January 2020 and August 2021. Findings of this study indicated that scholars from 103 countries or regions from the Global North and Global South investigated a wide array of topics, such as use of various technologies and strategies, redesigned curriculum, student perceptions and psychological impacts of the pandemic-imposed online learning. Many researchers applied technology acceptance theories and structural equation modeling to investigate factors associated with adoption and impacts of the pandemic-imposed online learning. Of the large quantity of research, medical education and chemical education were the most investigated disciplines. Inquiry-based learning, discovery learning, hands-on learning and collaborative learning emerged as instructional approaches frequently discussed or utilized across the target studies. This paper discussed (a) ongoing and emerging challenges to online higher education, (b) placing innovative pedagogies at the forefront of online learning, and (c) rapid, but imbalanced distribution of evolving literature based on the findings. Practitioner notes What is already known about this topic Online learning had attracted growing traction as a flexible and affordable means to complement traditional higher education prior to COVID-19. Higher education institutions (HEIs), faculty and students around the globe have encountered various challenges and opportunities regarding online teaching and learning during COVID-19. What this paper adds A bird's-eye-view perspective of how HEIs around the globe responded to the pandemic-imposed online teaching and learning using the bibliometric methodology. Identifications of a large body of research (n = 1061 documents) conducted by scholars from 103 countries or regions that investigated the pandemic-imposed online higher education, indicating an unprecedented level of participation in this area. An analysis of distinct themes arising from research on the pandemic-imposed online learning, such as medical education and psychological impact, chemistry curriculum and laboratory-based instruction and technology acceptance model. Implications for practice and/or policy The large corpus of studies on online higher education from different aspects can provide cross-disciplinary information guiding future research and design of online learning. With technology often conceptualized as the solution to support online learning, it is imperative to put innovative pedagogy at the forefront of the design of online teaching and learning. DA - 2022/// PY - 2022 DO - 10.1111/bjet.13191 DP - Wiley Online Library VL - n/a IS - n/a LA - en SN - 1467-8535 ST - Academia's responses to crisis UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13191 Y2 - 2022/04/05/20:27:27 KW - COVID-19 KW - bibliometric analysis KW - innovative pedagogical strategies KW - online higher education KW - technology ER - TY - RPRT TI - Academic Recovery Programme AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/05/ PY - 2021 M3 - OECS Academic Recovery Programme Report PB - Open Development & Education KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _yl:fb ER - TY - RPRT TI - Academic Recovery Programme: Synthesis of Qualitative Data and High-level Overview AU - Haßler, Björn AU - Blower, Thomas AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista CY - Cambridge, UK DA - 2021/03/29/ PY - 2021 M3 - OECS Academic Recovery Programme Report PB - Open Development & Education SN - 2 UR - https://docs.opendevd.net/lib/XAMQ949U KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _C:Dominica DMA KW - _C:Grenada GRD KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _DOILIVE KW - _r:ImportedToMyEducationEvidence KW - _yl:c KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - RPRT TI - Academic Recovery Programmes in the Eastern Caribbean — Literature Review AU - Haßler, Björn AU - Adam, Taskeen AU - Blower, Thomas AU - Megha-Bongnkar, Ghislaine AB - This report was commissioned by the Organization of the Eastern Caribbean states. It reviews the literature on Academic Recovery Programmes with view to applicability in the Eastern Caribbean, and particularly Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines. CY - Cambridge, UK DA - 2021/01/08/ PY - 2021 M3 - OECS Academic Recovery Programme Report PB - Open Development & Education SN - 1 UR - https://docs.opendeved.net/lib/DZA3GVBD KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _C:Dominica DMA KW - _C:Grenada GRD KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _DOILIVE KW - _r:ImportedToMyEducationEvidence KW - _yl:b KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - JOUR TI - Academic Silver Linings in a Philippine State University Amid the Early Stages of Pandemic Cases AU - Toquero, Cathy Mae T2 - Journal of Learning for Development AB - The primary role of the academe is knowledge building, however, due to the prevailing digital divide, some institutions of higher learning were not able to offer even Emergency Online Teaching (EOT) for continuous formal education during the early stages of the pandemic. This article highlights diversified ways that a state university from a developing country  (Philippines)  responded to the crisis to offer assistance towards the social development of the stakeholders amid the COVID-19 pandemic. DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 448 EP - 455 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/498 Y2 - 2022/04/05/12:23:33 KW - COVID-19 KW - Philippines KW - _genre:PR-primary_research KW - crisis response strategy KW - emergency response KW - higher education KW - social media KW - ⛔ No DOI found ER - TY - THES TI - ACADEMIC USE OF MOBILE TECHNOLOGY BY STUDENT ATHLETES AT A LARGE DIVISION I MIDWESTERN UNIVERSITY: A GROUNDED THEORY STUDY AU - Kraft, Nicole DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis ST - ACADEMIC USE OF MOBILE TECHNOLOGY BY STUDENT ATHLETES AT A LARGE DIVISION I MIDWESTERN UNIVERSITY KW - _C:Cyprus CYP KW - _C:Estonia EST KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Kuwait KWT KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Academics who tweet: “messy” identities in academia AU - Budge, Kylie AU - Lemon, Narelle AU - McPherson, Megan T2 - Journal of Applied Research in Higher Education AB - Purpose The purpose of this paper is to investigate the growing use of Twitter in academic and artist practices. The authors explore commonalities, overlaps and differences within the reflections on the initial and ongoing motivations, usage and learnings the authors have encountered whilst immersed in this environment. Design/methodology/approach The authors locate the particular inquiry by drawing on the literature surrounding digital identities, academic literacies and digital scholarship. Departing from other studies, the focus is on a narrative inquiry of the lived experiences as academics and as artists using Twitter. Findings Academics use of Twitter plays a distinctly social role enabling communication that connects, and fostering accessible and approachable acts. It enables a space for challenging norms of academic ways of being and behaving. In addition, the authors draw conclusions about the “messiness” of the interconnected space that incorporates multiple identities, and highlight the risk taking the authors associate with using Twitter. Research limitations/implications Academic practice is ever changing in the contemporary university. This initial study of academic and artist practices and the use of Twitter suggests future developments including participants using similar questions to elicit notions of practice to engage in a deeper understanding of motivations and behaviours. Practical implications In using social media tools such as Twitter, individual academics and their practices are modified; the impact of this practice is visible. Originality/value The authors contribute to emerging discussions and understandings about academics, social media and identity. The authors argue that by participating in the use of Twitter, the authors are part of the collective process of challenging what it means to be an academic and artist. DA - 2016/01/01/ PY - 2016 DO - 10.1108/jarhe-11-2014-0114 DP - Emerald Insight VL - 8 IS - 2 SP - 210 EP - 221 SN - 2050-7003 ST - Academics who tweet UR - https://doi.org/10.1108/JARHE-11-2014-0114 Y2 - 2020/02/24/13:03:30 KW - Academics KW - Artists KW - Identity KW - Narrative inquiry KW - Social media KW - Twitter ER - TY - RPRT TI - Accelerated Learning and EdTech: A Rapid Evidence Review AU - Damani, Kalifa DA - 2020/// PY - 2020 LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 6 UR - https://docs.edtechhub.org/lib/I4UFGAQA KW - L:Gender and education KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _P:Evidence review VCMFM9ZD KW - _cover:v2 KW - _zenodoETH KW - ⛔ No DOI found ER - TY - RPRT TI - Accelerated Learning and EdTech: A Rapid Evidence Review AU - Damani, Kalifa DA - 2020/01/01/ PY - 2020 LA - en PB - EdTech Hub ST - Accelerated Learning and EdTech KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Accelerated Learning in Classroom and Computer Environments AU - Akbıyık, Cenk AU - Şimsek, Nurettin AB - Problem Statement: Emotions have effects on learning. Learning becomes more effective in emotionally non-threatening environments. The power of emotions should be taken into account when designing, developing, and implementing learning environments. DA - 2009/// PY - 2009 DP - Zotero SP - 21 LA - en KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - CONF TI - Accelerated learning method using edmodo to increase students' mathematical connection and self-regulated learning AU - Yaniawati, R. Poppy AU - Kartasasmita, Bana G. AU - Kariadinata, Rahayu AU - Sari, Evi T2 - the 2017 International Conference AB - This study aims to analyze implementation of accelerated elearning method using edmodo media to increase mathematical connection ability and self-regulated learning of students. The research method employed was mixed method research with embedded design. Subjects of the study were eleventh grade students of a vocational secondary school in Tasikmalaya, Indonesia. Research instruments used were test for mathematical connection ability, questionnaire of students’ self-regulated learning, observation and interview guidelines. Statistical analysis were t-test, mann-whitney test, and two-way anova. results of this study showed that (1) mathematical connection abillity of high and low clasification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (2) no differences were found in selfregulated learning of high and low classification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (3) a positive correlation was found between mathematical connection ability and self-regulated learning students. C1 - Singapore, Singapore C3 - Proceedings of the 2017 International Conference on Education and Multimedia Technology - ICEMT '17 DA - 2017/// PY - 2017 DO - 10.1145/3124116.3124128 DP - DOI.org (Crossref) SP - 53 EP - 57 LA - en PB - ACM Press SN - 978-1-4503-5293-2 UR - http://dl.acm.org/citation.cfm?doid=3124116.3124128 Y2 - 2020/07/25/20:34:06 KW - _AcademicRecoveryOECS ER - TY - CONF TI - Accelerated learning method using edmodo to increase students' mathematical connection and self-regulated learning AU - Yaniawati, R. Poppy AU - Kartasasmita, Bana G. AU - Kariadinata, Rahayu AU - Sari, Evi T2 - the 2017 International Conference AB - This study aims to analyze implementation of accelerated elearning method using edmodo media to increase mathematical connection ability and self-regulated learning of students. The research method employed was mixed method research with embedded design. Subjects of the study were eleventh grade students of a vocational secondary school in Tasikmalaya, Indonesia. Research instruments used were test for mathematical connection ability, questionnaire of students’ self-regulated learning, observation and interview guidelines. Statistical analysis were t-test, mann-whitney test, and two-way anova. results of this study showed that (1) mathematical connection abillity of high and low clasification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (2) no differences were found in selfregulated learning of high and low classification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (3) a positive correlation was found between mathematical connection ability and self-regulated learning students. C1 - Singapore, Singapore C3 - Proceedings of the 2017 International Conference on Education and Multimedia Technology - ICEMT '17 DA - 2017/// PY - 2017 DO - 10.1145/3124116.3124128 DP - DOI.org (Crossref) SP - 53 EP - 57 LA - en PB - ACM Press SN - 978-1-4503-5293-2 UR - http://dl.acm.org/citation.cfm?doid=3124116.3124128 Y2 - 2020/08/12/07:21:50 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Accelerated learning programmes: what can we learn from them about curriculum reform? AU - Longden, Ken T2 - Background paper prepared for the Education for All Global Monitoring Report 2013/4 DA - 2013/// PY - 2013 DP - Zotero LA - English PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000225950 Y2 - 2020/07/27/13:24:03 ER - TY - JOUR TI - Accelerated Learning Programs for Out-of-School Girls: The Impact on Student Achievement and Traditional School Enrollment AU - Randall, Jennifer AU - O'Donnell, Francis AU - Botha, Sandra M. T2 - FIRE: Forum for International Research in Education AB - Within the context of post-conflict DRC, we examined the impact of the Accelerated Learning Program for out-of-school girls' on student learning outcomes and traditional school enrollment. We found that the vast majority of girls advanced through the levels as expected (80%) and, on average, improved their numeracy and literacy skills. The impact on traditional school enrollment was less definitive with the percent of girls who previously attended school, as well as the age of, remaining stable over time, but there was also an increasing trend in the percent of girls who were enrolled in school until the end of the last school year. DA - 2020/// PY - 2020 DO - 10.32865/fire20206225 DP - ERIC VL - 6 IS - 2 SP - 1 EP - 23 LA - en SN - 2326-3873 ST - Accelerated Learning Programs for Out-of-School Girls UR - https://eric.ed.gov/?id=EJ1248094 Y2 - 2020/06/19/05:50:00 KW - Academic Achievement KW - Acceleration (Education) KW - Access to Education KW - Developing Nations KW - Disadvantaged Youth KW - Educational Attainment KW - Enrollment Influences KW - Females KW - Foreign Countries KW - Instructional Program Divisions KW - LMIC KW - Literacy KW - Numeracy KW - Out of School Youth KW - Primary Education KW - Program Effectiveness KW - School Location KW - Traditional Schools KW - War KW - _AcademicRecoveryOECS KW - girls KW - marginalised KW - quant KW - quasi-experimental ER - TY - JOUR TI - Accelerated Middle School Programs: Preliminary Indicators of Long-Term Academic Benefits for Over-age Youth AU - Mollette, M. AU - Villa, B. AU - Cate, D. T2 - Journal of Education for Students Placed at Risk AB - According to the National Center for Education Statistics, dropping out is a persistent problem among 15- to 24-year-olds. Researchers have noted school districts that have been able to improve graduation rates have often done so through the “development of innovative models and pathways that help young people get back on track to graduation” One such innovative model, an accelerated middle school intervention, is currently implemented across five middle schools in a large southeastern school district. The program targets students at-risk for dropping out based on characteristics such as age, mobility, poverty and previous retention in grade and allows them to complete both 8th and 9th grade requirements within one school year. To date, about 88% of students who completed the intervention during their last year of middle school were able to transition to high school as 10th grade students. This study presents findings from the students who completed this intervention between 2011–12 and 2015–16, representing the first five years the program was in existence. A quasi-experimental design is used to analyze outcomes related to attendance, course completion and graduation. Results indicate that students who complete the intervention are 34% more likely to graduate high school than the matched comparison group. However, no significant differences existed in student attendance rates while in high school. The findings indicate this program has the potential to improve graduation rates for students at-risk of dropping out provided the intervention occurs early enough in their academic career. © 2020, © 2020 Taylor & Francis Group, LLC. DA - 2020/// PY - 2020 DO - 10.1080/10824669.2020.1757453 J2 - J. Educ. Stud. Placed Risk LA - English SN - 10824669 (ISSN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085874198&doi=10.1080%2f10824669.2020.1757453&partnerID=40&md5=66f2e9459ab4d62e70495b3b762fbbe6 DB - Scopus KW - Marginalised KW - _AcademicRecoveryOECS ER - TY - JOUR TI - Accelerated Reader as a Literacy Catch-Up Intervention during Primary to Secondary School Transition Phase AU - Siddiqui, Nadia AU - Gorard, Stephen AU - See, Beng Huat T2 - Educational Review AB - This paper describes an evaluation of an internet-based reading programme called Accelerated Reader (AR), which is widely used in UK schools and worldwide. AR is a whole-group reading management and monitoring programme that aims to stimulate the habit of independent reading among primary and secondary age pupils. The evaluation involved 349 pupils in Year 7 who had not achieved secure National Curriculum Level 4 in their Key Stage 2 results for English, randomised to two groups. The intervention group of 166 pupils was exposed to AR for 20 weeks, after which they recorded higher literacy scores in the New Group Reading Test (NGRT) post-test than the control group of 183 pupils ("effect" size of +0.24). The schools led the organisation and implementation of the intervention, and also conducted most elements of the evaluation, with advice from an expert external evaluation team. The process evaluation suggests that these schools were very capable of conducting evaluations of their own practice, given appropriate guidance. DA - 2016/// PY - 2016 DO - 10.1080/00131911.2015.1067883 VL - 68 IS - 2 SP - 139 EP - 154 UR - https://dro.dur.ac.uk/16393/1/16393.pdf KW - _Added to LR KW - _G:reviewed ER - TY - JOUR TI - Accelerating climate resilient plant breeding by applying next-generation artificial intelligence AU - Harfouche, Antoine L. AU - Jacobson, Daniel A. AU - Kainer, David AU - Romero, Jonathon C. AU - Harfouche, Antoine H. AU - Mugnozza, Giuseppe Scarascia AU - Moshelion, Menachem AU - Tuskan, Gerald A. AU - Keurentjes, Joost JB AU - Altman, Arie T2 - Trends in biotechnology DA - 2019/// PY - 2019 DO - 10.1016/j.tibtech.2019.05.007 DP - Google Scholar VL - 37 IS - 11 SP - 1217 EP - 1235 UR - https://www.cell.com/trends/biotechnology/fulltext/S0167-7799(19)30114-3 Y2 - 2024/02/24/11:14:07 ER - TY - JOUR TI - Acceptabilité des technologies d'apprentissage mobile: le cas des tablettes AU - Amadieu, Franck AU - Mulet, Julie AU - Van der Linden, Jan AU - Lombard, Jordan AU - Van De Leemput, Cécile DA - 2019/// PY - 2019 DP - Google Scholar ST - Acceptabilité des technologies d'apprentissage mobile KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Cyprus CYP KW - _C:France FRA KW - _C:Jordan JOR KW - _C:Malaysia MYS KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Acceptance on open and distance learning method amongst special education needs teachers during movement control order AU - Yahaya, Nasiha Hanis T2 - Journal of Media and Information Warfare (JMIW) DA - 2020/// PY - 2020 DP - Google Scholar VL - 14 IS - 1 SP - 68 EP - 79 KW - ⛔ No DOI found ER - TY - JOUR TI - Acceso, uso y actitud de la tecnología en las escuelas de Educación Primaria AU - Ventura, Raúl Céspedes AU - Pagán, Javier Ballesta T2 - Aula Abierta DA - 2018/// PY - 2018 DP - Google Scholar VL - 47 IS - 3 SP - 355 EP - 364 KW - __C:filed:1 KW - ❓ Multiple DOI ER - TY - THES TI - Access and use of clinical informatics among medical doctors in selected teaching hospitals in Nigeria and South Africa AU - Owolabi, Kehinde Aboyami DA - 2017/// PY - 2017 DP - Google Scholar M3 - PhD Thesis PB - University of Zululand KW - _C:Angola AGO KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Belgium BEL KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bosnia and Herzegovina BIH KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burkina Faso BFA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Colombia COL KW - _C:Congo XCO KW - _C:Cuba CUB KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Kuwait KWT KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mexico MEX KW - _C:Morocco MAR KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Philippines PHL KW - _C:Portugal PRT KW - _C:Qatar QAT KW - _C:Romania ROU KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Togo TGO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Access to and Retention of Early School Leavers in Basic Technical Education in Kenya AU - Mwinzi, Dinah Changwony AU - Kelemba, Joy Kasandi T2 - The Burden of Educational Exclusion AB -

Basic Technical Education in Kenya is fundamental to industrialization and national development (MSPNP, 2007). The objective of the reforms in Kenya is to improve access, equity and the quality and relevance of education and training at all levels. This chapter considers the revitalization of Youth Polytechnics (YPs) as a strategic approach to the development of technical competences in Kenya, especially for out-of-school youth. The YPs, which were once derided, have now become popular because of rising unemployment and many technological challenges in the workplace. Learners are admitted from different educational backgrounds, including those who left primary or secondary school early. The chapter provides a historical overview of basic technical education in Kenya, along with an analysis of early school leaving, the renewal of YPs, the Technical Industrial Vocational and Entrepreneurship Training (TIVET) initiative and a discussion of the issue of gender disparity. It finishes with a consideration of the challenges and dilemmas, which remain, followed by conclusions and recommendations.

DA - 2010/01/01/ PY - 2010 DO - 10.1163/9789460912849_017 DP - brill.com SP - 241 EP - 256 LA - en UR - https://brill.com/view/book/edcoll/9789460912849/BP000017.xml Y2 - 2020/02/02/16:25:30 ER - TY - JOUR TI - Access to Education for Children with Disabilities in Uganda: Implications for Education for All. AU - Moyi, Peter T2 - Journal of International Education and Leadership DA - 2012/// PY - 2012 DP - Google Scholar VL - 2 IS - 2 SP - n2 ST - Access to Education for Children with Disabilities in Uganda KW - ⛔ No DOI found ER - TY - JOUR TI - Access to educational technology and its implications on learning outcomes of 15-year olds in Saudi Arabia empirical evidence from OECD PISA 2018 in the context of COVID-19 AU - Aljabri, Nayyaf AU - Bhutoria, Aditi T2 - Journal of Educational Science DA - 2020/// PY - 2020 DP - Google Scholar VL - 6 IS - 1 SP - 367 EP - 400 KW - ⛔ No DOI found ER - TY - RPRT TI - Access to Open Educational Resources: Report of a UNESCO OER Community Discussion. AU - Haßler, Björn DA - 2009/// PY - 2009 DP - Zotero SP - 59 LA - en PB - IIEP KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - RPRT TI - Access to Technology for School Leaders and Teachers in Sierra Leone AU - Beoku-Betts, Iman AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1069 DA - 2024/03/29/T00:00:00.000Z PY - 2024 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/2Q2INNMM KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Accessible Digital Textbooks Using Universal Design for Learning for Learners with and Without Disabilities AU - UNICEF DA - 2019/// PY - 2019 UR - https://static1.squarespace.com/static/5cb1f6beaadd34703fcc968c/t/6086e975ef5aa815667f9e3f/1619454329209/UNICEF+ADT+Emerging+Lessons.pdf Y2 - 2022/10/21/13:15:18 ER - TY - CONF TI - Accounting for time use in classrooms: alternative methodologies for measuring the use and cost-effectiveness of time AU - Adelman, E. T2 - 11th UKFIET International Conference on Education and Development DA - 2011/// PY - 2011 KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - eCubed KW - ⛔ No DOI found ER - TY - ELEC TI - Accredited Institutions AU - COTVET DA - 2020/// PY - 2020 LA - en-US UR - https://cotvet.gov.gh/accredited-institutions/ Y2 - 2020/07/13/17:01:38 ER - TY - CONF TI - Achievements and Challenges in Meeting the Gender Equity Goals in EFA in Sub-Saharan Africa with a Focus on Southern Africa AU - Kadzamira, E.C. T2 - Education For All, Southern Africa Conference, 7-10 February 2005, Johannesburg, South Africa. DA - 2005/// PY - 2005 LA - en KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - Achieving Community Development through an Agricultural Extension Programme: Technology Dissemination for Mushroom Farmers AU - Silva, Nilantha De AU - Wijeratne, Mahinda T2 - Journal of Learning for Development AB - Mushroom production is a small-scale business unit in rural areas. The Life Long Learning for Farmers (L3F) Programme aims to enhance the socio-economic conditions for them, increasing their access to and use of knowledge and technology. This study evaluates the outcomes of the L3F Programme at the community level. Data were collected through a pre-tested questionnaire survey. The sample consisted of 30 L3F farmers. Farmers’ achievement was assessed by the Farmer Performance Index (FPI). Results indicate that mushroom farmers have scaled up their production; have improved their productivity; designed new experiments to minimise the impact of pests and diseases; focused on environmental sustainability and scientific mushroom production; and improved the quality of packaging. The mobile app Bimmal Govi, blended with Information and Communication Technology, helped them to move with the latest technological advancements. The L3F Programme has increased the standards of mushroom production, helping the farmers become promising entrepreneurs. DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 398 EP - 411 LA - en SN - 2311-1550 ST - Achieving Community Development through an Agricultural Extension Programme UR - https://jl4d.org/index.php/ejl4d/article/view/481 Y2 - 2022/04/05/12:23:43 KW - Agricultural extension KW - L3F programme KW - _genre:PR-primary_research KW - community development KW - mushroom KW - ⛔ No DOI found ER - TY - RPRT TI - Achieving Cost-Effective Instructional Coaching at Scale: Evidence from Senegal AU - Bagby, Emilie AU - Swift-Morgan, Jennifer AU - Niang, Ablaye AU - Upadhyay, Arjun DA - 2022/// PY - 2022 LA - en PB - Chemonics International ST - Achieving Cost-Effective Instructional Coaching at Scale KW - Final_citation KW - cited KW - existing ER - TY - GEN TI - Achieving Net Zero within the NHS: System-wide transition to greener, sustainable care AU - Eldridge-Thomas, B. AU - Carden, S. AU - Bücker, C. AU - Davies, B. AU - Ajadi, S.B. AU - Coffey, C. AU - Fauconberg, A. DA - 2021/// PY - 2021 LA - en UR - https://doi.org/10.17863/CAM.82738 ER - TY - JOUR TI - Achieving quality in early childhood education in the Eastern Caribbean depends on teacher preparation AU - Burns, Sheron C. T2 - Early Child Development and Care DA - 2018/// PY - 2018 DO - 10.1080/03004430.2017.1310723 DP - Google Scholar VL - 188 IS - 9 SP - 1246 EP - 1259 ER - TY - JOUR TI - Achieving Rigor in Literature Reviews: Insights from Qualitative Data Analysis and Tool-Support AU - Bandara, Wasana AU - Furtmueller, Elfi AU - Gorbacheva, Elena AU - Miskon, Suraya AU - Beekhuyzen, Jenine T2 - Communications of the Association for Information Systems DA - 2015/08/01/ PY - 2015 DO - 10.17705/1CAIS.03708 VL - 37 IS - 1 SP - 154 EP - 204 SN - 1529-3181 ST - Achieving Rigor in Literature Reviews UR - https://aisel.aisnet.org/cais/vol37/iss1/8 ER - TY - BOOK TI - Achieving teaching quality in sub-Saharan Africa: Empirical results from cascade training AU - Lange, Sarah AU - Benavot, Aaron AB - © Springer Fachmedien Wiesbaden 2016. Sarah Lange examines the effectiveness of cascade training, which constitutes a cost-effective training model in teacher training. In development cooperation countries, teaching quality is expected to improve with teacher professional development; for this purpose, she explores the effectiveness of training multipliers in schools in Cameroon. This research question is analysed with a design, which encompasses a questionnaire survey provided to teachers, students and principals as well as a teacher video survey and a student achievement test. The empirical results show the effects of cascade training on the learner-oriented teaching practice, if the trained teachers are supported in their role as change agents. Among the conditions for the conceptual quality and the implementation of cascade training, the continuity of school-based professional development is particularly emphasized in light of the results. DA - 2016/// PY - 2016 LA - en PB - Springer VS, Wiesbaden AN - LOCAL-SCOPUS_ID:85017575802 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Cameroon KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:achievement KW - F:teaching KW - P:measurement KW - P:teacher training KW - P:teachers KW - R:questionnaire KW - R:survey KW - T:Training KW - T:trainee KW - publicImportV1 KW - type:book ER - TY - JOUR TI - Achieving the Promise to Leave No Girl behind in Commonwealth Countries AU - Gordon, Rebecca AU - Marston, Lauren AU - Rose, Pauline AU - Zubairi, Asma T2 - The Round Table DA - 2019/07/04/ PY - 2019 DO - 10.1080/00358533.2019.1634890 DP - DOI.org (Crossref) VL - 108 IS - 4 SP - 383 EP - 398 J2 - The Round Table LA - en SN - 0035-8533, 1474-029X UR - https://www.tandfonline.com/doi/full/10.1080/00358533.2019.1634890 Y2 - 2023/11/08/16:15:37 ER - TY - THES TI - Ações de telessaúde no continente africano: uma revisão sistemática AU - Bittencourt, Hítalo Kassios AB - A África, em especial a região subsaariana, passa por uma crise de saúde-pública. Apesar do aumento de investimentos para tratamento de doenças contagiosas a região africana apresenta alarmantes índices de mortalidade infantil e doenças contagiosas como a AIDS. Tendo em vista este estado alarmante as ações de Telessaúde, por meio das Tecnologias de Informação e Comunicação (TIC), vem para diminuir lacunas, agilizando e qualificando a tomada de decisão clinica dos profissionais da saúde. O presente trabalho de conclusão de curso apresenta os resultados parciais de uma revisão sistemática feita nos Bancos de Dados (BD) Web Of Science (WoS), PubMed, Scopus e Embase sobre ações exitosas ou não de Telessaúde no continente Africano, analisando o perfil epidemiológico, história e conceito de Telessaúde, bem como apresentando suas análises bibliométricas. CY - Porto Alegre, Brazil DA - 2017/// PY - 2017 LA - Portuguese M3 - Undergraduate dissertation PB - Universidade Federal do Rio Grande do Sul. Escola de Enfermagem. Curso de Saúde Coletiva: Bacharelado. UR - http://hdl.handle.net/10183/178281 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - CLL:pt KW - publicImportV1 ER - TY - CONF TI - Actes du colloque international RAIFFET de Hammamet en Tunisie AB - Éducation technologique, formation professionnelle et lutte contre la pauvreté Adel Bouras, Jean Sylvain Bekale Nze, Jacques Ginestié, Bernard Hostein éditeurs Sous le patronage de Monsieur le Ministre de l’Enseignement Supérieur, de la Recherche Scientifique et de la Technologie de la République Tunisienne; Organisation des Nations Unies pour l’Éducation, la Science et la Culture United Nations for Éducation, Science and Culture Organisation Partenaires Il a été … C3 - RAIFFET DA - 2008/// PY - 2008 LA - fr UR - https://raiffet.org/actes-colloque-international-raiffet-de-hammamet-tunisie-15-18-avril-2008/ Y2 - 2020/02/02/11:12:23 KW - ⛔ No DOI found ER - TY - CONF TI - Actes du colloque international RAIFFET de Saly Portudal – Mbour au Sénégal AB - Éducation technologique, formation professionnelle et égalité des chances Ibrahima Wade, Jacques Ginestié, Alioune Diagne, Jean Sylvain Bekale Nze éditeurs Sous le patronage de Monsieur le Ministre de l’Enseignement Technique et de la Formation Professionnelle de la République du Sénégal Partenaires Le troisième colloque du RAIFFET a eu lieu à Saly Portudal (Sénégal) du 24 au 26 octobre 2011, sous le haut … C3 - RAIFFET DA - 2011/// PY - 2011 LA - fr-FR UR - https://raiffet.org/actes-colloque-international-raiffet-de-saly-portudal-mbour-senegal-octobre-2011/ Y2 - 2020/02/02/11:20:59 KW - ⛔ No DOI found ER - TY - JOUR TI - Acting now to protect the human capital of our children AU - World Bank DA - 2021/// PY - 2021 DP - Zotero SP - 90 LA - en KW - ⛔ No DOI found ER - TY - CHAP TI - Action research AU - Cohen, Louis AU - Manion, Lawrence AU - Morrison, Keith T2 - Research methods in education DA - 2017/// PY - 2017 DP - Google Scholar SP - 440 EP - 456 PB - Routledge ER - TY - BOOK TI - Action Research: All You Need to Know AU - McNiff, Jean AB - This practical text supports readers on their journey to becoming self-reflective practitioner-researchers. It provides the ideas and frameworks necessary to understand action research and expertly guides readers through the practicalities and complexities of doing research in their own context. Inside you will find: An action plan to help you embark on your projectGuidance and advice on learning to ask the right questions as you progressA full resource on writing up and communicating your resultsInspiration to explain the significance of what you have achieved, so that other people can learn with and from you Accessible and insightful, this is the complete start to finish guide to doing influential action research. It is the ideal companion for students and researcher-practitioners in any research setting, from education and health to business. CY - Thousand Oaks, CA DA - 2017/07/11/ PY - 2017 DP - Amazon ET - First edition SP - 288 LA - English PB - SAGE Publications Ltd SN - 978-1-4739-6747-2 ST - Action Research ER - TY - BOOK TI - Action Research: All You Need to Know AU - McNiff, Jean AB - This practical text supports readers on their journey to becoming self-reflective practitioner-researchers. It provides the ideas and frameworks necessary to understand action research and expertly guides readers through the practicalities and complexities of doing research in their own context. Inside you will find: An action plan to help you embark on your projectGuidance and advice on learning to ask the right questions as you progressA full resource on writing up and communicating your resultsInspiration to explain the significance of what you have achieved, so that other people can learn with and from you Accessible and insightful, this is the complete start to finish guide to doing influential action research. It is the ideal companion for students and researcher-practitioners in any research setting, from education and health to business. CY - Thousand Oaks, CA DA - 2017/07/11/ PY - 2017 DP - Amazon ET - First edition SP - 288 LA - English PB - SAGE Publications Ltd SN - 978-1-4739-6747-2 ST - Action Research KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia AU - O’Sullivan, Margo C. T2 - Teaching and Teacher Education AB - The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reflective approaches. This has undoubtedly influenced the relatively recent introduction of reflective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reflective approaches in the training of unqualified and underqualified primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reflective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reflection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach. r 2002 Elsevier Science Ltd. All rights reserved. DA - 2002/07// PY - 2002 DO - 10.1016/S0742-051X(02)00014-8 DP - DOI.org (Crossref) VL - 18 IS - 5 SP - 523 EP - 539 J2 - Teaching and Teacher Education LA - en SN - 0742051X UR - http://eprints.teachingandlearning.ie/3359/1/O'Sullivan%202002.pdf Y2 - 2021/06/10/19:34:48 ER - TY - BLOG TI - Action research on diagnostic testing and student support (ARDTS, mathstore.ac.uk) AU - Haßler, Björn AU - Atkinson, Richard AU - Quinney, Douglas AU - Barry, Mike DA - 2002/// PY - 2002 UR - http://78.158.56.101/archive/msor/index521d.html?q=node/1421 Y2 - 2014/04/26/20:40:27 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence ER - TY - BLOG TI - Activating EdTech Jordan: Sprint 6 – Open Development & Education DA - 2020/02/09/ PY - 2020 LA - en-GB ST - Activating EdTech Jordan UR - https://opendeved.net/2020/02/09/activating-edtech-jordan-sprint-6/ Y2 - 2020/04/03/20:52:32 KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Activating research-based testbeds in Victorian and international education environments AU - Global Victoria EdTech Innovation Alliance DA - 2022/03// PY - 2022 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - Active-Learning Pedagogies: Policy, Professional Development and Classroom Practices AU - Menon, Geeta DA - 2008/// PY - 2008 PB - A case study of two post-conflict contexts: Afghanistan and Somaliland-Case … KW - __C:filed:1 ER - TY - JOUR TI - Active Schools: Our Convictions for Improving the Quality of Education AU - Mogollón, Professor Oscar AU - Solano, Marina DA - 2011/// PY - 2011 DP - Zotero SP - 160 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Actividades y dinámicas implementadas con la tableta en un centro de educación básica de España AU - Sánchez-Martínez, Cristina AU - Ricoy, María-Carmen AU - Feliz-Murias, Tiberio T2 - Educação e Pesquisa AB - The permanent evolution of Information and Communication Technologies (ICT) goes hand in hand with the generalization, relocation and globalization of the worldwide movement, as well as in favor of using these resources in different areas, including education. However, the development of experiences and researches about the use of tablets in classroom continues to be scarce in contexts where, in addition to other factors, there are difficulties to access or obtain the technology. Therefore, this case study aims to know the typology of activities related to the use of tablets, in the context of Elementary School and the resulting dynamics with the pupils of three classes of 1st, 3rd, and 5th grades (aged 6 through 11 years old) of an educational center located in Northwest Spain. This work is part of a qualitative research based on ethnographic-narrative approach; data collection utilized the observation technique and discussion groups. The results and conclusions show that the practices with tablets are episodic and influenced by the activities associated with traditional teaching. However, the researchers were able to detect some innovative dynamics based on the very tools provided by such devices, originating different indagating, ludic activities. On the other hand, the results point to small group work pattern (mainly in pairs) as the one mostly used when tablets are employed in the classroom. DA - 2018/// PY - 2018 DO - 10.1590/s1678-4634201844183309 DP - Google Scholar VL - 44 SP - e183309 EP - e183309 J2 - Educ. Pesqui. LA - es SN - 1678-4634, 1517-9702 UR - http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1517-97022018000100489&lng=es&tlng=es KW - __C:filed:1 ER - TY - JOUR TI - Activities and dynamics with tablets in an Elementary School in Spain AU - SÁNCHEZ-MARTÍNEZ, Cristina AU - RICOY, María-Carmen AU - FELIZ-MURIAS, Tiberio T2 - Educação e Pesquisa DA - 2018/// PY - 2018 DP - Google Scholar VL - 44 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Actualizing children’s rights through early childhood care and education: A focus on the Caribbean AU - Kinkead-Clark, Zoyah AU - Burns, Sheron AU - Abdul-Majied, Sabeerah T2 - Journal of Early Childhood Research DA - 2020/// PY - 2020 DO - 10.1177/1476718X19875765 DP - Google Scholar VL - 18 IS - 1 SP - 58 EP - 72 ST - Actualizing children’s rights through early childhood care and education ER - TY - JOUR TI - Adaptation in dissemination and implementation science AU - Baumann, Ana A. AU - Cabassa, Leopoldo J. AU - Stirman, S. Wiltsey T2 - Dissemination and implementation research in health: translating science to practice DA - 2017/// PY - 2017 DP - Google Scholar VL - 2 SP - 286 EP - 300 KW - ⛔ No DOI found ER - TY - JOUR TI - Adapting a compilation of implementation strategies to advance school-based implementation research and practice AU - Cook, Clayton R. AU - Lyon, Aaron R. AU - Locke, Jill AU - Waltz, Thomas AU - Powell, Byron J. T2 - Prevention Science DA - 2019/// PY - 2019 DO - 10.1007/s11121-019-01017-1 DP - Google Scholar VL - 20 IS - 6 SP - 914 EP - 935 ER - TY - JOUR TI - Adapting implementation science for higher education research: the systematic study of implementing evidence-based practices in college classrooms AU - Soicher, Raechel N. AU - Becker-Blease, Kathryn A. AU - Bostwick, Keiko C. P. T2 - Cognitive Research: Principles and Implications AB - Finding better ways to implement effective teaching and learning strategies in higher education is urgently needed to help address student outcomes such as retention rates, graduation rates, and learning. Psychologists contribute to the science and art of teaching and learning in higher education under many flags, including cognitive psychology, science of learning, educational psychology, scholarship of teaching and learning in psychology, discipline-based educational research in psychology, design-based implementation research, and learning sciences. Productive, rigorous collaboration among researchers and instructors helps. However, translational research and practice-based research alone have not closed the translation gap between the research laboratory and the college classroom. Fortunately, scientists and university faculty can draw on the insights of decades of research on the analogous science-to-practice gap in medicine and public health. Health researchers now add to their toolbox of translational and practice-based research the systematic study of the process of implementation in real work settings directly. In this article, we define implementation science for cognitive psychologists as well as educational psychologists, learning scientists, and others with an interest in use-inspired basic cognitive research, propose a novel model incorporating implementation science for translating cognitive science to classroom practice in higher education, and provide concrete recommendations for how use-inspired basic cognitive science researchers can better understand those factors that affect the uptake of their work with implementation science. DA - 2020/11/05/ PY - 2020 DO - 10.1186/s41235-020-00255-0 DP - BioMed Central VL - 5 IS - 1 SP - 54 J2 - Cognitive Research: Principles and Implications SN - 2365-7464 ST - Adapting implementation science for higher education research UR - https://doi.org/10.1186/s41235-020-00255-0 Y2 - 2022/09/26/12:43:23 KW - Higher education KW - Implementation science KW - Learning KW - Teaching KW - Translation KW - Use-inspired basic research ER - TY - RPRT TI - (Adapting to the) Impacts of climate (change): Temperature, Light, Sound, Air AU - Haßler, Björn CN - 0287 CY - Tanzania DA - 2023/03/22/ PY - 2023 LA - en M3 - Conference paper (Utafiti Elimu) - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education SN - 3 UR - https://docs.opendeved.net/lib/CQKQ898B KW - _comingsoon KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Additional Materials AU - D’Angelo, Sophia AU - Haßler, Björn CY - London, UK DA - 2019/// PY - 2019 M3 - Project Teacher Professional Development PB - Save the Children, Open Development & Education SN - 100 UR - https://docs.opendeved.net/lib/YU8XCUQ9 KW - Author:OpenDevEd KW - _publish KW - _r:ImportedToMyEducationEvidence KW - _yl:v ER - TY - THES TI - Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth AU - Adam, Taskeen AB - The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education through a form of digital neocolonialism, which is where hegemonic powers indirectly control or influence marginalised groups through the internet or information technology. In striving for justice-oriented online education models, this study analyses to what extent Massive Open Online Courses (MOOCs), produced both internationally and locally, support (or could support) the needs, preferences, and aspirations of marginalised South African youth and address the material, cultural-epistemic, political, and geopolitical injustices they face. To evaluate what South African peri-urban youth desire in their education and futures, as well as the challenges they experience, a seven-part survey was conducted with 250 youth from five townships in South Africa. Responses showed that whilst participants strongly value and aspire to further their education, financial difficulties, infrastructural barriers, family problems, and lack of emotional support and life mentorship limit them from achieving this. Participants reflected on how colonial and apartheid legacies have affected their educational experiences and identities through inferior quality of education, forced languages, forgotten histories and incongruent values, cultural norms and practices. In parallel, semi-structured interviews were conducted with 35 MOOC designers, from South Africa and the USA, to investigate the ways in which efforts, if any, were being made to reach students most in need of quality education. Interviews covered themes of openness, accessibility, and justice. It was found that, depending on the MOOC designer’s understanding of social justice and decolonial thought, they placed varying emphasis on addressing different forms of injustice. Some focused on resource, access and infrastructural barriers, while others focused on issues of content relevance and knowledge production. Furthermore, MOOC designers’ attempts to address injustices strongly related to their own identities and lived experiences, highlighting the importance of plurality of thought and epistemic diversity in the producers of MOOCs. Drawing on the historical injustices and lived experiences of the youth, and the attempts to address injustices by the MOOC designers, it was ascertained that there is no one size-fits-all formula to creating equitable MOOCs. Rather, depending on the purpose and target audience of the MOOC, nuanced approaches to addressing injustices are suggested. These approaches are shaped by various leverage points that influence the types of, and the extent to which, participatory methods, accessibility measures, knowledge sources, assessment and critical pedagogy are implemented. Additionally, the importance of these leverage points varies over the MOOC’s lifecycle, from inception and design, to implementation and assessment. Bearing in mind the broad-ranging injustices that youth participants raised, these approaches are presented with great caution that educational technologies and open education are not panaceas but if designed and used appropriately and justly, can be tools for liberation. DA - 2020/08/24/T08:23:28Z PY - 2020 DP - www.repository.cam.ac.uk LA - en M3 - Thesis PB - University of Cambridge ST - Addressing Injustices through MOOCs UR - https://www.repository.cam.ac.uk/handle/1810/309515 Y2 - 2020/08/25/19:15:22 KW - Final_citation KW - cited KW - existing ER - TY - THES TI - Addressing Injustices through MOOCs: A study among peri-urban marginalised South African youth (Unpublished doctoral thesis) AU - Adam, Taskeen CY - Cambridge, UK DA - 2020/// PY - 2020 PB - University of Cambridge KW - Author:OpenDevEd ER - TY - BOOK TI - Addressing Online Violence Against Women and Girls in the Commonwealth Africa Region: The Role of Bystanders AU - Secretariat, Commonwealth AB - This report provides a summary of the phenomenon of online violence against women in various African Commonwealth membercountries and describes the legal frameworks and their limitations and the challenges these present. The report also makes suggestions on how totackle these issues in order to find solutions to the problem of online violence against women and girls. DA - 2023/03/17/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Addressing Online Violence Against Women and Girls in the Commonwealth Africa Region UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1099 Y2 - 2023/05/12/09:30:15 ER - TY - BOOK TI - Addressing Online Violence Against Women and Girls in the Commonwealth Asia Region: The Role of Bystanders AU - Secretariat, Commonwealth AB - Online violence is increasing rapidly and is emerging as one of the biggest threats facing the online world today. Acts of online violence take multiple forms, including cyberstalking, cyberbullying, sexual harassment, sex trolling, doxing, hate speech, public shaming and intimidation. Broadly speaking, online violence against women and girls and the victimisation pattern in Commonwealth Asia member countries are consistent with the overall global trend. However, given unique formal and informal institutions in these countries, perpetration and victimisation related to OVAWG have many significant aspects that are different from most other countries in the world. As a result of underdeveloped regulations and regulatory infrastructure related to OVAWG, it is difficult to arrest, prosecute and convict the perpetrators in most of these countries. Meanwhile, societal norms tend to make victims of OVAWG feel devalued and excluded. DA - 2023/02/03/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Addressing Online Violence Against Women and Girls in the Commonwealth Asia Region UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1097 Y2 - 2023/05/12/09:30:32 ER - TY - BOOK TI - Addressing Online Violence Against Women and Girls in the Commonwealth Caribbean and the Americas: The Role of Bystanders AU - Secretariat, Commonwealth AB - The purpose of this report is to map the prevalence of online violence against women and girls, with a particular focus on so-called innocent bystanders and the state of laws, institutions, policies and practices within the Caribbean and Americas regionof the Commonwealth (Canada). Cyberviolence against women and girls in the Commonwealth countries of the Caribbean and Americas (Canada) is recognised as a serious problem, and measures are being taken to address it. The prevalence of cyberviolence in terms of its root causes and impacts is gender based, with a disproportionate impact on females and marginalised individuals where there is also intersectionality of race, ethnicity, religion, sexual orientation, poverty, disability and other socioeconomic factors. Similar types of violence against women and girls often occur in both offline and online spheres or originate in one sphere and carried through into the other. In the most serious cases, cyberviolence can lead to physical assaults and even suicide. DA - 2023/01/31/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Addressing Online Violence Against Women and Girls in the Commonwealth Caribbean and the Americas UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1091 Y2 - 2023/05/12/09:30:36 ER - TY - BOOK TI - Addressing Online Violence Against Women and Girls in the Commonwealth Europe Region: The Role of Bystanders AU - Secretariat, Commonwealth AB - This report contributes to the Commonwealth study on online violence against women and girls (OVAWG) and considers the prevalence of online violence and the role of bystanders as well as therelevant laws, institutions, policies and practices to address the problem in the European region of the Commonwealth, namely Cyprus, Malta and the United Kingdom of Great Britain (England, Scotland and Wales) and Northern Ireland (UK). The report highlights the complex nature of OVAWG and the difficulties associated with differences in terminology resulting in inconsistent data collection and varied legal responses across the European region of the Commonwealth. It also details the role of bystanders and their criminal or civil liability that, it argues, are relatively new considerations in the OVAWG space. An understanding of the nature and presentation ofOVAWG is required by bystanders, including the impact on victims to drive action. DA - 2023/03/31/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Addressing Online Violence Against Women and Girls in the Commonwealth Europe Region UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1103 Y2 - 2023/05/12/09:30:03 ER - TY - BOOK TI - Addressing Online Violence Against Women and Girls in the Commonwealth Pacific Region: The Role of Bystanders AU - Secretariat, Commonwealth AB - This report focuses on the role of online bystanders in reducing online violence against women and girls (VAWG), including consideration of any related policies or laws. Given the relatively recent emergence of bystanders as potential facilitators and exacerbators of online crime, policy responses have tended to focus on the virtual versions of existing physical crimes, such as ‘cyber’ bullying and ‘cyber’ stalking, and/or the dissemination of intimate images online (when previously they might have been posted on a physical bulletin board). Moreover, these policy responses have tended to focus on capturing perpetrators, but not bystanders, within a legislative framework. DA - 2023/02/06/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Addressing Online Violence Against Women and Girls in the Commonwealth Pacific Region UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1093 Y2 - 2023/05/12/09:30:29 ER - TY - JOUR TI - Addressing the challenge of scholarship and industry currency in vocational education: a pilot AU - Everingham, Nancy AU - McLean, David AU - Mancini, Jane AU - Mitton, Amber AU - Williams, Melanie T2 - International Journal of Training Research AB - This paper explores a pilot project in which three VET teachers in an Australian dual-sector university trialled a scholarship framework by undertaking a small ethnographic inquiry into current practices in their respective industries. The framework defined a method for engaging with industry while simultaneously developing VET teacher capability in scholarly practice. The teachers were asked to reflect on their experience of engaging in a scholarly project and how new knowledge has been incorporated into their teaching and curriculum design. The reflections were analysed using the indicators of scholarly quality from the self-same framework, and the key enabling factors and benefits were identified. The claimed success of the pilot is traced primarily to having a framework that provided a logical guide for the planning and execution of the projects and institutional support in the form of mentoring and paid time release. DA - 2018/01/02/ PY - 2018 DO - 10.1080/14480220.2017.1403946 DP - Taylor and Francis+NEJM VL - 16 IS - 1 SP - 83 EP - 97 SN - 1448-0220 ST - Addressing the challenge of scholarship and industry currency in vocational education UR - https://doi.org/10.1080/14480220.2017.1403946 Y2 - 2018/08/13/08:01:21 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Australia KW - CLL:en KW - Vocational currency KW - industry currency KW - publicImportV1 KW - scholarly practice KW - scholarship ER - TY - RPRT TI - Addressing the climate, environment, and biodiversity crises in and through girls’ education AU - Foreign, Commonwealth & Development Office DA - 2022/// PY - 2022 M3 - FCDO Position Paper UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1122368/Addressing_the_climate__environment__and_biodiversity_crises_in_and_through_girls__education.pdf Y2 - 2024/03/05/18:43:04 KW - selected_for:effects of climate ch...on learning...LMICs 2024 ER - TY - JOUR TI - Adequacy of the Regular Early Education Classroom Environment for Students With Visual Impairment AU - Brown, Cherylee M. AU - Packer, Tanya L. AU - Passmore, Anne T2 - The Journal of Special Education AB - This study describes the classroom environment that students with visual impairment typically experience in regular Australian early education. Adequacy of the classroom environment (teacher training and experience, teacher support, parent involvement, adult involvement, inclusive attitude, individualization of the curriculum, physical environment, and vision aids) for students with visual impairment in early regular education was assessed at the start and the end of one year. A total of 20 students with visual impairment (age M = 5.4 years) attending regular early education participated. In general, teacher-reported curriculum individualization and the physical environment were adequate. However, support provided for staff, teacher training, adult involvement, access to visual aids, and inclusive attitudes were less than adequate. More than 40% of students experienced fewer than four out of nine adequate environmental features. These results indicate that strategies to improve teacher training, support, attitudes, and access to vision aids are needed. DA - 2013/02// PY - 2013 DO - 10.1177/0022466910397374 DP - DOI.org (Crossref) VL - 46 IS - 4 SP - 223 EP - 232 J2 - J Spec Educ LA - en SN - 0022-4669, 1538-4764 UR - http://journals.sagepub.com/doi/10.1177/0022466910397374 Y2 - 2024/03/27/15:15:28 ER - TY - JOUR TI - ADHD symptoms and the teacher–student relationship: a systematic literature review AU - Ewe, Linda Plantin T2 - Emotional and Behavioural Difficulties AB - This systematic review integrates the existing literature regarding relationships that students with attention-deficit/hyperactivity disorder (ADHD) have with their teachers, in mainstream inclusive primary, secondary and high school settings. Theoretical approaches and methodical choices were considered in understanding the literature and considering possible research areas. The methods used in the reviewed literature show that investigations in this research field have predominantly used quantitative surveys. Several theoretical approaches have been used, with attachment theory the most-prominent. The findings indicate students with ADHD generally feel less close to their teacher than do their non-ADHD peers, which agrees with the teachers’ perceptions. Thus, teachers experience less emotional closeness, less co-operation and more conflicts in their relations with their students with ADHD than with other students. Teachers’ rejection of ADHD students poses a risk factor for not only school failure, but also peer exclusion and rejection, leading to low self-esteem and loneliness. DA - 2019/04/03/ PY - 2019 DO - 10.1080/13632752.2019.1597562 DP - Taylor and Francis+NEJM VL - 24 IS - 2 SP - 136 EP - 155 SN - 1363-2752 ST - ADHD symptoms and the teacher–student relationship UR - https://doi.org/10.1080/13632752.2019.1597562 Y2 - 2022/04/07/14:42:48 KW - ADHD KW - school settings KW - systematic review KW - teacher–student relationship ER - TY - JOUR TI - Adjusting the use of preprints to accommodate the ‘quality’ factor in response to COVID-19 AU - Teixeira da Silva, Jaime A. T2 - Journal of Taibah University Medical Sciences AB - Preprints are typically crude precursors of peer-reviewed papers that are placed almost immediately, save for some superficial screening, on an open-access repository to allow the information to reach readers quickly, circumventing the long-drawn process typically associated with processing in peer-reviewed journals. For early-career researchers who might be enthusiastic about obtaining some recognition for their efforts, or wanting open and public input about their work, preprints are certainly a useful publication choice. However, if health-related data and information have not been carefully scrutinised, they may pose a risk and may even serve as a source of public health misinformation. Surging growth and competition among preprint servers, coupled with a massive volume of COVID-19-related preprints, mainly on bioRxiv and medRxiv, as well as select indexing now being tested on PubMed, suggests that preprints are being increasingly used in the biomedical sciences. Stronger and more robust ethical policies are needed to screen preprints before they are released to the public, and even if this implies a slight delay in publication, it may increase academics' trust in this form of scientific information and communication. Clear and stringent ethical policies need to be urgently introduced by ethics groups such as COPE and the ICMJE, whose many member journals allow preprints to be posted before traditional peer review. Stringent ethical guidelines that treat misconduct equally in preprints and peer-reviewed papers will boost the integrity of academic publishing. DA - 2021/08/01/ PY - 2021 DO - 10.1016/j.jtumed.2021.04.003 DP - ScienceDirect VL - 16 IS - 4 SP - 477 EP - 481 J2 - Journal of Taibah University Medical Sciences LA - en SN - 1658-3612 UR - https://www.sciencedirect.com/science/article/pii/S1658361221000925 Y2 - 2021/10/05/18:38:56 KW - Ethics policies KW - Health policies KW - Peer review ER - TY - ELEC TI - Adobe Acrobat adds generative AI to ‘easily chat with documents’ AU - Weatherbed, Jess T2 - The Verge AB - No need to rummage through PDFs if a robot can do it for you. DA - 2024/02/20/T14:00:00.000Z PY - 2024 LA - en UR - https://www.theverge.com/2024/2/20/24077217/adobe-acrobat-generative-ai-assistant-chatbot-pdf-document Y2 - 2024/02/23/23:46:59 ER - TY - JOUR TI - Adoption and diffusion of open educational resources (OER) in education: A meta-analysis of 25 OER-projects AU - Otto, Daniel T2 - International Review of Research in Open and Distributed Learning DA - 2019/// PY - 2019 DO - 10.19173/irrodl.v20i5.4472 DP - Google Scholar VL - 20 IS - 5 SP - 122 EP - 140 ST - Adoption and diffusion of open educational resources (OER) in education UR - https://www.erudit.org/en/journals/irrodl/1900-v1-n1-irrodl05069/1066649ar/abstract/ Y2 - 2023/11/01/23:25:26 ER - TY - BOOK TI - Adoption And Impact Of Oer In The Global South AU - Hodgkinson-Williams, Cheryl AU - Arinto, Patricia AB - Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia. The ROER4D studies and syntheses presented here aim to help inform Open Education advocacy, policy, practice and research in developing countries. DA - 2017/12/15/ PY - 2017 DP - DOI.org (Datacite) LA - en PB - Zenodo UR - https://zenodo.org/record/1005330 Y2 - 2020/07/18/22:58:11 KW - Global South KW - OEP KW - OER KW - Open Education KW - Open Educational Practices KW - Open Educational Resources ER - TY - JOUR TI - Adoption and Impact of OER in the Global South - Chapter summaries AU - Hodgkinson-Williams, Cheryl AB - Education in the Global South faces several key interrelated challenges for which Open Educational Resources (OER) are seen to be part of the solution and against which use of OER might be evaluated. These challenges include: unequal access to education; variable quality of educational resources, teaching and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project was a four-year research initiative to investigate in what ways and under what circumstances the adoption of OER could address the increasing demand for accessible, relevant, high quality and affordable education in the Global South. The project was comprised of 18 sub-projects, the findings from which are captured as chapters in the edited volume, Adoption and Impact of OER in the Global South. The summaries presented here provide an overview of chapters’ study contexts, methodological approaches, key findings and recommendations, as well as links to accompanying open datasets. Of the total 16 chapters, 12 are based on sub-project findings and four are synthesis and overview chapters. The chapters are organised into five main sections: Overview, South America, Sub-Saharan Africa, South and Southeast Asia, and Conclusion. Within these broader sections, chapters are presented in sequence according to whether the research addresses basic or higher education. DA - 2018/03/12/ PY - 2018 DO - 10.5281/zenodo.1195881 DP - Zenodo LA - eng UR - https://zenodo.org/record/1195881 AN - 10.5281/zenodo.1195881;261495:4UTCGU44 Y2 - 2018/07/19/14:38:29 KW - adoption and impact of OER in the global south KW - global south KW - oep KW - oer KW - open educational practices KW - open educational resources KW - summaries ER - TY - CONF TI - Adoption of AI-Chatbots to Enhance Student Learning Experience in Higher Education in India AU - Sandu, Nitirajsingh AU - Gide, Ergun T2 - 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET) AB - Today, every organisation depends on Information and Communication Technology (ICT) for the efficient service delivery and cost-effective application of technological resources. With growing preference towards faster services and acceptance of Artificial Intelligence (AI) based tools in business operations globally as well as in India, the global Chatbot market is going to accelerate in the next decade. In the era of AI, the Chatbot market is witnessing extraordinary growth with the increased demand for smartphones and increased use of messaging applications. In the past few years, the food delivery business, finance and the E-commerce industry have embraced Chatbot technology. One of the industries which can really benefit from using this technology is the educational sector. Education can benefit from Chatbot development. It can improve productivity, communication, learning, efficient teaching assistance, and minimize ambiguity from interaction. A new education platform can solve next-level problems in education using this technology as the engagement tool. The aim of this research paper is to find out the factors which affect the adoption of Chatbot technology in order to enhance the student learning experience in the Indian higher education sector. In this research, a Quantitative method is used through data collection from surveys of some of the prominent higher education institutes using Chatbot technology in India. It is expected that the research outcome will help Chatbot developers and higher education providers to better understand the requirements of students while providing an interactive learning and communication platform for them. C3 - 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET) DA - 2019/09// PY - 2019 DO - 10.1109/ITHET46829.2019.8937382 DP - IEEE Xplore SP - 1 EP - 5 KW - Artificial Intelligence KW - Artificial intelligence KW - Chatbot KW - Communication channels KW - Education KW - India KW - Student-centred learning KW - Task analysis KW - Time factors KW - higher education ER - TY - CHAP TI - Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria: Challenges in Disability Inclusion AU - Nganji, J.T AU - Nggada, S.H T2 - Advancing Technology and Educational Development through Blended Learning in Emerging Economies: A2 - Ololube, Nwachukwu Prince T3 - Advances in Educational Technologies and Instructional Design A3 - Tomei, Lawrence DA - 2014/// PY - 2014 DP - DOI.org (Crossref) SP - 159 EP - 173 PB - IGI Global SN - 978-1-4666-4574-5 978-1-4666-4575-2 UR - https://www.igi-global.com/viewtitlesample.aspx?id=83451&ptid=76726&t=adoption+of+blended+learning+technologies+in+selected+secondary+schools+in+cameroon+and+nigeria:+challenges+in+disability+inclusion Y2 - 2020/04/28/11:09:12 KW - HDR25 ER - TY - JOUR TI - Adoption of Self-Directed Learning: A Case Study of Kenya Jua Kali Sector AU - Muli, Elizabeth M. AU - Opiyo, Elisha T.O. AU - Oboko, Robert O. T2 - 2019 IST-Africa Week Conference, IST-Africa 2019 T3 - Conference Proceeding AB - © 2019 The authors. This study examines the state of the Education sector in Kenya with regard to provision of education to all. There is a remarkable progress in education reforms, however, cohort analysis from standard 1 to university education indicates that only 2% of pupils who enrol for standard 1 actually progress to 1st year of university education. Cumulatively, this wastage has led to a remarkable loss of potential human resource in the country. It is in the light of this the Government of Kenya has embarked on a series of reforms to address these challenges and meet the goals of the Kenya Vision 2030. The Education sector lacks alternate pathways to promote lifelong learning for those who drop out of formal education for some reasons and would wish to pursue further education later in life. These people end up in the Jua Kali sector. This study explores the potential of self-directed learning to give a second chance and provide learning opportunities to youths and young adults in this sector. This will equip them with necessary skills to manage their small businesses profitably. DA - 2019/// PY - 2019 DO - 10.23919/ISTAFRICA.2019.8764874 ER - TY - JOUR TI - Adult learning theory for the twenty‐first century AU - Merriam, Sharan B. T2 - New directions for adult and continuing education DA - 2008/// PY - 2008 DO - 10.1002/ace.309 VL - 2008 IS - 119 SP - 93 EP - 98 ER - TY - RPRT TI - Advanced Certificate in Education (ACE) Programme Evaluation AU - University of Fort Hare AU - African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC) AU - Kelello Consulting DA - 2011/07// PY - 2011 LA - English SN - 1 ER - TY - RPRT TI - Advanced Certificate in Education (ACE) Programme Evaluation AU - University of Fort Hare AU - African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC) AU - Kelello Consulting DA - 2013/03// PY - 2013 LA - English SN - 2 ER - TY - RPRT TI - Advanced Certificate in Education (ACE) Programme Evaluation AU - University of Fort Hare AU - African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC) AU - Kelello Consulting DA - 2014/06// PY - 2014 LA - English SN - 3 ER - TY - RPRT TI - Advanced Certificate in Education (ACE) Programme Evaluation AU - University of Fort Hare AU - African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC) AU - Kelello Consulting DA - 2015/// PY - 2015 LA - English SN - 4 ER - TY - JOUR TI - Advances in clinical education: a model for infectious disease training for mid-level practitioners in Uganda AU - Miceli, Antonina AU - Sebuyira, Lydia Mpanga AU - Crozier, Ian AU - Cooke, Molly AU - Naikoba, Sarah AU - Omwangangye, Aquilla Priscilla AU - Rayko-Farrar, Lisa AU - Ronald, Allan AU - Tumwebaze, Margaret AU - Willis, Kelly S. AU - Weaver, Marcia R. T2 - International Journal of Infectious Diseases AB - Summary Advances in health professional education have been slow to materialize in many developing countries over the past half-century, contributing to a widening gap in quality of care compared to developed countries. Recent calls for reform in global health professional education have stressed, among other priorities, the need for approaches that strengthen clinical reasoning skills. While the development of these skills is critical to enhance health systems, little research has been carried out on the effectiveness of applying these strategies in the context of severe human resource shortages and complex disease presentations. Integrated Infectious Disease Capacity Building Evaluation (IDCAP) based at the Infectious Diseases Institute at Makerere University created a training program using current best practices in clinical education to support the development of complex reasoning skills among clinicians in rural Uganda. Over a period of 9 months, the program integrated classroom and clinic-based training approaches and measured indicators of success with particular reference to common infectious diseases. This article describes in detail the IDCAP approach to integrating advances in health professional education theory in the context of an overburdened, inadequately resourced primary health care system; results from the evaluation are expected in 2012. DA - 2012/// PY - 2012 DO - 10.1016/j.ijid.2012.07.003 LA - en UR - https://www.sciencedirect.com/science/article/pii/S1201971212012088 AN - LOCAL-DOI:10.1016/j.ijid.2012.07.003 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AAZ:Africa South of the Sahara KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:P KW - CT:R KW - CT:T KW - D:developing country KW - P:health KW - P:media KW - P:nurse KW - R:evaluation KW - T:TVET KW - T:Training KW - T:work-based learning KW - Z:Clinical competence KW - Z:Education, distance KW - Z:Education, medical, continuing KW - Z:Education, nursing, continuing KW - Z:In-service training KW - _C:Uganda UGA KW - publicImportV1 ER - TY - RPRT TI - Advancing Data-driven Decision-making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone AU - McBurnie, Chris AU - Beoku-Betts, Iman AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/06/03/ PY - 2021 LA - en M3 - Working paper PB - MBSSE, EdTech Hub, Leh Wi Lan ST - Advancing Data-driven Decision-making for School Improvement UR - https://docs.edtechhub.org/lib/MPRD5RKR KW - Author:OpenDevEd KW - _C:Sierra Leone SLE KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen ER - TY - JOUR TI - Advancing Social Justice for Asylum Seekers and Refugees in the UK: An Open Education Approach to Strengthening Capacity through Refugee Action’s Frontline Immigration Advice Project AU - Charitonos, Koula AU - Rodriguez, Carolina Albuerne AU - Witthaus, Gabi AU - Bossu, Carina T2 - Journal of Interactive Media in Education AB - Britain’s asylum system fails the most vulnerable; it cannot ensure that people who are least able to protect themselves are provided with the legal assistance that they require to cope with the challenges with which they are inevitably faced. Against this background, the charity Refugee Action developed the Frontline Immigration Advice Programme (FIAP), a technology-supported capacity strengthening programme that aims to increase access to justice for those going through the asylum system in the UK. This paper is concerned with the design and implementation of the FIAP as a free digitally enabled programme that provides learning opportunities for organisations and frontline workers in the refugee sector and supports them in developing new forms of legal practice. It provides empirical data from interviews with members of staff from six participating organisations in the FIAP, and from Refugee Action and the Office of the UK’s Immigration Services Commissioner1 (n = 21). The paper adopts a view on social justice, which according to Fraser (2005) is understood as ‘parity of participation’. We draw on Fraser’s work, as well as work of other scholars such as Lambert (2018) and Hodgkinson-Williams and Trotter (2018) to explore the relationship between social justice and open education by taking into consideration the context within which organisations and professionals operate. The analysis highlights six dimensions for social justice approaches for professional learning as demonstrated through the case of the FIAP: i. deliberate iterative design; ii. access to provision; iii. flexibility of provision; iv. development of resources; v. support and vi. advancing knowledge and skills whilst adapting the workplace. All these dimensions are discussed in the paper in relation to the concept of openness and are critical in developing open socially just programmes that aim to change work practice and address the needs of the most vulnerable. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.563 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 11 LA - en SN - 1365-893X ST - Advancing Social Justice for Asylum Seekers and Refugees in the UK UR - http://jime.open.ac.uk/articles/10.5334/jime.563/ Y2 - 2020/07/11/18:36:47 KW - Refugee Action KW - access to justice KW - open education KW - professional learning KW - refugee sector KW - social justice KW - technology-enhanced learning ER - TY - BOOK TI - Advancing Technology and Educational Development through Blended Learning in Emerging Economies: T2 - Advances in Educational Technologies and Instructional Design A2 - Tomei, Lawrence A3 - Ololube, Nwachukwu Prince DA - 2014/// PY - 2014 DP - DOI.org (Crossref) PB - IGI Global SN - 978-1-4666-4574-5 978-1-4666-4575-2 ST - Advancing Technology and Educational Development through Blended Learning in Emerging Economies UR - http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-4666-4574-5 Y2 - 2020/04/28/11:08:39 ER - TY - BOOK TI - Advancing the Global Agenda for Human Rights, Vulnerable Populations, and Environmental Sustainability AU - Alfred, Mary V. AU - Robinson, Petra A. AU - Roumell, Elizabeth A. AB - For over 70 years, the United Nations has worked to advance human conditions globally through its historic agenda for a more peaceful, prosperous, and just world. Through the work of the General Assembly and other programs like the UNESCO World Conferences on Adult Education, the organization has taken a leading role in bringing world leaders together to dialogue on world issues and to set agendas for advancing social and economic justice among and within the regions of the world. The underlying themes of the United Nations’ agenda over the years have been world peace, economic justice, addressing the needs of the world’s most vulnerable populations, and protecting the environment. We draw from the two last two declarations from which the Millennium Development Goals (September 2000) and the Sustainable Development Goals (September 2015) were adopted by world leaders with a focus on addressing the needs of the most vulnerable populations. In this declaration, world leaders committed to uphold the long-standing principles of the organization and to combat extreme poverty, hunger, disease, illiteracy, environmental degradation and discrimination and violence against women. The overall objective of the book is to highlight the conditions of vulnerable populations from various contexts globally, and the role adult and higher education can play (and is playing) in advancing the United Nations agenda of social and economic justice and environmental sustainability. Adult education, through research, teaching, and service engagements is contributing to this ongoing effort but as many scholars have noted, our work remains invisible and undocumented. Therefore, this book highlights adult education’s critical partnership in addressing these global issues. It will also begin to fill the void that exists in adult education literature on internationalization of the field. DA - 2021/10/01/ PY - 2021 DP - Google Books SP - 387 LA - en PB - IAP SN - 978-1-64802-697-3 KW - Education / Adult & Continuing Education KW - Education / Philosophy, Theory & Social Aspects KW - Education / Schools / Levels / Higher ER - TY - RPRT TI - AEWG Accelerated Education 10 principles for effective practice AU - Accelerated Education Working Group DA - 2017/// PY - 2017 LA - en UR - https://www.unhcr.org/publications/education/59ce4f727/accelerated-education-10-principles-effective-practice.html Y2 - 2022/01/18/23:17:35 ER - TY - JOUR TI - Affordance of Deep Infusion of One-to-One Tablet-PCs Into and Beyond Classroom. AU - Li, SC AU - Pow, JWC T2 - International Journal of Instructional Media DA - 2011/// PY - 2011 VL - 38 IS - 4 SP - 319 EP - 326 KW - ⛔ No DOI found ER - TY - CHAP TI - Affordance Theory AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - The theory of affordances has been widely applied in studies of educational technology. In particular, it has been suggested that different education technologies ‘afford’ different kinds of teaching and learning. In this chapter, we look back to the origin of affordance theory in the work of perceptual psychologist James Gibson. We then offer a brief history of how affordance has been adapted and applied to educational technology. It has been suggested that the concept of affordances is too loose to be useful. This is perhaps because the affordances for action and for thought that any technology has not only depend on the technology, but also on how the user responds to the technology. We discuss the need to design the cultures and norms that shape user responses in addition to designing the technology itself. We offer an example to suggest that affordance theory can be particularly useful for educational design-based research that moves iteratively between the perspective of users and the perspective of the technology. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - JOUR TI - Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review AU - KIHWELE, JIMMY T2 - African Journal of Teacher Education DA - 2020/// PY - 2020 DO - 10.21083/ajote.v9i0.5731 DP - Google Scholar VL - 9 SP - 49 EP - 69 ST - Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Laos LAO KW - _C:Malawi MWI KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Affordances, challenges, and impact of open pedagogy: examining students’ voices AU - Baran, Evrim AU - AlZoubi, Dana T2 - Distance Education AB - Open pedagogy has emerged as an important teaching and learning practice while the current global open education resources movement has developed. The present research addresses the need to develop and conceptualize open pedagogy models in higher education contexts. This case study examined student perspectives on the affordances, challenges, and impact of an open pedagogy approach implemented within the context of three higher education courses. Various renewable assignments were integrated into face-to-face, blended, and online courses. Data sources consisted of reflection reports and semi-structured interviews conducted with 13 student participants. The qualitative analysis revealed six themes that conceptualized student engagement with open pedagogy: content curation, peer feedback, community engagement, development, reflection, and scaffolding. We discuss the impact of these practices on the participating students’ knowledge and awareness of open access and student agency. The results present an open pedagogy in action model with recommendations for future research and practice. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757409 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 230 EP - 244 SN - 0158-7919 ST - Affordances, challenges, and impact of open pedagogy UR - https://doi.org/10.1080/01587919.2020.1757409 Y2 - 2021/03/24/14:38:46 KW - higher education KW - open educational practices (OEP) KW - open educational resources (OER) KW - open pedagogy KW - renewable assignments ER - TY - JOUR TI - Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices AU - Lai, C-H AU - Yang, J-C AU - Chen, F-C AU - Ho, C-W AU - Chan, T-W T2 - Journal of Computer Assisted Learning DA - 2007/// PY - 2007 DO - 10.1111/j.1365-2729.2007.00237.x VL - 23 IS - 4 SP - 326 EP - 337 ER - TY - JOUR TI - African education research: patterns in publishing and collaboration AU - Mitchell, Rafael DA - 2020/// PY - 2020 DP - Google Scholar ST - African education research KW - ⛔ No DOI found ER - TY - BOOK TI - African political economy: contemporary issues in development AU - Hope, Kempe Ronald DA - 2016/// PY - 2016 DP - Open WorldCat LA - English SN - 978-1-315-47947-7 978-1-315-47948-4 978-1-315-47946-0 978-1-315-47949-1 ST - African political economy UR - https://www.taylorfrancis.com/books/9781315479491 Y2 - 2022/04/17/09:52:16 ER - TY - RPRT TI - Agencies for International Cooperation in Technical and Vocational Education and Training: A Guide to Sources of Information AU - Maintz, Julia AU - Krönner, Hans DA - 2008/// PY - 2008 DP - Zotero LA - en PB - UNESCO-UNEVOC ER - TY - RPRT TI - Agile in business AU - Podea, Marius DA - 2021/04// PY - 2021 UR - https://docs.opendeved.net/lib/BEXTYP5E ER - TY - GEN TI - AI and the Next Digital Divide in Education AU - Trucano, M. DA - 2023/// PY - 2023 LA - en KW - Final_citation KW - anystyle KW - existing ER - TY - CHAP TI - AI Applications in Education AU - Xu, Zhengyu AU - Wei, Yingjia AU - Zhang, Jinming T2 - Artificial Intelligence for Communications and Networks A2 - Shi, Shuo A2 - Ye, Liang A2 - Zhang, Yu AB - In recent years, led by the wave of artificial intelligence, “artificial intelligence + education” has become a very hot topic. More and more traditional educational institutions have begun to organize and layout the field of ARTIFICIAL intelligence education. Training artificial intelligence talents will become an important mission of education. Meanwhile, educational methods will change with the development of artificial intelligence, and the deep integration of artificial intelligence and education will become the development trend of the future education world. The future has come, when education and artificial intelligence meet, what kind of spark will be produced? This paper mainly discusses the application, research status and development trend of artificial intelligence in the field of education, as well as the deep integration of artificial intelligence and education. CY - Cham DA - 2021/// PY - 2021 DP - DOI.org (Crossref) VL - 356 SP - 326 EP - 339 LA - en PB - Springer International Publishing SN - 978-3-030-69065-6 978-3-030-69066-3 UR - http://link.springer.com/10.1007/978-3-030-69066-3_29 Y2 - 2023/09/19/18:19:57 ER - TY - BLOG TI - AI assisted school mapping and discussion AU - Project Connect T2 - Project Connect DA - 2019/// PY - 2019 LA - en UR - http://devseed.com/unicef-school-docs/ Y2 - 2021/03/14/20:04:48 ER - TY - JOUR TI - AI-based literature reviews: A topic modeling approach AU - Verma, Manoj Kumar AU - Yuvaraj, Mayank T2 - Journal of Information and Knowledge DA - 2023/// PY - 2023 DO - 10.17821/srels/2023/v60i2/170967 DP - Google Scholar SP - 97 EP - 104 ST - AI-based literature reviews UR - https://www.srels.org/index.php/sjim/article/view/170967 Y2 - 2024/03/12/20:57:25 ER - TY - BOOK TI - AI in Learning: Designing the Future A3 - Niemi, Hannele A3 - Pea, Roy D. A3 - Lu, Yu CY - Cham DA - 2023/// PY - 2023 DP - DOI.org (Crossref) LA - en PB - Springer International Publishing SN - 978-3-031-09686-0 978-3-031-09687-7 ST - AI in Learning UR - https://link.springer.com/10.1007/978-3-031-09687-7 Y2 - 2024/02/23/23:57:15 KW - Open Access KW - artificial intelligence KW - deep learning KW - games KW - human-machine interaction KW - intelligent digital tools KW - learning analytics KW - life-long learning KW - robotics KW - simulations KW - tutoring KW - virtual learning KW - well-being ER - TY - GEN TI - AI Insights: A Case Study on Utilizing ChatGPT Intelligence for Research Paper Analysis AU - De Silva, Anjalee AU - Wijekoon, Janaka L. AU - Liyanarachchi, Rashini AU - Panchendrarajan, Rrubaa AU - Rajapaksha, Weranga AB - 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 \textit{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. DA - 2024/03/05/ PY - 2024 DP - arXiv.org PB - arXiv ST - AI Insights UR - http://arxiv.org/abs/2403.03293 Y2 - 2024/03/12/20:52:53 KW - Computer Science - Artificial Intelligence ER - TY - JOUR TI - AI language tools risk scientific diversity and innovation AU - Nakadai, Ryosuke AU - Nakawake, Yo AU - Shibasaki, Shota T2 - Nature Human Behaviour DA - 2023/11// PY - 2023 DO - 10.1038/s41562-023-01652-3 DP - www.nature.com VL - 7 IS - 11 SP - 1804 EP - 1805 J2 - Nat Hum Behav LA - en SN - 2397-3374 UR - https://www.nature.com/articles/s41562-023-01652-3 Y2 - 2024/01/22/00:42:07 KW - Cultural evolution KW - Scientific community ER - TY - CHAP TI - AI-Supported Simulation-Based Learning: Learners’ Emotional Experiences and Self-Regulation in Challenging Situations AU - Ruokamo, Heli AU - Kangas, Marjaana AU - Vuojärvi, Hanna AU - Sun, Liping AU - Qvist, Pekka T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - This study explores learners’ emotional experiences and self-regulation and how they overcome stressful situations in a simulation-based learning environment (SBLE). We also examine what kinds of situations an AI tutor could be used to facilitate simulation-based learning. We will first present the theoretical background of the research dealing with self-regulated learning, followed by positive and negative emotions and situations in simulation-based learning. The research questions of the study are as follows: (1) What kinds of emotions do learners experience in simulation-based learning situations? (2) Through what kinds of SRL operations do learners aim to overcome challenging situations during simulation-based learning? and (3) In what kinds of situations could an AI tutor be used to facilitate simulation-based learning? To collect data, a 1-week experiment was conducted in August 2021. The data was collected using online observations, video recordings, and delayed stimulated recall interviews. The interview data was analyzed through a deductive thematic analysis process. The results of the study show that learners experienced various positive and negative emotions and emotions are deeply connected with learning. We need to do more research to describe these connections in more detail. According to the results, an AI tutor can provide help for decision-making and visualizing critical points and help learners ask questions to check vital points in the system. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 175 EP - 192 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 ST - AI-Supported Simulation-Based Learning UR - https://doi.org/10.1007/978-3-031-09687-7_11 Y2 - 2024/02/23/23:57:15 KW - AI tutor KW - Challenging situations KW - Emotion KW - Self-regulation KW - Simulation-based learning ER - TY - JOUR TI - Aid Agency Approaches to the Design and Delivery of Basic Education Programmes AU - Joynes, Chris AU - Plunkett, Roisin AB - This report provides a global selection of case studies providing evidence of approaches to the design of basic education interventions by aid agencies. In keeping with the request, the scope of the report focusses as far as possible on outcome-driven approaches, and includes an analysis of any evidence of programmatic responsiveness to need and context. DA - 2018/04/27/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13801 Y2 - 2022/12/18/18:13:03 KW - ⛔ No DOI found ER - TY - CONF TI - Akogun, O.2023 Co-Construction of a Coherent and Rigorous Body of Research Evidence for Education in Conflict and Crises Settings AU - Adesina, Adedoyin C1 - Oxford, UK C3 - Paper presentation. UKFIET Conference DA - 2023/09// PY - 2023 LA - en ER - TY - CONF TI - “Alexa, Can I Program You?”: Student Perceptions of Conversational Artificial Intelligence Before and After Programming Alexa AU - Van Brummelen, Jessica AU - Tabunshchyk, Viktoriya AU - Heng, Tommy T2 - IDC '21: Interaction Design and Children C1 - Athens Greece C3 - Interaction Design and Children DA - 2021/06/24/ PY - 2021 DO - 10.1145/3459990.3460730 DP - DOI.org (Crossref) SP - 305 EP - 313 LA - en PB - ACM SN - 978-1-4503-8452-0 ST - “Alexa, Can I Program You? UR - https://dl.acm.org/doi/10.1145/3459990.3460730 Y2 - 2024/02/24/10:03:01 ER - TY - JOUR TI - Algorithmic Green Infrastructure Optimisation: Review of Artificial Intelligence Driven Approaches for Tackling Climate Change AU - Shaamala, Abdulrazzaq AU - Yigitcanlar, Tan AU - Nili, Alireza AU - Nyandega, Dan T2 - Sustainable Cities and Society DA - 2024/// PY - 2024 DO - 10.1016/j.scs.2024.105182 DP - Google Scholar SP - 105182 ST - Algorithmic Green Infrastructure Optimisation UR - https://www.sciencedirect.com/science/article/pii/S221067072400012X Y2 - 2024/02/24/11:15:58 ER - TY - JOUR TI - Aligning artificial intelligence with climate change mitigation AU - Kaack, Lynn H. AU - Donti, Priya L. AU - Strubell, Emma AU - Kamiya, George AU - Creutzig, Felix AU - Rolnick, David T2 - Nature Climate Change DA - 2022/// PY - 2022 DO - 10.1038/s41558-022-01377-7 DP - Google Scholar VL - 12 IS - 6 SP - 518 EP - 527 UR - https://www.nature.com/articles/s41558-022-01377-7 Y2 - 2024/02/24/11:15:42 ER - TY - JOUR TI - Aligning the principles of assessment for learning to learning in physical education: A review of literature AU - Moura, André AU - Graça, Amândio AU - MacPhail, Ann AU - Batista, Paula T2 - Physical Education and Sport Pedagogy AB - Background: A comprehensive international literature review on alternative assessment in physical education has been provided by López-Pastor et al. ([2013]. “Alternative Assessment in Physical Education: A Review of International Literature.” Sport, Education & Society 18 (1): 57–76). The authors remarked that while more authentic forms of assessment in physical education have been evidenced over the last three decades, the extent to which alternative assessment practices have become common practice in the teaching of physical education is yet to be established.Purpose: This review provides an updated perspective on the prevalence of assessment for learning (AfL) principles in physical education discourse since the 2013 publication. The intent is to inform and consider future AfL practices in school physical education and physical education teacher education (PETE) programmes.Methods: Eligibility criteria for the review required full-text articles written in English or Spanish; published (open access and/or in print) in peer-reviewed, academic and professional journals; and limited to the period 2013–2019. Inclusion criteria required articles to report assessment being used to promote learning in physical education, regardless of making reference to ‘assessment for learning’.Findings: Fifty-two articles met the inclusion criteria. A thematic analysis of these articles resulted in four themes: i) traditional positioning of assessment in physical education; ii) AfL and physical education; iii) the constraints in enacting AfL in physical education; and iv) how to most effectively embed AfL in daily physical education practices.Conclusions: The main conclusions of this review are that i) AfL is a learning-oriented assessment based on socio constructivist theories and integrated into the teaching-learning process, ii) physical education teachers continue to use assessment solely to grade students; iii) physical education teachers do not have the necessary skillset to use AfL in physical education successfully; iv) physical education teachers need to be supported to implement AfL; and v) it is necessary to consider how best PETE programmes can infuse AfL across the programme. DA - 2021/07/04/ PY - 2021 DO - 10.1080/17408989.2020.1834528 DP - Taylor and Francis+NEJM VL - 26 IS - 4 SP - 388 EP - 401 SN - 1740-8989 ST - Aligning the principles of assessment for learning to learning in physical education UR - https://doi.org/10.1080/17408989.2020.1834528 Y2 - 2022/04/05/20:25:10 KW - assessment KW - learning KW - teacher education KW - teaching-learning theories ER - TY - JOUR TI - Alignment of higher professional education with the needs of the local labour market: the case of Ghana AU - Gondwe, Mtinkheni AU - Walenkamp, Jos DA - 2011/// PY - 2011 UR - https://www.voced.edu.au/content/ngv:49114 KW - GS_en KW - _C:Ghana GHA KW - ⛔ No DOI found ER - TY - RPRT TI - All Programmes Recorded, All Outputs Reported AU - Haßler, Björn AU - Adam, Taskeen AU - Blower, Thomas AU - El-Serafy, Yomna AU - Kaye, Tom AU - Khalayleh, Abdullah AU - McBurnie, Chris AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista DA - 2021/05/10/ PY - 2021 PB - Open Development & Education UR - https://docs.opendeved.net/lib/WSQ43VG8 KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _yl:q ER - TY - BLOG TI - Allô École! Using mobile technologies to connect government, teachers, and parents AU - World Bank T2 - World Bank AB - A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC. DA - 2017/11// PY - 2017 LA - en UR - https://www.worldbank.org/en/news/feature/2017/11/16/allo-ecole-using-mobile-technologies-to-connect-government-teachers-and-parents Y2 - 2020/09/16/11:39:36 KW - C: Democratic Republic of Congo ER - TY - JOUR TI - Allostatic Load Model Associated with Indoor Environmental Quality and Sick Building Syndrome among Office Workers AU - Jung, Chien-Cheng AU - Liang, Hsiu-Hao AU - Lee, Hui-Ling AU - Hsu, Nai-Yun AU - Su, Huey-Jen T2 - PLoS ONE A2 - Zhang, Yinping DA - 2014/04/23/ PY - 2014 DO - 10.1371/journal.pone.0095791 DP - DOI.org (Crossref) VL - 9 IS - 4 SP - e95791 J2 - PLoS ONE LA - en SN - 1932-6203 UR - https://dx.plos.org/10.1371/journal.pone.0095791 Y2 - 2022/06/02/22:51:38 ER - TY - JOUR TI - Alternate Academy: Investigating the Use of Open Educational Resources by Students at the University of Lagos in Nigeria AU - Onaifo, Daniel DA - 2016/// PY - 2016 DP - Zotero SP - 412 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Alternative education: filling the gap in emergency and post-conflict situations AU - Baxter, Pamela AU - Bethke, Lynne DA - 2009/// PY - 2009 DP - DOI.org (Crossref) SP - 165 EP - 167 LA - en PB - UNESCO ST - Alternative education UR - http://www.tandfonline.com/doi/abs/10.1080/03057925.2012.632841 Y2 - 2020/07/27/15:49:46 ER - TY - RPRT TI - Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa AU - Cilliers, Jacobus AU - Fleisch, Brahm AU - Kotze, Janeli AU - Mohohlwane, Nompumelelo AU - Taylor, Stephen AU - Thulare, Tshegofatso DA - 2020/07/17/ PY - 2020 LA - en UR - https://www.dropbox.com/s/n0hza4nyrvz4mpt/Can%20Virtual%20Replace%20InPerson%20Coaching%20Working%20Paper.pdf?dl=0 Y2 - 2020/07/22/21:32:02 ER - TY - RPRT TI - Alternative Productivity Estimates Using Physical Activity AU - Akogun, Oladele B AU - Dillon, Andrew AU - Friedman, Jed AU - Prasann, Ashesh AU - Serneels, Pieter DA - 2017/// PY - 2017 LA - en ER - TY - RPRT TI - Alternatives towards achieving Education For All (EFA): a case of the informal sector business institute (ISBI), Nairobi, Kenya AU - Momanyi, C AB - In 1948 the United Nations declared that everyone has a right to education in the universal declaration of human rights. Education for All (EFA) is an international initiative first launched in Jomtien, Thailand, in 1990 to bring the benefits of education to “every citizen in every society’. To realize this aim, governments, civil society groups, and development agencies such as UNESCO and the World Bank have joined hands to achieve the EFA goals. Kenya is signatory to education for all initiative. Achieving the Education for All goals is critical for simultaneously attaining all 8 Millennium Development Goals (MDGs). The EFA strategies include the establishment of a policy on the re-entry of school-age mothers into the education system and the establishment of a non-formal education unit in the Ministry of Education Science and Technology. The recent implementation of free primary and secondary education is an effort by the government of Kenya to attain Universal primary Education (UPE) and the final attainment of EFA and MDGs. There are many suggestions both at the local and international levels on how to achieve this goal. Non-formal education and Technical and vocational education are some of the alternatives towards EFA, they lead participants to acquire practical skills in a particular occupation. Non formal education is flexible as more people who are out of the formal education system acquire skills. Strathmore Educational Trust (SET), a Public Charitable Trust incorporated in Kenya, established to promote educational initiatives started the Informal Sector Business Institute (ISBI) in 2004; a Non-formal education initiative to train jua kali artisans in ICT and business skills. Since its inception, more than 10,000 people have been trained in various skills. Data collected from artisans who have undergone the ISBI training showed that the artisans trained at ISBI are better than those form the same area that have not undergone the same training. DA - 2015/// PY - 2015 LA - en M3 - Conference proceedings UR - https://www.worldconferences.net/proceedings/gse2014/toc/papers_gse2014/G%20070%20-%20CHRISTOPHER%20MOMANYI_ALTERNATIVES%20TOWARDS%20ACHIEVING%20EDUCATION%20FOR%20ALL_read.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - HDR25 KW - Q:community education KW - Q:degree KW - Q:open learning KW - Q:secondary education KW - T:Educação profissionalizante KW - T:Lehrlingsausbildung KW - T:TVET KW - T:continuing education KW - T:work-based learning KW - publicImportV1 ER - TY - THES TI - Ambientes online na profissionalização de professores em Cabo Verde: um projeto de investigação ação AU - Mendonça, Adriana AB - A introdução de ambientes online nas práticas docentes no ensino superior, tem-se afigurado numa necessidade um pouco por todo o mundo. Nesta investigação apresenta-se uma dessas iniciativas desenvolvidas na universidade de Cabo Verde (Uni-CV), no Departamento de Ciências Sociais e Humanas (DCSH). A Uni-CV conta com oito anos de existência, encontrando-se ainda na caminhada para a inclusão digital, a par do que ocorre no arquipélago cabo-verdiano. Mesmo com limitações, luta-se para alcançar os desafios da infoinclusão, nomeadamente através de programas como o Mundu Novu. É com esta preocupação que se trabalhou com estudantes finalistas em Ciências da Educação – Percurso de Desenvolvimento Pessoal e Social - futuros docentes da disciplina, do ensino secundário, de Formação Pessoal e Social/Educação para os Direitos Humanos e Cidadania. Isto para vivenciarem na sua formação inicial uma experiência inovadora, no período de estágio pedagógico, que enriquecesse a sua vivência e contribuísse para ampliar a sua visão sobre o potencial pedagógico dos ambientes online. Assim, a preocupação central da investigação foi perceber que desafios coloca a integração dos ambientes online nos processos de profissionalização dos docentes do Ensino Secundário em Cabo Verde, bem como compreender o espaço dos ambientes online nesse processo. Para tal, propôs-se compreender como é que as orientações legais e representações dos sujeitos estão a ser compreendidas pela Uni-CV, procurando-se simultaneamente contribuir com a organização de conteúdos formativos destinados aos estagiários e seus orientadores, de forma a contribuir para o aprofundamento das suas competências e simultaneamente criar um referencial indicativo de áreas prioritárias de formação em contexto de profissionalização para os professores de ensino secundário em Cabo Verde. Neste sentido levou-se a cabo um projeto de investigação ação, de natureza descritiva, com caráter eminentemente qualitativo, no âmbito do qual se concebeu e se implementou o b-curso: SuperVisão de estágio. Para a realização, com sucesso, desta investigação, foi necessário recorrer a diversas técnicas de recolha de dados em distintos momentos do processo, designadamente questionários, entrevistas (semi estruturadas e informais na modalidade individual e em focus group), observações participante e não participante, conversas e observações informais. Procedeu-se à análise estatística e de conteúdo com recurso ao Nvivo10 e ao Statistical Package for the Social Sciences (SPSS) garantindo uma triangulação destes que permitiu inferir da vontade dos parte dos participantes em ganharem destrezas no uso das Tecnologias de Informação e Comunicação (TIC) e na exploração dos ambientes online, revelando-se altamente motivados para a formação nos domínios, por eles, identificados como prioritários, a saber: TIC e ambientes online, planificação em educação, designadamente formulação de objetivos e competências em educação, estratégias e recursos pedagógicas. Tais domínios são percecionados como meio de desenvolvimento das competências científicas, técnicas e transversais no seu processo de profissionalização. Foi possível aferir, a partir dos resultados de investigação, que houve um considerável aumento do acesso à Internet pelos participantes. A par disso, também se verificou que a Uni-CV não dispõe, ainda, de condições técnicas e tecnológicas ideais para o desenvolvimento deste tipo de ações, com recurso a ambientes online. Porém, o recurso à Moodle no estágio pedagógico garantiu mais autonomia e flexibilidade ao estagiário, bem como ajudou-o na partilha quer de informações, quer de ansiedades, pelo que destacaram como atividades preferenciais, fóruns, o acesso a informações em diversos formatos, livro interativo e glossários. Como principais ganhos identificou-se o maior acesso a conteúdos específicos para trabalho na disciplina dinamizada pelos estagiários, bem como o feedback imediato facultado pela docente/investigadora e alguns colegas de estágio. As principais limitações relacionam-se com a duração do estágio (apenas quatro meses), o que limitou, nas atividades online, o envolvimento dos estagiários e seus orientadores, impossibilitando inclusivamente a participação destes últimos, bem como a evolução reflexiva na prática pedagógica. A estas dificuldades acresce a dificuldade de resposta da Uni-CV em facultar as condições ideais para que este b-curso decorresse com menos pressão. Apesar das dificuldades vivenciadas, entende-se que esta experiência contribuiu para que estes estagiários saíssem muito mais enriquecidos da sua formação académica inicial, pois, ainda que por pouco tempo, tiveram a possibilidade de “mergulharem no mundo digital”, de uma forma em que não o poderiam fazer sem que esta experiência ocorresse. Estes futuros professores interiorizam a necessidade de integração das TIC e dos ambientes online nas suas rotinas diárias e a necessária aprendizagem destas nas suas aprendizagens profissionais na perspetiva de formação ao longo da vida. Foi possível comprovar que, não obstante as dificuldades, é possível realizar uma prática pedagógica mediada por ambientes online na Uni-CV, desde que profissionais e gestores estejam cientes do seu potencial e procurem desenvolver as condições ideais para a sua exploração e desenvolvimento na Instituição, procurando envolver todas as forças ativas de modo a reunir sinergias e contribuir para o seu sucesso. A infoinclusão assumiria, aqui, um papel relevante na prossecução dos objetivos dos participantes neste processo da prática pedagógica, tornando-o ainda mais desafiador, para uns e para outros no âmbito das políticas e práticas da profissionalização docente em Cabo Verde. CY - Portugal DA - 2014/// PY - 2014 SP - 484 LA - Portuguese M3 - PhD Thesis PB - Universidade do Minho UR - http://hdl.handle.net/1822/37893 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Cape Verde KW - CLL:pt KW - publicImportV1 ER - TY - JOUR TI - Ambition Gone Awry: The Long-Term Socioeconomic Consequences of Misaligned and Uncertain Ambitions in Adolescence AU - Sabates, Ricardo AU - Harris, Angel L. AU - Staff, Jeremy T2 - Social Science Quarterly AB - Objective The objective of this study was to investigate whether misaligned or uncertain ambitions in adolescence influence the process of socioeconomic attainment. Methods Using 34 years of longitudinal data from the British Cohort Study (BCS70), we considered whether youth with (1) misaligned ambitions (i.e., those who either over- or underestimate the level of education required for their desired occupation), (2) both low occupational aspirations and educational expectations (low-aligned ambitions), and (3) uncertainty with regard to their future occupations (uncertain ambitions) at age 16 experienced more unemployment spells, lower educational attainment, and lower hourly wages in adulthood compared to youth with high occupational aspirations and educational expectations (high-aligned ambitions). Results Youth who hold misaligned or uncertain aspirations show long-term deficits in employment stability and educational attainment, which in turn leads to lower wage attainments at age 34. Conclusion Misaligned and uncertain ambitions in adolescence compromise the construction of life paths and the realization of long-term educational and occupational goals. DA - 2011/// PY - 2011 DO - 10.1111/j.1540-6237.2011.00799.x DP - Wiley Online Library VL - 92 IS - 4 SP - 959 EP - 977 LA - en SN - 1540-6237 ST - Ambition Gone Awry UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1540-6237.2011.00799.x Y2 - 2023/01/07/20:45:56 ER - TY - JOUR TI - AMREF's Stand Up For African Mothers Campaign: Training Midwives to Reduce Maternal Mortality in Africa AU - Cabridens, M AU - Tolve, S T2 - The Journal of Field Actions: Field Actions Science Reports AB - Abstract. AMREF is the African Medical and Research Foundation, a uniquely African organization, created in 1957 which runs 145 health programmes a year to help around 7 million people in Africa. Headquartered in Nairobi and with offices around the world, AMREF ensures access to health care for the most vulnerable and marginalized people in Africa, with a focus on women and children. AMREF works within the communities, and works with and for women as they are the heart of the communities. Indeed, by focusing on midwives training in the Stand Up For African Mothers campaign, AMREF is able to talk about the key role of women and mothers for a healthy Africa and the needs of health workers to reduce mortality rates for mothers but also for children. Keywords. Health care, Africa, women, children, poverty, social work, midwifes, pregnancy. DA - 2012/// PY - 2012 LA - en UR - https://journals.openedition.org/factsreports/1862 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - C:Ethiopia KW - C:South Sudan KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:Q KW - CT:T KW - Q:ICT KW - Q:e-learning KW - T:Ausbildung KW - T:TVET KW - T:Training KW - _C:Uganda UGA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - An Academic Recovery Programme for the OECS Member States AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/03/30/ PY - 2021 M3 - OECS Academic Recovery Programme Report PB - Open Development & Education SN - 3 UR - https://docs.opendeved.net/lib/P2D5IJBC KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _C:Dominica DMA KW - _C:Grenada GRD KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _DOILIVE KW - _r:ImportedToMyEducationEvidence KW - _yl:d KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - RPRT TI - An Academic Recovery Programme for the OECS Member States: Pitch Deck AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/05/ PY - 2021 M3 - OECS Academic Recovery Programme Report PB - Open Development & Education SN - 4 UR - https://docs.opendeved.net/lib/XQCXWE7I KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - _r:ImportedToMyEducationEvidence KW - _yl:e KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - CHAP TI - An AI-Powered Teacher Assistant for Student Problem Behavior Diagnosis AU - Chen, Penghe AU - Lu, Yu T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - Student problem behavior refers to the students’ undesirable conducts and actions in schools. These behaviors severely affect students’ growth and development. In many cases, student problem behaviors are caused by the unsatisfied psychological needs, which are defined as the need deficiency. Hence, diagnosing students’ need deficiencies and regulating their problem behaviors are important educational tasks. The previous psychological studies have analyzed how distinct factors might affect student’s problem behaviors. However, the school teachers without such expertise may still encounter difficulties in applying these findings. Hence, this chapter describes the process of designing and implementing an intelligent teacher assistant, which could advise teachers and help them to handle the student problem behavior. Technically, it utilizes a task-oriented dialogue system to help identify the underlying reasons (i.e., the student need deficiency) behind their problem behaviors, and accordingly relies on a community question answering system to provide the advice. It also employs the semantic search technology to find the similar cases that have been well resolved by the experienced teachers. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 91 EP - 104 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 UR - https://doi.org/10.1007/978-3-031-09687-7_6 Y2 - 2024/02/23/23:57:15 KW - Assistant KW - Dialogue system KW - Need deficiency KW - Problem behavior KW - Question answering ER - TY - CHAP TI - An Alternative History of Educational Technology AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - In most histories of educational technology, technology is referred to as a way of supporting education. In this chapter, we explore what happens when this framing of the relationship is reversed and we think about education as a way of supporting technology. We begin with the story of some of the first schools 4000 years ago in Ancient Sumeria. These, we claim, were created to support what was then a relatively new information and communications technology, cuneiform literacy. We argue that the shift from education based on talking and listening to education based on reading and writing involved a change in how knowledge is thought about and how education is understood. After the spread of education based on literacy, and later, on print literacy (which includes numeracy), a new kind of knowledge became possible: knowledge as an indirect representation of a reality rather than knowledge as a direct relationship with reality. This shift from oracy to literacy involved losses as well as gains. We end with a case study suggesting that digitally mediated education might be able to include more of the relationship and connectedness that is of value in oral education systems whilst continuing to support the greater reach and power of print literacy. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - JOUR TI - An Analysis of Existing Evidence Around Perceptions of the Tanzanian Education System AU - Mobey, Helen AB - This Helpdesk report has been commissioned to help understand the extent to which the education system currently meets young people’s needs and how far the school represents a safe space for young people. In line with the plan to gather insights and identify trends, themes and areas for discussion for policy meetings about the wider population’s views on the above issues, datasets were identified analysed. DA - 2017/01/31/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13193 Y2 - 2022/12/18/18:13:05 KW - ⛔ No DOI found ER - TY - JOUR TI - An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere AU - Bozkurt, Aras AU - Koseoglu, Suzan AU - Singh, Lenandlar T2 - Australasian Journal of Educational Technology AB - Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output. DA - 2018/11/06/ PY - 2018 DO - 10.14742/ajet.4252 DP - ajet.org.au VL - 0 IS - 0 LA - en SN - 1449-5554 ST - An analysis of peer reviewed publications on openness in education in half a century UR - https://ajet.org.au/index.php/AJET/article/view/4252 Y2 - 2019/03/22/08:02:16 KW - Open Education KW - Open Educational Practices (OEPs) KW - Open Educational Resources (OERs) KW - Open Learning KW - Openness KW - __C:filed:1 ER - TY - JOUR TI - An analysis of pre-service family planning teaching in clinical and nursing education in Tanzania AU - Muganyizi, Projestine S AU - Ishengoma, Joyce AU - Kanama, Joseph AU - Kikumbih, Nassoro AU - Mwanga, Feddy AU - Killian, Richard AU - McGinn, Erin T2 - BMC medical education AB - Doc number: 142 Abstract Background: Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Methods: Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. Results: A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Conclusions: Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills. Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills. DA - 2014/// PY - 2014 DO - 10.1186/1472-6920-14-142 LA - en AN - DOI-10.1186/1472-6920-14-142 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:teaching KW - P:economy KW - P:health KW - P:media KW - P:medical officers KW - P:nurse KW - P:service industry KW - P:services KW - P:teachers KW - Q:degree KW - R:evaluation KW - R:interview KW - R:observation KW - R:qualitative KW - R:quantitative KW - R:questionnaire KW - T:Ausbildung KW - T:TVET KW - publicImportV1 ER - TY - CONF TI - An Analysis of ResNet50 Model and RMSprop Optimizer for Education Platform Using an Intelligent Chatbot System AU - Saadna, Youness AU - Boudhir, Anouar Abdelhakim AU - Ben Ahmed, Mohamed A2 - Ben Ahmed, Mohamed A2 - Teodorescu, Horia-Nicolai L. A2 - Mazri, Tomader A2 - Subashini, Parthasarathy A2 - Boudhir, Anouar Abdelhakim T3 - Smart Innovation, Systems and Technologies AB - A chatbot is a software (or machine) that has the ability to talks with a user: it is a virtual assistant that can answer a number of user questions, and providing the correct responses. In the last few years, the use of chatbots is very popular in various fields, such as health care, marketing, educational, supporting systems, cultural heritage, entertainment, and many others. This paper proposes an intelligent chatbot system that can give a response in the form of natural language or audio to a natural language question or image input in different domains of education and will support multiple languages (English, French, and Arabic). To realize this System, we used different deep learning architectures (CNN, LSTM, Transformers), computer vision, transfer learning to extract image features vector, and natural language processing techniques. In the end, after the implementation of the proposed model, a comparative study was conducted in order to prove the performance of this system using image-response model and question-response model using accuracy and BLEU score metrics. C1 - Singapore C3 - Networking, Intelligent Systems and Security DA - 2022/// PY - 2022 DO - 10.1007/978-981-16-3637-0_41 DP - Springer Link SP - 577 EP - 590 LA - en PB - Springer SN - 9789811636370 KW - Artificial intelligence KW - Chatbot KW - Education ER - TY - JOUR TI - An analysis of the impact of the Accelerated Learning Project with year 11 students in Bristol schools, Bristol City Council AU - Davies, John Dwyfor AU - Last, Kathryn AU - Smart, Dean AB - 1.1 Context In the summer of 2005, thirty-six per cent of Year 11 pupils in the City of Bristol Local Authority (LA) schools achieved 5 or more GCSE A*-C grades compared to the national average of 57%, with other further indicators of under performance. This resulted in considerable disquiet locally and much negative media interest. Bristol is England‟s eighth largest city and is the biggest population centre in the South West government region. Areas of the City are very multicultural, with about 10% of young Bristolians having English as an additional language. The regional importance, and service industry/financial base, of the city attracts a higher than average number of graduates to employment in greater Bristol, but conversely 28% of adults locally have limited or no qualifications. Some districts enjoy considerable wealth and 24% of the regions employment is centred here, with the local unemployment figure below the national average at 3.1% of the working age population. There are also pockets of extreme socio-economic deprivation, with some wards within the bottom percentage point of the most socio-economically deprived districts in England. 75% of Bristol 11-16 year olds are educated in the LA secondary schools, with the remainder educated in the schools of neighbouring LAs or in the large local independent sector. DA - 2020/06/19/ PY - 2020 DP - uwe-repository.worktribe.com LA - en UR - https://uwe-repository.worktribe.com/output/1035679 Y2 - 2020/06/19/06:49:35 KW - Marginalised KW - _AcademicRecoveryOECS KW - ⛔ No DOI found ER - TY - JOUR TI - An analysis of the integration of instructional technology in pre-service teacher education in Zimbabwe AU - Chitiyo, Rodwell AU - Harmon, Stephen W. T2 - Educational Technology Research and Development DA - 2009/// PY - 2009 DO - 10.1007/s11423-009-9136-7 DP - Google Scholar VL - 57 IS - 6 SP - 807 EP - 830 ER - TY - JOUR TI - An artificial intelligence based virtual assistant using conversational agents AU - Mekni, Mehdi T2 - Journal of Software Engineering and Applications DA - 2021/// PY - 2021 DO - 10.4236/jsea.2021.149027 DP - Google Scholar VL - 14 IS - 9 SP - 455 EP - 473 UR - https://www.scirp.org/journal/paperinformation.aspx?paperid=111666 Y2 - 2024/02/24/10:03:09 ER - TY - JOUR TI - An artificial intelligence education program development and application for elementary teachers AU - Kim, Kapsu T2 - Journal of The Korean Association of Information Education DA - 2019/// PY - 2019 DO - 10.14352/jkaie.2019.23.6.629 DP - Google Scholar VL - 23 IS - 6 SP - 629 EP - 637 UR - https://koreascience.kr/article/JAKO201912758458888.page Y2 - 2024/02/24/10:04:52 ER - TY - JOUR TI - An Assessment of Computer and ICT Skills at Botswana Open University: Implications of ICT in Business Subjects AU - Hamaluba, Tommie T2 - Journal of Learning for Development AB - This paper presents a study that focused on assessing computer and ICT skills of business subjects’ learners at Botswana Open University (BOU). The study explored the levels of computer skills; existence of ICT skills and perception of business subject learners on the adoption and use of ICT skills for teaching and learning. A sample size of 223 participants from BOU’s five regions was studied and data was collected quantitatively using survey questionnaires. Descriptive statistics were used to analyse the data. The results showed that most of the respondents had average ability to navigate on the e-learning school platforms (E-library, portals, websites, etc.) and average awareness of the business learning software and applications; they were familiar with most MS package elements, MS Word, Excel, PowerPoint and Publisher. They were familiar with the use of emails, social sites and blogs as well as internet searching and browsing. Results also showed that the respondents understood the basic functions of computer hardware. The study also revealed that respondents needed improvement in the use of ICT tools for learning their business subjects, and that the improvement of the use of ICT tools would enhance their understanding of the subject matter. Respondents cited poor internet connectivity and unreliable power supply, as well as slow internet connectivity, as some of the reasons for their poor ICT skills in teaching and learning ICTs. DA - 2022/03/15/ PY - 2022 DP - jl4d.org VL - 9 IS - 1 SP - 104 EP - 116 LA - en SN - 2311-1550 ST - An Assessment of Computer and ICT Skills at Botswana Open University UR - https://jl4d.org/index.php/ejl4d/article/view/552 Y2 - 2022/04/05/12:27:26 KW - BOU KW - ICT skills KW - Information technology KW - business development KW - innovation KW - ⛔ No DOI found ER - TY - RPRT TI - An assessment of education and training needs of skilled operatives within the Nigerian construction industry. AU - Awe, EM AU - Stephenson, P AU - Griffith, A CY - Association of Researchers in Construction Management, ARCOM DA - 2009/// PY - 2009 ER - TY - JOUR TI - An assessment of employability skills among technical and vocational education students in Nigeria AU - Idris, A AU - Rajuddin, MR T2 - Archives Des Science AB - The research was conducted to investigate the level of importance as well as the competence among the students of technical and vocational education in terms of employability skills in Nigeria. There are 233 final year students that constituted the sample for the study in Kano State. The respondents were picked from mechanical, electronic, electrical installation and automobile departments in technical colleges in the state. The data was collected using questionnaire which was adapted from Employability skills for Australian small and medium sized enterprises. The analysis was done using descriptive statistics such as mean and standard deviation. The findings of the study showed that all the respondents perceived the employability skills components as high and rated their competency as low. A significant difference was found among the students in terms of their ages while no significant difference was found between the respondents in the area of competency. The study concludes that there is still an opportunity for technical and vocational institution in Nigeria to focus and redouble efforts towards equipping the students’ employability skills. Quality education and training enhances productivity, therefore, students of technical and vocational education in Nigeria need a better education that will help in accomplish the national goals. DA - 2012/// PY - 2012 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Central Africa KW - A:West Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:assessment KW - F:women KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - An assessment of the impacts of Sri Lanka’s programme for school improvement and school report card programme on students’ academic progress AU - Aturupane, Harsha AU - Glewwe, Paul AU - Ravina, Renato AU - Sonnadara, Upul AU - Wisniewski, Suzanne T2 - The Journal of Development Studies DA - 2014/// PY - 2014 DO - 10.1080/00220388.2014.936396 VL - 50 SP - 1647 EP - 69 ER - TY - JOUR TI - An assessment of the implementation and enforcement of the Rights of children with disabilities in Uganda, a case study of Kampala district AU - Faridah, Nanyondo DA - 2019/// PY - 2019 DP - Google Scholar KW - ⛔ No DOI found ER - TY - RPRT TI - An Assessment of the Transition to Virtual Learning in the OECS AU - Emmanuel, Royston AU - Anthony, Germain AB - This assessment of the transition to Virtual Learning in the OECS is an initial step of a series of programmed activities that will help strengthen both the capacity and resilience of education systems in the region, particularly with respect to Online Learning. The context described here outlines some of the major challenges associated with regional efforts to successfully integrate ICTs in education. There appears to be consensus that Virtual Learning Environments (VLEs) can well support ambitions for improving equity of access to education, the quality and the relevance of education. What this assessment reveals, is that there is wide disparity in the region with respect to approaches to adopting and adapting to VLEs. DA - 2020/// PY - 2020 LA - en-gb UR - https://www.oecs.org/en/our-work/knowledge/library/an-assessment-of-the-transition-to-virtual-learning-in-the-oecs/download Y2 - 2021/10/08/12:55:40 ER - TY - RPRT TI - An Atlas of Nigerian Languages AU - Blench, Roger AB - A listing and introduction to the languages of Nigeria. 2019 edition of a document first published in 1976 as 'An Index of Nigerian Languages' DA - 2019/01/01/ PY - 2019 DP - www.academia.edu LA - en UR - https://www.academia.edu/40463130/AN_ATLAS_OF_NIGERIAN_LANGUAGES Y2 - 2024/03/25/13:30:34 ER - TY - BOOK TI - An Atlas of The Forty Colleges of Education in Ghana AU - Haßler, Björn AU - Akunor, J. T. AU - Nyamador, E. S. DA - 2017/// PY - 2017 UR - http://bjohas.de/atlas2017 KW - Author:Haßler KW - Author:OpenDevEd KW - _C:Ghana GHA KW - _C:Mexico MEX KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence ER - TY - CHAP TI - An educational Chatbot for answering queries AU - Sinha, Sharob AU - Basak, Shyanka AU - Dey, Yajushi AU - Mondal, Anupam T2 - Emerging Technology in Modelling and Graphics DA - 2020/// PY - 2020 DP - Google Scholar SP - 55 EP - 60 PB - Springer ER - TY - JOUR TI - An evaluation of classroom-illumination: a critical requirement for effective designing and construction of naturally-illuminated schools in Nigeria AU - Ibhadode, Osagie AU - Ajayi, Oluseyi Olarenwaju AU - Abioye, Abiodun Ayodeji AU - Ismaila, Joseph AU - Adekunle, Adebayo Abidemi T2 - Progress in Industrial Ecology, an International Journal DA - 2019/// PY - 2019 DP - Google Scholar VL - 13 IS - 4 SP - 342 EP - 372 ST - An evaluation of classroom-illumination KW - BE:Annotated KW - BE:RELEVANT KW - BE:light KW - ❓ Multiple DOI ER - TY - JOUR TI - An Evaluation of the Literacy-Infused Science Using Technology Innovation Opportunity (LISTO) i3 Evaluation (Valid 45) Final Report. AU - Wolf, Rebecca AU - Cook, Michael AU - Reid, Alan AU - Neitzel, Amanda AU - Ross, Steven AU - Risman, Kelsey T2 - Grantee Submission DA - 2021/// PY - 2021 DP - Google Scholar UR - https://eric.ed.gov/?id=ED613901 Y2 - 2024/03/01/13:15:29 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - An examination of the digital divide and its dividing factors in formal educational settings AU - Ritzhaupt, Albert D. AU - Hohlfeld, Tina N. T2 - Crossing the bridge of the digital divide: A walk with global leaders DA - 2018/// PY - 2018 DP - Google Scholar SP - 19 EP - 36 UR - https://books.google.co.uk/books?hl=en&lr=&id=wyBzDwAAQBAJ&oi=fnd&pg=PA19&dq=Hohlfeld+et+al.+2018+education&ots=fqHh4OQR7_&sig=M1S7QYcxQHOhnt5Tp9R3MP1Fg7M Y2 - 2024/03/04/16:19:18 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - An Examination of the Evidence-Based Literacy Research in Deaf Education AU - Luckner, John L. AU - Sebald, Ann M. AU - Cooney, John AU - Young, John AU - Muir, Sheryl Goodwin T2 - American Annals of the Deaf DA - 2005/// PY - 2005 DO - 10.1353/aad.2006.0008 DP - DOI.org (Crossref) VL - 150 IS - 5 SP - 443 EP - 456 J2 - American Annals of the Deaf LA - en SN - 1543-0375 UR - http://muse.jhu.edu/content/crossref/journals/american_annals_of_the_deaf/v150/150.5luckner.html AN - 10.1353/aad.2006.0008;503888:ZL997RBJ Y2 - 2020/03/02/15:32:29 KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - An examination of training and development of middle level managers in emerging economies: Evidence from financial institutions in Ghana AU - Abugre, James B. AU - Adebola, Kester T2 - International Journal of Organizational Analysis AB - © 2015, Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine whether the training and development (T&D) of middle-level managers in the financial institutions of a sub-Saharan African country make any difference in the performances of the managers and the institutions in general. Design/methodology/approach – An empirical analysis of managers’ opinions based on a quantitative survey of 140 middle-level managers from four banking institutions in Ghana is conducted. Findings – Findings showed that there is a significant relationship between T&D of middle-level managers and their performance and, consequently, performance of the banks. The findings also showed that managers become savvier in personal initiatives and responsive to customer care leading to enhanced service delivery. The paper proposes that T&D should focus on the significant relationship between the outcomes and programme objectives of organisations in emerging economies if these organisations want to be counted in this competitive global world. Practical implications – The paper provides valuable information on the important role of middle-level managers as custodians of “tacit knowledge” that can turn around organisations, particularly in developing economies, if the needed T&D are given to them. Originality/value – Empirical literature on T&D and on middle-level managers’ development in developing countries is limited. The contribution of this paper identifies the roles that middle management can play in the performances of organisations and especially in emerging economies. DA - 2015/// PY - 2015 DO - 10.1108/ijoa-10-2011-0521 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:developing country KW - D:emerging economies KW - F:outcomes KW - P:economy KW - P:measurement KW - P:services KW - R:quantitative KW - R:survey KW - T:Training KW - Z:Banks KW - Z:Mid-level managers KW - Z:Performance KW - Z:Training and development KW - _C:Australia AUS KW - _C:China CHN KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Japan JPN KW - _C:Kuwait KWT KW - _C:Nigeria NGA KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom AU - Minaz, Maksal AU - Tabassum, Rabia AU - Idris, Muhammad T2 - Pakistan Journal of Education AB - Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan. DA - 2017/// PY - 2017 VL - 34 IS - 2 SP - 167 EP - 182 LA - English SN - 18183344 UR - https://pdfs.semanticscholar.org/3a81/fbc2a19a0022dbb22352a8db35638bd45c35.pdf AN - 2364383027 KW - Education KW - Educational technology KW - Learning KW - Pedagogy KW - Podcasts KW - Professional development KW - Teacher attitudes KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096864 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - An exploration of agency in the localisation of open educational resources for teacher development AU - Wolfenden, Freda AU - Adinolfi, Lina T2 - Learning, Media and Technology AB - This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour. DA - 2019/07/03/ PY - 2019 DO - 10.1080/17439884.2019.1628046 DP - Taylor and Francis+NEJM VL - 44 IS - 3 SP - 327 EP - 344 SN - 1743-9884 UR - http://oro.open.ac.uk/62250/ Y2 - 2020/10/27/15:37:22 KW - India KW - Open educational resources (OER) KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457357 KW - __finaldtb KW - localisation KW - professional agency ER - TY - JOUR TI - An Exploration of Strategies for Facilitating Graduates’ Transition to the World of Work: A Case of Technical, Vocational Education and Training Graduates in Uganda AU - Kintu, Denis T2 - International Journal of Vocational Education and Training Research DA - 2019/// PY - 2019 DO - 10.11648/j.ijvetr.20190501.11 DP - DOI.org (Crossref) VL - 5 IS - 1 J2 - IJVETR LA - en SN - 2469-8180 ST - An Exploration of Strategies for Facilitating Graduates’ Transition to the World of Work UR - http://www.sciencepublishinggroup.com/journal/paperinfo?journalid=372&doi=10.11648/j.ijvetr.20190501.11 Y2 - 2020/02/02/16:20:48 ER - TY - THES TI - An Exploratory Qualitative Study of the Potential for Enhanced e-Learning in Public Higher Education in Afghanistan AU - Khalid, Abdul Habib DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - Indiana University of Pennsylvania KW - __C:filed:1 ER - TY - JOUR TI - An Exploratory Study of Digital Literacy Frameworks: A Comparative Analysis AU - Lee, Yoo-Taek AU - Fanea-Ivanovici, Mina T2 - SSRN DA - 2022/04/20/ PY - 2022 DO - 10.2139/ssrn.4088293 KW - _z:no_pdf ER - TY - COMP TI - An extension for Google Chrome: Create bookmarklets to repeatedly create Google Docs in specfici folders (OpenDevEd/ChromeExtension-GoogleDocsCreator) AU - Haßler, Björn DA - 2020/07/04/T13:17:52Z PY - 2020 DP - GitHub LA - JavaScript PB - Open Development & Education UR - https://github.com/OpenDevEd/ChromeExtension-GoogleDocsCreator Y2 - 2020/07/11/17:25:35 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - COMP TI - An extension for Google Chrome: Search your history for Google Docs (OpenDevEd/ChromeExtension-WhatGD) AU - Haßler, Björn DA - 2020/07/04/T13:17:36Z PY - 2020 DP - GitHub LA - JavaScript PB - Open Development & Education UR - https://github.com/OpenDevEd/ChromeExtension-WhatGD Y2 - 2020/07/11/17:25:37 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - GEN TI - An implementation research agenda AU - Eccles, Martin P. AU - Armstrong, David AU - Baker, Richard AU - Cleary, Kevin AU - Davies, Huw AU - Davies, Stephen AU - Glasziou, Paul AU - Ilott, Irene AU - Kinmonth, Ann-Louise AU - Leng, Gillian DA - 2009/// PY - 2009 DP - Google Scholar PB - BioMed Central ER - TY - GEN TI - An implementation research agenda AU - Eccles, Martin P. AU - Armstrong, David AU - Baker, Richard AU - Cleary, Kevin AU - Davies, Huw AU - Davies, Stephen AU - Glasziou, Paul AU - Ilott, Irene AU - Kinmonth, Ann-Louise AU - Leng, Gillian DA - 2009/// PY - 2009 DP - Google Scholar PB - BioMed Central ER - TY - BLOG TI - An inclusive approach to searching for evidence on EdTech in low- and middle- income countries AU - Brugha, Meaghan T2 - The EdTech Hub AB - A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as … DA - 2020/02/18/T14:28:44+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/02/18/an-inclusive-approach-to-searching-for-evidence-on-edtech-in-low-and-middle-income-countries/ Y2 - 2020/02/27/20:35:55 KW - _C:Gambia GMB KW - _C:Jordan JOR KW - _C:Malawi MWI KW - _C:Portugal PRT KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoODE ER - TY - CONF TI - An insight into cultural competence and ethics in K-12 artificial intelligence education AU - Sanusi, Ismaila Temitayo AU - Olaleye, Sunday Adewale C3 - 2022 IEEE global engineering education conference (EDUCON) DA - 2022/// PY - 2022 DO - 10.1109/EDUCON52537.2022.9766818 DP - Google Scholar SP - 790 EP - 794 PB - IEEE UR - https://ieeexplore.ieee.org/abstract/document/9766818/?casa_token=jIWiEsEOBw4AAAAA:Z6hTqEF3NunASPMPaOQUyQnVKPBXBt43nV_UoGKlBa0qDn3QD1M8mAO5DSp7LIO-DlXMEsIwjTI Y2 - 2024/02/24/08:49:19 ER - TY - JOUR TI - An instrument to elicit teachers' beliefs and assumptions AU - Donaghue, Helen T2 - ELT Journal AB - Teachers' beliefs influence the acceptance and uptake of new approaches, techniques, and activities, and therefore play an important part in teacher development. Consequently, trainers running teacher education courses should consider encouraging participants to think about their personal beliefs and theories about teaching before providing input. This article proposes the use of an instrument designed to elicit teachers' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique. DA - 2003/10/01/ PY - 2003 DO - 10.1093/elt/57.4.344 DP - Silverchair VL - 57 IS - 4 SP - 344 EP - 351 J2 - ELT Journal SN - 0951-0893 UR - https://www.researchgate.net/publication/31494759_An_instrument_to_elicit_teachers'_beliefs_and_assumptions Y2 - 2021/06/10/11:46:05 ER - TY - JOUR TI - An integrated model for teacher continuing professional learning in Zimbabwean primary schools AU - Mtetwa, David KJ AU - Ndemo, Zakaria T2 - African Journal of Teacher Education and Development DA - 2022/// PY - 2022 DO - 10.4102/ajoted.v1i1.9 DP - Google Scholar VL - 1 IS - 1 SP - 13 UR - https://ajoted.org/index.php/ajoted/article/view/9 Y2 - 2023/11/14/15:50:05 ER - TY - JOUR TI - An Integrative Literature Review on Pain Alleviation Interventions for Hospitalized Children AU - Cho, Haeryun AU - Lee, Jungmin AU - Kim, Shin-Jeong T2 - Child Health Nursing Research DA - 2020/// PY - 2020 DO - 10.4094/chnr.2020.26.2.254 DP - Google Scholar VL - 26 IS - 2 SP - 254 EP - 266 KW - __C:filed:1 ER - TY - JOUR TI - An Integrative Literature Review on Sex Education Programs for Korean College Students AU - Shin, Hyewon AU - Lee, Jung Min AU - Min, Hye Young T2 - The Journal of Korean Academic Society of Nursing Education DA - 2020/// PY - 2020 DO - 10.5977/jkasne.2020.26.1.78 DP - Google Scholar VL - 26 IS - 1 SP - 78 EP - 96 KW - __C:filed:1 ER - TY - JOUR TI - An Integrative Literature Review on Sexual Abuse Prevention Education Programs for Elementary School Students in South Korea AU - Shin, Hyewon AU - Lee, Jung Min AU - Kang, Kyung-Ah AU - Kim, Shin-Jeong AU - Shin, Hyewon AU - Lee, Jung Min AU - Kang, Kyung-Ah AU - Kim, Shin-Jeong T2 - Child Health Nursing Research DA - 2019/// PY - 2019 DO - 10.4094/chnr.2019.25.4.435 DP - Google Scholar VL - 25 IS - 4 SP - 435 EP - 448 KW - __C:filed:1 ER - TY - JOUR TI - An integrative review of teaching reading in Kenyan primary schools AU - Commeyras, M. AU - Inyega, H.N. T2 - Reading Research Quarterly DA - 2007/// PY - 2007 DO - 10.1598/RRQ.42.2.3 VL - 42 IS - 2 SP - 258 EP - 281 UR - https://doi.org/10.1598/RRQ.42.2.3. ER - TY - RPRT TI - An Intersectionality-Based Policy Analysis Framework AU - Hankivsky, Olena DA - 2012/// PY - 2012 UR - https://data2.unhcr.org/en/documents/download/46176 ER - TY - JOUR TI - An intersectionality-based policy analysis framework: critical reflections on a methodology for advancing equity AU - Hankivsky, Olena AU - Grace, Daniel AU - Hunting, Gemma AU - Giesbrecht, Melissa AU - Fridkin, Alycia AU - Rudrum, Sarah AU - Ferlatte, Olivier AU - Clark, Natalie T2 - International Journal for Equity in Health AB - In the field of health, numerous frameworks have emerged that advance understandings of the differential impacts of health policies to produce inclusive and socially just health outcomes. In this paper, we present the development of an important contribution to these efforts – an Intersectionality-Based Policy Analysis (IBPA) Framework. DA - 2014/12/10/ PY - 2014 DO - 10.1186/s12939-014-0119-x DP - BioMed Central VL - 13 IS - 1 SP - 119 J2 - International Journal for Equity in Health SN - 1475-9276 ST - An intersectionality-based policy analysis framework UR - https://doi.org/10.1186/s12939-014-0119-x Y2 - 2021/02/27/21:48:52 KW - Equity KW - Health KW - Intersectionality KW - Policy analysis KW - Reflexivity ER - TY - JOUR TI - An Introduction to Adaptive Interventions and SMART Designs in Education AU - Nahum-Shani, Inbal AU - Almirall, Daniel AU - Buckley, Jacquelyn AB - Education practice often requires teachers and other school personnel to adapt interventions over time in order to address between-student heterogeneity in response to intervention (e.g., what works for one student may not work for the other) or within-student heterogeneity (e.g., what works now may not work in the future for the same student). An adaptive intervention allows education practitioners to do this in a prespecified, systematic, and replicable way through a sequence of decision rules that guides whether, how, and when to modify interventions. In an adaptive intervention, the practitioner modifies the dosage or type of intervention, or the mode of delivery to meet the unique and changing needs of students as they progress over time. The sequential, multiple assignment, randomized trial (SMART) is one type of multistage, experimental design that can help education researchers build high-quality adaptive interventions. Despite the critical role adaptive interventions can play in various domains of education, research about adaptive interventions and about the use of SMART designs to develop effective adaptive interventions in education is in its infancy. This paper defines an adaptive intervention and reviews the components of this design, discusses the key features of the SMART, and introduces common research questions for which SMARTs may be appropriate. DA - 2020/// PY - 2020 DP - Zotero LA - en KW - Final_citation KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - An introduction to implementation science for the non-specialist AU - Bauer, Mark S. AU - Damschroder, Laura AU - Hagedorn, Hildi AU - Smith, Jeffrey AU - Kilbourne, Amy M. T2 - BMC psychology DA - 2015/// PY - 2015 DO - 10.1186/s40359-015-0089-9 DP - Google Scholar VL - 3 IS - 1 SP - 1 EP - 12 ER - TY - BOOK TI - An introduction to systematic reviews AU - Gough, David AU - Oliver, Sandy AU - Thomas, James DA - 2012/// PY - 2012 DP - Google Scholar PB - Sage UR - http://www.ebooks.com/880844/an-introduction-to-systematic-reviews/gough-david-ed--oliver-sandy-ed--thomas-james-ed/ AN - UA-e50fa1f9-697b-46bf-b0e0-3d13407587df Y2 - 2015/03/09/23:48:27 KW - AWP2 KW - Research methods ER - TY - JOUR TI - An introduction to the coverage of the Data Citation Index (Thomson-Reuters): Disciplines, document types and repositories AU - Torres-Salinas, Daniel AU - Martín-Martín, Alberto T2 - arXiv preprint arXiv:1306.6584 DA - 2013/// PY - 2013 DP - Google Scholar ST - An introduction to the coverage of the Data Citation Index (Thomson-Reuters) KW - ⛔ No DOI found ER - TY - RPRT TI - An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). A joint report from Aptivate and the Centre for Commonwealth Education (University of Cambridge). Final Report to DfID. AU - Haßler, Björn AU - Hennessy, S. AU - Lord, T. AU - Cross, A. AU - Jackson, A. AU - Simpson, M. CY - Cambridge DA - 2011/// PY - 2011 PB - Aptivate and University of Cambridge ST - An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT) UR - http://www.educ.cam.ac.uk/centres/archive/cce/initiatives/projects/antsit/DfIDANTSITReport_FINAL_2Mb-2.pdf KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:a KW - ⛔ No DOI found ER - TY - JOUR TI - An investigation of mobile learning readiness in higher education based on the theory of planned behavior AU - Cheon, Jongpil AU - Lee, Sangno AU - Crooks, Steven M. AU - Song, Jaeki T2 - Computers & Education AB - This study investigated the current state of college students' perceptions toward mobile learning in higher education. Mobile learning is a new form of learning utilizing the unique capabilities of mobile devices. Although mobile devices are ubiquitous on college campuses, student readiness for mobile learning has yet to be fully explored in the United States. The paper describes a conceptual model, based on the theory of planned behavior (TPB), which explains how college students' beliefs influence their intention to adopt mobile devices in their coursework. Structural equation modeling was used to analyze self-report data from 177 college students. The findings showed that the TPB explained college students' acceptance of m-learning reasonably well. More specifically, attitude, subjective norm, and behavioral control positively influenced their intention to adopt mobile learning. The results provide valuable implications for ways to increase college students' acceptance of mobile learning. DA - 2012/11/01/ PY - 2012 DO - 10.1016/j.compedu.2012.04.015 DP - ScienceDirect VL - 59 IS - 3 SP - 1054 EP - 1064 J2 - Computers & Education LA - en SN - 0360-1315 UR - http://www.sciencedirect.com/science/article/pii/S0360131512000991 Y2 - 2020/04/21/20:29:51 KW - Higher education KW - Mobile learning KW - m-learning KW - m-learning adoption ER - TY - JOUR TI - An Investigation of pre-service teachers' motives for using Instagram: Pre-service teachers' motives for using Instagram AU - Ramazanoğlu, Mehmet AU - Toytok, Esef Hakan T2 - International Journal of Curriculum and Instruction DA - 2021/01/04/ PY - 2021 VL - 13 IS - 1 LA - en SN - 1993-7660 ST - An Investigation of pre-service teachers' motives for using Instagram KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - CONF TI - An investigation of purpose built netbooks for primary school education AU - Cramer, M. AU - Beauregard, R. AU - Sharma, M. T2 - Proceedings of the 8th international conference on interaction design and children DA - 2009/// PY - 2009 DO - 10.1145/1551788.1551796 SP - 36 EP - 43 PB - ACM ST - An investigation of purpose built netbooks for primary school education ER - TY - JOUR TI - An investigation of using a tablet computer for searching on the web and the influence of cognitive load AU - Debue, Nicolas AU - Ou, Nora AU - van de Leemput, Cécile T2 - Tutorials in Quantitative Methods for Psychology DA - 2020/// PY - 2020 DO - 10.20982/tqmp.16.3.p226 DP - Google Scholar VL - 16 SP - 226 EP - 239 KW - __C:filed:1 ER - TY - RPRT TI - An investigative study of the abuse of girls in African schools AU - Leach, Fiona AU - Fiscian, Vivian AU - Kadzamira, Esme AU - Lemani, Eve AU - Machakanja, Pamela DA - 2003/// PY - 2003 DP - Google Scholar KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - An IoT-based deep learning approach to analyse indoor thermal comfort of disabled people AU - Brik, Bouziane AU - Esseghir, Moez AU - Merghem-Boulahia, Leila AU - Snoussi, Hichem T2 - Building and Environment AB - Monitoring the thermal comfort of building occupants is crucial for ensuring sustainable and efficient energy consumption in residential buildings. Existing studies have addressed the monitoring of thermal comfort through questionnaires and activities involving occupants. However, few studies have considered disabled people in the monitoring of thermal comfort, despite the potential for impairments to present thermal requirements that are significantly different from those of an occupant without a disability. Additionally, people with disabilities can experience difficulties in expressing their thermal comfort, which further complicates assessment and monitoring. To overcome this, we propose the development of a new learning model using a deep neural network. Our model can predict the indoor thermal comfort of differently abled people in real time to facilitate remote monitoring. We generated our real dataset using a new Internet of Things (IoT) architecture. Our architecture also includes a data collection scheme to ensure an efficient collection process, enabling the collection of targeted data before transferring them to cloud servers for further data analysis. Experimental results illustrate the reliability of our data collection scheme in gathering useful and targeted data, as well as the efficiency of our deep learning-based model, which achieved an accuracy of 94% and a precision and recall of 98% and 97%, respectively. DA - 2021/10/01/ PY - 2021 DO - 10.1016/j.buildenv.2021.108056 DP - ScienceDirect VL - 203 SP - 108056 J2 - Building and Environment LA - en SN - 0360-1323 UR - https://www.sciencedirect.com/science/article/pii/S0360132321004583 Y2 - 2022/06/03/08:59:38 KW - Building sustainability KW - Deep learning KW - Disabled people KW - Indoor thermal comfort prediction and monitoring KW - Internet of Things (IoT) ER - TY - JOUR TI - An Observational Study of Classroom Acoustical Design and Repetitive Behaviors in Children With Autism AU - Kanakri, Shireen M. AU - Shepley, Mardelle AU - Tassinary, Louis G. AU - Varni, James W. AU - Fawaz, Haitham M. T2 - Environment and Behavior AB - The objective of the present study is to explore the impact of acoustical design on children with autism in school classrooms. Empirical research on this topic will provide information on how interior space features and spatial environment characteristics can be used to support the learning and developmental needs of children with autism. Specifically, the connection between repetitive behaviors and ambient noise levels in school classroom environments was observed in four classrooms. The occurrence of repetitive motor movements, repetitive speech, ear covering, hitting, loud vocalizations, blinking, and verbally complaining in relation to decibel levels were analyzed using Noldus Observer XT software. As hypothesized, a correlation between noise levels and frequency of target behaviors was found; that is, as decibel levels increased, several of the observed behaviors occurred with greater frequency. Further empirical testing is necessary to test a causal relationship between increased ambient noise levels and autism-related behaviors, and sensory discomfort as a mediator of that relationship. Findings are applied to the development of classroom design guidelines. DA - 2017/10// PY - 2017 DO - 10.1177/0013916516669389 DP - DOI.org (Crossref) VL - 49 IS - 8 SP - 847 EP - 873 J2 - Environment and Behavior LA - en SN - 0013-9165, 1552-390X UR - http://journals.sagepub.com/doi/10.1177/0013916516669389 Y2 - 2024/03/27/15:18:07 ER - TY - JOUR TI - An open source machine learning framework for efficient and transparent systematic reviews AU - van de Schoot, Rens AU - de Bruin, Jonathan AU - Schram, Raoul AU - Zahedi, Parisa AU - de Boer, Jan AU - Weijdema, Felix AU - Kramer, Bianca AU - Huijts, Martijn AU - Hoogerwerf, Maarten AU - Ferdinands, Gerbrich AU - Harkema, Albert AU - Willemsen, Joukje AU - Ma, Yongchao AU - Fang, Qixiang AU - Hindriks, Sybren AU - Tummers, Lars AU - Oberski, Daniel L. T2 - Nature Machine Intelligence AB - To help researchers conduct a systematic review or meta-analysis as efficiently and transparently as possible, we designed a tool to accelerate the step of screening titles and abstracts. For many tasks—including but not limited to systematic reviews and meta-analyses—the scientific literature needs to be checked systematically. Scholars and practitioners currently screen thousands of studies by hand to determine which studies to include in their review or meta-analysis. This is error prone and inefficient because of extremely imbalanced data: only a fraction of the screened studies is relevant. The future of systematic reviewing will be an interaction with machine learning algorithms to deal with the enormous increase of available text. We therefore developed an open source machine learning-aided pipeline applying active learning: ASReview. We demonstrate by means of simulation studies that active learning can yield far more efficient reviewing than manual reviewing while providing high quality. Furthermore, we describe the options of the free and open source research software and present the results from user experience tests. We invite the community to contribute to open source projects such as our own that provide measurable and reproducible improvements over current practice. DA - 2021/02// PY - 2021 DO - 10.1038/s42256-020-00287-7 DP - www.nature.com VL - 3 IS - 2 SP - 125 EP - 133 J2 - Nat Mach Intell LA - en SN - 2522-5839 UR - https://www.nature.com/articles/s42256-020-00287-7 Y2 - 2024/01/18/22:39:16 KW - Computational biology and bioinformatics KW - Computer science KW - Medical research KW - SARS-CoV-2 KW - _Added-ailr-2024 ER - TY - THES TI - An Outcomes Evaluation of the School Feeding Project Implemented By Caritas Zimbabwe at Chirongwe Primary School, Masvingo Province AU - Gozo, Shingiriro Persistance DA - 2016/// PY - 2016 DP - Google Scholar M3 - PhD Thesis PB - Lupane State University ER - TY - CONF TI - An Overview of Chatbot Technology AU - Adamopoulou, Eleni AU - Moussiades, Lefteris A2 - Maglogiannis, Ilias A2 - Iliadis, Lazaros A2 - Pimenidis, Elias T3 - IFIP Advances in Information and Communication Technology AB - The use of chatbots evolved rapidly in numerous fields in recent years, including Marketing, Supporting Systems, Education, Health Care, Cultural Heritage, and Entertainment. In this paper, we first present a historical overview of the evolution of the international community’s interest in chatbots. Next, we discuss the motivations that drive the use of chatbots, and we clarify chatbots’ usefulness in a variety of areas. Moreover, we highlight the impact of social stereotypes on chatbots design. After clarifying necessary technological concepts, we move on to a chatbot classification based on various criteria, such as the area of knowledge they refer to, the need they serve and others. Furthermore, we present the general architecture of modern chatbots while also mentioning the main platforms for their creation. Our engagement with the subject so far, reassures us of the prospects of chatbots and encourages us to study them in greater extent and depth. C1 - Cham C3 - Artificial Intelligence Applications and Innovations DA - 2020/// PY - 2020 DO - 10.1007/978-3-030-49186-4_31 DP - Springer Link SP - 373 EP - 383 LA - en PB - Springer International Publishing SN - 978-3-030-49186-4 KW - Artificial Intelligence KW - Chatbot KW - Chatbot architecture KW - Machine learning KW - NLU ER - TY - JOUR TI - An overview of e-learning in China: History, challenges and opportunities AU - Wang, Yan AU - Liu, Xuan AU - Zhang, Zhenhong T2 - Research in Comparative and International Education AB - The Chinese government has attached great importance to the development of e-learning since its emergence in the 1990s. As a consequence of the implementation of a series of policies, China has made significant achievements in the e-learning arena with respect to infrastructure construction, production of resources, academic education, non-academic training, and education for disadvantaged groups. However, due to the constraints of China’s traditional culture, information literacy, and educational mechanisms, challenges have emerged in the implementation of e-learning that need urgently to be addressed. As e-learning in China continues to grow, major research areas such as students’ and teachers’ perspectives on developments in e-learning, teachers’ pedagogical capacity and ongoing professional development in e-learning settings, and the production of more convenient and useful e-learning resources, are likely to be topics of continuing research interest. DA - 2018/03/01/ PY - 2018 DO - 10.1177/1745499918763421 DP - SAGE Journals VL - 13 IS - 1 SP - 195 EP - 210 J2 - Research in Comparative and International Education LA - en SN - 1745-4999 ST - An overview of e-learning in China UR - https://doi.org/10.1177/1745499918763421 Y2 - 2021/09/02/14:09:53 KW - Challenges KW - China KW - ICT in education KW - e-learning KW - professional development KW - successes ER - TY - JOUR TI - An Overview of Evidence Regarding the Impact of Impact Bonds as Innovative Financing Mechanisms for Education in Development Contexts AU - Joynes, Chris AB - This report provides a summary overview of the evidence regarding the impact of impact bonds (including Social Impact Bonds and Development Impact Bonds) in their application as innovative financing mechanisms for supporting education in development contexts. Within the education sector, impact bonds have emerged over the last 4-5 years as one innovative financing mechanism that uses private investment to support social development. From a developmental perspective, this emerging model encompasses two recent and clearly-defined global trends: firstly, an increased focus on programmes that deliver results and, secondly, an increased drive to support collaboration between the public and private sector (Innovative Financing Initiative 2014: v). Evidence suggests that there has been a significant growth in the application of impact bonds in a range of global settings, including for education in low- and middle-income countries (LMICs). These mechanisms are seen to be particularly valuable when operating in complex, fluid contexts (REACH 2017), and, with appropriate design, can also contribute towards the development of wider systemic capacity. DA - 2019/02/25/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14402 Y2 - 2022/12/18/18:16:02 KW - ⛔ No DOI found ER - TY - JOUR TI - An Overview of ICT for Education of Refugees and IDPs AU - Joynes, Chris AU - James, Zoe AB - This rapid review examined examples of ICT approaches to address the education needs of those living in IDP and refugee camps and lessons learned from these experiences. Although ICT is considered a good system to fulfil the education needs within refugee settings, many studies conclude that access to ICTs in schools or at home is not sufficient to improve learning outcomes. It is due to the role of a mentor or tutor figure is seen as key to productive learner engagement with technology, and the effectiveness of ICT-based education is reliant on appropriate teacher training to ensure successful up-take at the classroom level (Tauson & Stannard 2018: 47, 62; UNESCO 2018: 74; Carlson 2013: 30). Secondly, in terms of content, ICTs for education should provide content that is responsive or adaptable to the learners’ level, is implemented in line with the local curriculum and also is relevant to the learners’ context (Tauson & Stannard 2018: 36-38, 61). Despite this potential for ICTs, there remains a broad lack of evidence related to education in refugee settings (Burde et al. 2015; Tauson & Stannard 2018; World Bank 2016). In particular, more information is needed on pedagogic design, on the effective use of ICTs for learning, on the role of ICTs in ensuring continuity of and linkages between learning in formal and non-formal settings, on the role of ICTs in educational data-gathering, and on the cost-effectiveness of ICT-led interventions (Burde et al 2015; Tausin & Stannard 2018; Carlson 2013). In light of the availability of evidence, some of the studies cited here instead supplement their findings by drawing on observational studies, and on studies on effective ICT usage from learners in non-refugee contexts (Burde et al. 2015; Tauson & Stannard 2018). DA - 2018/11/20/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14247 Y2 - 2022/12/18/18:16:04 KW - ⛔ No DOI found ER - TY - GEN TI - An Overview of ICT for Education of  Refugees and IDPs​ AU - Joynes, D. AU - James, Z, DA - 2018/// PY - 2018 PB - Department for International Development ER - TY - JOUR TI - An Overview of Innovative Financing Mechanisms for Education in Development Contexts AU - Joynes, Chris AB - Traditionally, financing for social development in development settings has utilised bonds and guarantees. These mechanisms focused primarily on resource mobilization by leveraging the balance sheets of international finance institutions to make loans. However, since the mid-2000s, innovative financing has encouraged alternative models where private sector actors share the risks and rewards. This report reviews evidence on the use of Social Impact Bonds (SIBs) and Development Impact Bonds (DIBs) in India or other LMICs to deliver results in primary and secondary education. Evidence suggests that, in recent years, there has been a significant growth in the application of impact bonds in a range of global settings, including for education in LMICs. These mechanisms are seen to be particularly valuable when operating in complex, fluid contexts (REACH 2017), and, with appropriate design, can also contribute towards the development of wider systemic capacity. DA - 2019/02/06/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14374 Y2 - 2022/12/18/18:16:07 KW - ⛔ No DOI found ER - TY - JOUR TI - An overview of national AI strategies and policies AU - Angela, ATTREY DA - 2021/// PY - 2021 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - An ROI Ed-Biz Approach for Deploying Mobile Pedagogy AU - McConatha, Douglas T2 - Mobile Pedagogy and Perspectives on Teaching and Learning AB - An ROI Ed-Biz Approach for Deploying Mobile Pedagogy: 10.4018/978-1-4666-4333-8.ch015: The long history and short past of online distance education is posited as a precursor to the monumental changes revolutionizing global educational activity. DA - 2014/// PY - 2014 DO - 10.4018/978-1-4666-4333-8.ch015 DP - www.igi-global.com SP - 250 EP - 267 LA - en UR - https://www.igi-global.com/chapter/an-roi-ed-biz-approach-for-deploying-mobile-pedagogy/78672 Y2 - 2018/06/09/16:52:12 ER - TY - JOUR TI - Análise de programas estruturadores de saúde do Estado de Minas Gerais por meio de indicadores finalísticos AU - Santos, Geovana Maria Carmo AU - Silveira, Mauro César AU - Oliveira, Andre Correa de T2 - Revista do Serviço Público AB - O presente artigo visa analisar a relação entre o gasto nos programas estruturadores da área de saúde, do Governo de Minas Gerais, com os indicadores finalísticos da referida área, entre os anos de 2004 a 2013. Este estudo justifica-se pela possibilidade de se sinalizar a efetividade da alocação de recursos orçamentários, no âmbito da saúde, em face do modelo de Gestão para Resultados adotado pelo governo do estado. Os resultados encontrados sugerem uma forte correlação entre as variáveis, a despeito de três correlações consideradas não significativas, pelos cálculos estatísticos, e de uma das correlações que sinalizou uma relação contrária ao esperado. A análise de regressão confirmou a relação linear entre as variáveis, para os casos que se comportaram conforme a hipótese deste trabalho. A partir das entrevistas realizadas com dois gestores estaduais, apreende-se que, embora os indicadores não influam diretamente sobre a alocação de recursos, estes orientam o processo de implementação das políticas, sob uma perspectiva de priorização, e consistem, também, em importantes mecanismos para aperfeiçoamento do processo de gestão. DA - 2016/09/30/ PY - 2016 DO - 10.21874/rsp.v67i3.713 DP - revista.enap.gov.br VL - 67 IS - 3 SP - 433 EP - 462 LA - pt SN - 2357-8017 UR - https://revista.enap.gov.br/index.php/RSP/article/view/713 Y2 - 2022/12/04/12:33:43 KW - Author:OpenDevEd ER - TY - RPRT TI - Analysing Cost-Effectiveness Of Raising Learning For Marginalised Girls Through Camfed'S Programme: Methodological A Methodological Note AU - Delprato, Marcos AU - Alcott, Benjamin AU - Rose, Pauline AU - Sabates, Ricardo AB - 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. DA - 2017/10/01/ PY - 2017 DP - DataCite LA - en PB - Zenodo ST - Analysing Cost-Effectiveness Of Raising Learning For Marginalised Girls Through Camfed'S Programme UR - https://zenodo.org/record/1247324 Y2 - 2018/06/08/15:01:12 ER - TY - JOUR TI - Analysing Digital Literacy Frameworks AU - Rosado, Eliana AU - Belisle, Claire AB - This paper presents the comparative analysis of ten frameworks for ICT and Education. These frameworks have been selected as representative of the different policies and strategies deployed by governments from the turn of the century to 2005 to address the digital literacy educational challenge. The analysis focuses on the characteristics of these frameworks, and on the ultimate results that have been attributed to them. A more detailed description of each one can be found in the accompanying information files that make up the annexes. Résumé : Ce document comporte une analyse comparative de dix programmes-cadres pour l'intégration des technologies de l'information et de la communication dans l'éducation. Ces programmes ont été sélectionnés en tant que représentatifs des différentes politiques et stratégies d'éducation mises en oeuvre par les gouvernements ces dix dernières années pour répondre au défi de la litéracie numérique. Cette analyse porte principalement sur les caractéristiques de ces programmes et sur les résultats qui leur ont été attribués. Une description plus complète de chaque programme est accessible dans le document annexe. DA - 2006/01/01/ PY - 2006 DP - ResearchGate KW - ⛔ No DOI found ER - TY - JOUR TI - Analysing training needs of TVET teachers in South Africa. An empirical study AU - Zinn, Bernd AU - Raisch, Kevin AU - Reimann, Jennifer T2 - International Journal for Research in Vocational Education and Training AB - Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions. Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted. Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of “Ambitions Goals” have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers’ basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers’ salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques. Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa. DA - 2019/// PY - 2019 DO - 10.13152/IJRVET.6.2.4 ER - TY - CHAP TI - Analysis and Improvement of Classroom Teaching Based on Artificial Intelligence AU - Sun, Zhong AU - Yu, Zi Chun AU - Xu, Fei Yun T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - Common classroom teaching analysis, which has focused on counting and coding the teacher-student behaviors and discourse interactions, faces many difficulties as content-free, low efficiency, and small scale in analysis. To overcome these shortcomings, and foster high-quality classroom teaching, the current study proposes a blended human and Artificial Intelligence (AI) technology for classroom teaching analysis named as TESTII. It consists of five steps identifying teaching events, sequencing the pedagogies of classroom teaching structure, analyzing teacher-student interaction, interpreting teaching meaning, and providing improvement strategies for high-quality classroom teaching. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 105 EP - 121 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 UR - https://doi.org/10.1007/978-3-031-09687-7_7 Y2 - 2024/02/23/23:57:15 KW - Artificial intelligence KW - Classroom teaching analysis KW - Teaching events KW - Teaching structure ER - TY - JOUR TI - Analysis of factors affecting pupil performance in Malawi’s primary schools based on SACMEQ survey results AU - Mulera, David Mc W.J. AU - Ndala, Ken Kaziputa AU - Nyirongo, Richard T2 - International Journal of Educational Development AB - The paper employs techniques of multilevel modelling and geographical information systems (GIS) on Malawi’s SACMEQ1 I, II and III data to identify factors affecting pupil performance in primary education of Malawi. The study reveals that in some districts pupils performed much better than others. Whilst in majority of cases the achievement levels of pupils were closely associated with the levels of inputs and services, there were some districts that did not demonstrate a positive correlation. The analysis further shows that pupils’ low socioeconomic status, high pupil-teacher ratios and the more time head teachers spent in teaching other than on school management were more significant factors that negatively affected pupil performance. DA - 2017/05// PY - 2017 DO - 10.1016/j.ijedudev.2017.04.001 DP - DOI.org (Crossref) VL - 54 SP - 59 EP - 68 J2 - International Journal of Educational Development LA - en SN - 07380593 UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059317302055 Y2 - 2021/03/07/17:48:49 KW - _C:Botswana BWA KW - _C:Colombia COL KW - _C:Kenya KEN KW - _C:Laos LAO KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:South Africa ZAF KW - _C:Thailand THA KW - _C:Uganda UGA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Analysis of Rural-Based Pre-Service Teachers Spatial-Visualisation Skills in Problem Solving in Vector Calculus Using MATLAB AU - Amevor, Godfred AU - Bayaga, Anass AU - Bosse, Michael T2 - International Journal of Emerging Technologies in Learning (iJET) DA - 2021/05/25/ PY - 2021 DO - 10.3991/ijet.v16i10.19269 VL - 16 J2 - International Journal of Emerging Technologies in Learning (iJET) KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Analysis of the ICILS 2018 Results by Korean Students' Educational Experience in Computer and Information Literacy and Computational Thinking AU - Jeon, Seongkyun AU - Son, Yoonhee AU - Park, Sangwook T2 - The Journal of Korean association of computer education DA - 2020/// PY - 2020 DP - Google Scholar VL - 23 IS - 3 SP - 1 EP - 8 UR - https://koreascience.kr/article/JAKO202023852335493.page Y2 - 2024/03/04/15:12:52 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - Analysis of the reporting of search strategies in Cochrane systematic reviews AU - Yoshii, Adriana AU - Plaut, Daphne A. AU - McGraw, Kathleen A. AU - Anderson, Margaret J. AU - Wellik, Kay E. T2 - Journal of the Medical Library Association : JMLA AB - Background: The Cochrane Handbook for Systematic Reviews of Interventions provides instructions for documenting a systematic review's electronic database search strategy, listing elements that should be in the description. Complete documentation of the search strategy allows readers to evaluate the search when critically appraising a review's quality. Objective: The research analyzed recently published Cochrane reviews to determine whether instructions for describing electronic database search strategies were being followed. Methods: Eighty-three new reviews added to the Cochrane Database of Systematic Reviews in the first quarter of 2006 were selected for analysis. Eighteen were subsequently excluded because their searches were conducted only in the specialized registers of Cochrane review groups. The remaining sixty-five reviews were analyzed for the seven elements of an electronic database search strategy description listed in the Cochrane Handbook, using dual review with consensus. Results: Of the 65 reviews analyzed, none included all 7 recommended elements. Four reviews (6%) included 6 elements. Thirty-two percent (21/65) included 5 or more elements, with 68% (44/65) including 4 or fewer. Three included only 2 elements. The 65 reviews represented 41 different Cochrane review groups. Conclusion: The instructions from the Cochrane Handbook for reporting search strategies are not being consistently employed by groups producing Cochrane reviews. DA - 2009/01// PY - 2009 DO - 10.3163/1536-5050.97.1.004 DP - PubMed Central VL - 97 IS - 1 SP - 21 EP - 29 J2 - J Med Libr Assoc SN - 1536-5050 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2605027/ Y2 - 2021/04/17/19:27:32 ER - TY - RPRT TI - Analysis report of data collected in Temeke schools AU - Toyinbo, Oluyemi AU - Villavicencio, Xuzel AU - Waziri, Nafisa AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1116 DA - 2023/12/31/T00:00:00.000Z PY - 2023 LA - en M3 - Report PB - Open Development & Education UR - https://docs.opendeved.net/lib/BJ7JH7MU KW - Internal KW - _r:AddedByMyEducationEvidence ER - TY - PAT TI - Analyzing messages with typographic errors due to phonemic spellings using text-to-speech and speech-to-text algorithms AU - Pore, Meenal AU - Sengeh, David Moinina A2 - United States C1 - 2018-03-20 C2 - 2019-10-01 C3 - US DA - 2019/10/01/ PY - 2019 LA - en M1 - US15/925,888 PB - International Business Machines Corp SN - US10431201B1 UR - https://patents.google.com/patent/US10431201B1/en Y2 - 2020/09/01/18:37:26 KW - api KW - audio file KW - speech KW - text KW - text message ER - TY - JOUR TI - Analyzing the Determinants of the Matching of Public School Teachers to Jobs: Disentangling the Preferences of Teachers and Employers AU - Boyd, Donald AU - Lankford, Hamilton AU - Loeb, Susanna AU - Wyckoff, James T2 - Journal of Labor Economics DA - 2013/01// PY - 2013 DO - 10.1086/666725 DP - DOI.org (Crossref) VL - 31 IS - 1 SP - 83 EP - 117 J2 - Journal of Labor Economics LA - en SN - 0734-306X, 1537-5307 ST - Analyzing the Determinants of the Matching of Public School Teachers to Jobs UR - https://www.journals.uchicago.edu/doi/10.1086/666725 Y2 - 2022/01/05/21:09:03 ER - TY - JOUR TI - Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action AU - Espino-Díaz, Luis AU - Fernandez-Caminero, Gemma AU - Hernandez-Lloret, Carmen-Maria AU - Gonzalez-Gonzalez, Hugo AU - Alvarez-Castillo, Jose-Luis T2 - Sustainability AB - This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today. DA - 2020/01// PY - 2020 DO - 10.3390/su12145646 DP - www.mdpi.com VL - 12 IS - 14 SP - 5646 LA - en ST - Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift UR - https://www.mdpi.com/2071-1050/12/14/5646 Y2 - 2020/08/12/17:20:06 KW - COVID-19 KW - ICT KW - __C:filed:1 KW - neuroeducation KW - stress KW - teachers ER - TY - JOUR TI - Analyzing the past to prepare for the future: writing a literature review AU - Webster, J AU - Watson, RT T2 - MIS Quarterly DA - 2002/// PY - 2002 VL - 26 IS - 2 SP - – LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Animal Sourced Foods (ASF): Evidence on Stunting and Programmes to Increase Consumption AU - Bolton, Laura AB - Animal source foods (ASF) are an important source of nutrients. They are a particularly good source of iron and zinc which prevents stunting. The main factors affecting ASF consumption that were discussed in the literature identified were nutritional knowledge, price, and livestock production. Broader links between poverty and ASF were not discussed within the scope of this report. Nutritional knowledge should first be assessed before education programmes are devised. Many communities have nutritional knowledge and the cost of ASFs was found to be the biggest barrier. Price ratios show how unaffordable ASFs are in poorer regions. Livestock production tends to be positively associated with increased ASF consumption. Increased risk of diseases passed on by animals should be considered. Information may also need to be given so that breast-feeding is not replaced by milk consumption in households that own cows. A small number of intervention evidence was identified in this rapid review though the list is unlikely to be exhaustive. ASF consumption was found to increase in Nepal following a poverty alleviation programme with a focus on livestock production. A health and nutrition education programme in India found a significant increase in egg consumption. A school-feeding programme which supplemented children with eggs found positive results on stunting. There are concerns over the environmental impact of animal production which warrant attention. There wasn’t scope within this report to explore ASF alternatives which may also improve stunting. DA - 2019/08/07/ PY - 2019 DP - opendocs.ids.ac.uk LA - en ST - Animal Sourced Foods (ASF) UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14660 Y2 - 2022/12/18/18:13:08 KW - ⛔ No DOI found ER - TY - JOUR TI - Annotated Bibliography: Approaches to psycho-social support in protracted crises AU - Boateng, Pearl AB - This annotated bibliography highlights 14 key resources drawn from the studies which underpinned the questions answered in this helpdesk report. Some selection criteria included the source’s relevance to the query, recent publication, contextual relevance and methodology. The sources below are grouped into three sets: those selected based on their relevance to the Syrian context; those selected based on their focus on evidence of best practice psycho-social support in conflict/post-conflict settings; toolkits and guidelines to support decision-making and practitioners DA - 2017/06/15/ PY - 2017 DP - opendocs.ids.ac.uk LA - en ST - Annotated Bibliography UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13085 Y2 - 2022/12/18/18:13:10 KW - ⛔ No DOI found ER - TY - BLOG TI - Announcement of the EdTech Hub: UK aid funds world’s biggest educational technology research project – Open Development & Education DA - 2019/06/18/ PY - 2019 LA - en-GB ST - Announcement of the EdTech Hub UR - https://opendeved.net/2019/06/18/announcement-of-the-edtech-hub-uk-aid-funds-worlds-biggest-educational-technology-research-project/ Y2 - 2020/04/03/20:52:41 KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Annual Report AU - Roger Federer Foundation DA - 2018/// PY - 2018 PB - Roger Federer Foundation - UR - https://rogerfedererfoundation.org/assets/publication/pdf/annual-reports/Roger_Federer_Foundation_Annual_Report_2018.pdf Y2 - 2021/04/15/14:33:11 ER - TY - GEN TI - 'Another Way of Looking' (on hearing the Death of Muammar al-Gaddafi AU - Ajadi, S.B. DA - 2011/// PY - 2011 LA - en ER - TY - JOUR TI - Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation AU - Wang, Hui AU - Hall, Nathan C. AU - Taxer, Jamie L. T2 - Educational Psychology Review AB - Emotional labor represents a long-standing area of research that since its initial development by Hochschild (1983) has been increasingly explored to understand why and how teachers manage and express their emotions in class. However, previous studies investigating teachers’ emotional labor have utilized varying conceptual frameworks and have often shown inconsistent effects, particularly concerning deep acting (i.e., the internalization of desired emotions such that expressed emotions are more consistent with experienced emotions). The current systematic review aimed to outline and summarize existing research findings on teachers’ emotional labor and is supplemented by a meta-analytic investigation on the connection between teachers’ emotional labor and psychological well-being. Practical implications, limitations, and directions for future research are discussed. DA - 2019/09// PY - 2019 DO - 10.1007/s10648-019-09475-3 DP - DOI.org (Crossref) VL - 31 IS - 3 SP - 663 EP - 698 J2 - Educ Psychol Rev LA - en SN - 1040-726X, 1573-336X ST - Antecedents and Consequences of Teachers’ Emotional Labor UR - http://link.springer.com/10.1007/s10648-019-09475-3 Y2 - 2021/03/07/18:05:33 KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Poland POL KW - _C:Romania ROU KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Antigua and Barbuda: Safe Education Sector Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1041 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/HUDXH62H KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Antigua and Barbuda: Safe Education Sector Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education ST - Antigua and Barbuda UR - https://docs.opendeved.net/lib/HUDXH62H Y2 - 2023/12/06/16:56:36 ER - TY - ELEC TI - Antwort der Bundesregierung auf die Kleine Anfrage: Anwerbung von Pflege- und Gesundheitsfachkräften durch die Deutsche Gesellschaft für Internationale Zusammenarbeit, Zentrale Auslands- und Fachvermittlung und die Bundesagentur für Arbeit im Rahmen des Projekts „Triple Win“, Bundestags-Drucksache 19/16732. AU - Bundesregierung DA - 2020/// PY - 2020 UR - https://dserver.bundestag.de/btd/19/167/1916732.pdf Y2 - 2022/05/03/13:25:33 ER - TY - RPRT TI - Apart but Connected: Online Tutoring and Student Outcomes during the COVID-19 Pandemic AU - Carlana, Michela AU - Ferrara, Eliana DA - 2021/02// PY - 2021 LA - en M3 - HKS Faculty Research Working Paper Series SN - RWP21-001 UR - https://www.hks.harvard.edu/publications/apart-connected-online-tutoring-and-student-outcomes-during-covid-19-pandemic#citation KW - Final_citation ER - TY - JOUR TI - 'Apoptosis in City Systems: A Biomimetic Approach to City Regeneration' AU - Ajadi, S.B. T2 - Journal of Planning and Construction Management DA - 2014/// PY - 2014 DO - 10.10520/EJC136877 VL - 3 IS - 1 SP - 589 EP - 607 LA - en KW - ⚠️ Invalid DOI ER - TY - JOUR TI - App clusters: Exploring patterns of multiple app use in primary learning contexts AU - Howard, Sarah K. AU - Yang, Jie AU - Ma, Jun AU - Maton, Karl AU - Rennie, Ellie T2 - Computers & Education DA - 2018/// PY - 2018 DO - 10.1016/j.compedu.2018.08.021 DP - Google Scholar VL - 127 SP - 154 EP - 164 ST - App clusters KW - __C:filed:1 ER - TY - CHAP TI - Appendix 1. Annotated bibliography AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/AQFVDKFE KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:aa1 ER - TY - GEN TI - Appendix 1: Statistical Methods. In: Do cognitive interventions improve general cognition in dementia? A meta-analysis and meta-regression AU - Huntley, J. D. AU - Gould, R. L. AU - Liu, K. AU - Smith, M. AU - Howard, R. J. DA - 2015/04/01/ PY - 2015 DP - bmjopen.bmj.com LA - en PB - British Medical Journal Publishing Group ST - Appendix 1: Statistical Methods. In: Do cognitive interventions improve general cognition in dementia? A meta-analysis and meta-regression UR - https://bmjopen.bmj.com/content/suppl/2015/04/02/bmjopen-2014-005247.DC1/bmjopen-2014-005247supp_appendix.pdf Y2 - 2023/11/02/22:10:13 KW - GERIATRIC MEDICINE ER - TY - CHAP TI - Appendix 2. Methodology for the Interviews and Structured Community Review AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/75QW3PXV KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:aa2 ER - TY - CHAP TI - Appendix 3. Results of the SCR AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/VB4ETU5N KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:aa3 ER - TY - CHAP TI - Appendix 4. Bibliography AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/D3CVDNNS KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:aa4 ER - TY - CHAP TI - Appendix 5. List of Additional Materials AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/ZDJEC4K7 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:aa5 ER - TY - CONF TI - Application and Research of Basketball Tactics Teaching Assisted by Computer Multimedia Technology AU - Yu, Lei AU - Li, Dong AU - Chen, Dong AU - Li, Wenbin C3 - International conference on Big Data Analytics for Cyber-Physical-Systems DA - 2019/// PY - 2019 DP - Google Scholar SP - 821 EP - 828 PB - Springer KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Application of Crime Risk Mapping Within the School Focus Area in Kota Kinabalu Using GIS AU - Kalang, Lizalin AU - Eboy, Oliver AB - Crime is an inevitable social problem that is facing by most countries around the world. Criminal behaviour brings a significant negative consequence of urban development. A lot of changes will occur to the economic, demographic, political, cultural, technological and social because of urbanization. The rise in crime issues due to urban development lead urban schools to be threatened with criminal activity. Regarding this, school safety should not be compromised for schools in the city, especially in high schools. Lack of research on criminal issues from many disciplines, especially in Geography is one of the major cause of ineffectiveness in crime prevention. Geographic Information System (GIS) is a system based on the use of computers for the purpose of obtaining, storing, analyzing and presenting spatial data. This paper focuses on the application of GIS as a tool used in geography for crime mapping. Thus, the purpose of this paper is to provide recommendations for high-risk crime mapping for schools in Kota Kinabalu area. The objectives of this study are identifying the type of crime in the study area and identify the behavioural patterns of the crime using GIS analysis. This study using the property and violent crime statistics data of Kota Kinabalu city for the year 2018 obtained from Sabah's Contingent Headquarters (IPK) in Kepayan. GIS analysis used in this study includes classification, interpolation using Inverse Distance Weight (IDW), buffering, and overlay. Based on the findings in this study, all zones in the study area are affected by property and violent crime. There are high schools located in areas with a high risk of property and violent crime Meanwhile, the high school that affected by both types of crime is Sekolah Menengah Agama Toh Puan Hajah Rahmah. DA - 2019/12/01/ PY - 2019 DP - ResearchGate KW - ⛔ No DOI found ER - TY - CHAP TI - Application of Language Models for the Segmentation of Website Visitors AU - Stöckl, Andreas AU - Krauss, Oliver T2 - Intelligent Systems and Applications A2 - Arai, Kohei CY - Cham DA - 2024/// PY - 2024 DP - DOI.org (Crossref) VL - 824 SP - 807 EP - 821 LA - en PB - Springer Nature Switzerland SN - 978-3-031-47714-0 978-3-031-47715-7 UR - https://link.springer.com/10.1007/978-3-031-47715-7_54 Y2 - 2024/02/23/17:11:16 ER - TY - CONF TI - Application of Machine Learning and Artificial Intelligence Technology in Mobile Communication Network AU - Huang, Shutong C3 - 2023 International Conference on Network, Multimedia and Information Technology (NMITCON) DA - 2023/// PY - 2023 DO - 10.1109/NMITCON58196.2023.10276346 DP - Google Scholar SP - 1 EP - 6 PB - IEEE UR - https://ieeexplore.ieee.org/abstract/document/10276346/ Y2 - 2024/03/12/20:59:22 ER - TY - JOUR TI - Application of Multitemporal Landsat Data in Mapping of Saline Soil in Kano River Irrigation Scheme (KRIS) AU - Mohammed, Dahiru AU - Maina, M. M. AU - Audu, I. AU - Tudunwada, I. Y. AU - Nasiru, N. K. AU - Nasidi, N. M. AU - Umar, S. E. T2 - FUDMA JOURNAL OF SCIENCES AB - Soil salinization is becoming a more serious issue threatening agricultural production and the sustainable use of land resources. Crop roots are unable to absorb water from the soil when exposed to saline conditions. This study explored the potential of Landsat imagery in detecting and mapping saline soil in the Kano River Irrigation Scheme (KRIS).  Samples of soil were collected from thirty-nine (39) sectors of the KRIS for ground truthing on 20th – 25th April, 2020. Electrical Conductivity (EC) of field samples were correlated with band values of satellite images and salinity indices in order to determine their relationship and assess their effectiveness in predicting soil salinity. Using a geospatial approach, the data was analyzed and maps of salt-affected areas were generated. ArcGIS 10.6 was used as the primary package for modeling and running functions. The result has shown that the EC values over the entire study area are greater than 1.3 dS/m. However, the mean value of EC is approximately 1.91 dS/m. The implication is that, most of the vegetables such as Onion, Carrot, and Beans grown in the KRIS will experience yield reduction without appropriate management practice as their threshold value has been exceeded. DA - 2023/02/28/ PY - 2023 DO - 10.33003/fjs-2023-0701-1280 DP - DOI.org (Crossref) VL - 7 IS - 1 SP - 193 EP - 200 J2 - FJS SN - 2616-1370, 2645-2944 UR - https://www.fjsadmin.fudutsinma.edu.ng/index.php/fjs/article/view/1280 Y2 - 2024/03/27/12:31:03 ER - TY - JOUR TI - Application of Multitemporal Landsat Data in Mapping of Saline Soils in Kano River Irrigation Scheme (KRIS T2 - FUDMA Journal of Sciences (FJS) ISSN online: 2616-1370 ISSN print DA - 2023/// PY - 2023 DO - 10.33003/fjs-2023-0701-1280 VL - 7 IS - 1 SP - 2645 EP - 2944 LA - en UR - https://doi.org/10.33003/fjs-2023-0701-1280. ER - TY - THES TI - Application of the constructivist methods of teaching-learning through the use of information and communication technologies (ICTs) in Zambian Schools: A case of three Secondary Schools in Lusaka AU - Bahufite, Eric DA - 2015/// PY - 2015 DP - Google Scholar M3 - PhD Thesis PB - The University of Zambia ST - Application of the constructivist methods of teaching-learning through the use of information and communication technologies (ICTs) in Zambian Schools KW - __C:filed:1 ER - TY - JOUR TI - Applications of machine learning and deep learning methods for climate change mitigation and adaptation AU - Ladi, Tahmineh AU - Jabalameli, Shaghayegh AU - Sharifi, Ayyoob T2 - Environment and Planning B: Urban Analytics and City Science AB - Climate change is a global issue that must be considered and addressed immediately. Many articles have been published on climate change mitigation and adaptation. However, new methods are required to explore the complexities of climate change and provide more efficient and effective adaptation and mitigation policies. With the advancement of technology, machine learning (ML) and deep learning (DL) methods have gained considerable popularity in many fields, including climate change. This paper aims to explore the most popular ML and DL methods that have been applied for climate change mitigation and adaptation. Another aim is to determine the most common mitigation and adaptation measures/actions in general, and in urban areas in particular, that have been studied using ML and DL methods. For this purpose, word frequency analysis and topic modeling, specifically the Latent Dirichlet allocation (LDA) as a ML algorithm, are used in this study. The results indicate that the most popular ML technique in both climate change mitigation and adaptation is the Artificial Neural Network. Moreover, among different research areas related to climate change mitigation and adaptation, geoengineering, and land surface temperature are the ones that have used ML and DL algorithms the most. DA - 2022/05// PY - 2022 DO - 10.1177/23998083221085281 DP - DOI.org (Crossref) VL - 49 IS - 4 SP - 1314 EP - 1330 J2 - Environment and Planning B: Urban Analytics and City Science LA - en SN - 2399-8083, 2399-8091 UR - http://journals.sagepub.com/doi/10.1177/23998083221085281 Y2 - 2024/02/24/11:11:40 ER - TY - CHAP TI - Applications of Remote Sensing and Geographic Information System (GIS) on Environmental Management – a synoptic view AU - Tudunwada, I.Y. T2 - Paper presented to the Nigerian Environmental Society on CY - Dorayi, Kano DA - 2009/// PY - 2009 LA - en PB - Imamu Wali Training Center ER - TY - BOOK TI - Applications of Remote Sensing in Horticulture, being key note address to the 32nd Annual Conference of the Horticultural Society of Nigeria (HORTSON AU - Tudunwada, I.Y. CY - Abeokuta DA - 2014/// PY - 2014 SP - 20 – LA - en PB - Federal university of Agriculture ER - TY - RPRT TI - Applying Behavioural Insights in EdTech - An incomplete guide AU - Owen, Hannah AU - Chadeesingh, Lal AU - Arnold, Brian DA - 2020/// PY - 2020 UR - https://media.nesta.org.uk/documents/Applying_Behavioural_Insights_EdTech.pdf Y2 - 2020/10/23/13:18:53 ER - TY - JOUR TI - Applying the flipped classroom instructional model to rural online tutoring program in upper elementary mathematics AU - Chen, Q. AU - Kao, T.-C. T2 - Contemporary Educational Research Quarterly AB - Purpose The purpose of the study is to investigate the effectiveness of applying the Flipped Classroom Instructional Model to the rural online tutoring program for Upper Elementary Mathematics. Design/methodology/approach The study took the unequal-group pretest-posttest quasiexperimental design to conduct the teaching experiment. The research setting was the Digital Partner Online Tutoring Program of National Dong-Hwa University, which was supported by the Ministry of Education of Taiwan government. The participants consist of 54 upper grade students from rural elementary schools, with 25 students in the experimental group and 29 students in the control group. The effectiveness of the experiment was detected by the factorial design of covariance with pretest as covariate and grade level as moderator. Findings The results of the study indicated that the experimental group's overall learning performance on posttests was significantly better than the control group's after the effect of pretests had been controlled. And the differences all achieved medium effect size. Among the four mathematical concepts, the differences on the two more advanced ones, "Common Factor" and "Common Multiple" even achieved large effect size. Originality/value The application of "Flipped classroom model" in various fields provides a prospective possibility for teaching innovation. Its critical factors, "using technology" and "participatory interaction", exactly match the characteristics of the on-line tutoring program, including the on-line learning environment and the one-on-one interaction. The study provides empirical evidence for the effectiveness of applying the Flipped Classroom Model to the online tutoring program. © Centre for Educational Research and Evaluation 2019. DA - 2019/// PY - 2019 DO - 10.6151/CERQ.201906_27(2).0001 VL - 27 IS - 2 SP - 1 EP - 37 J2 - Contemp. Educ. Res. Q. LA - English; Chinese SN - 18144810 (ISSN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081669374&doi=10.6151%2fCERQ.201906_27%282%29.0001&partnerID=40&md5=1277386e12e6f5131f65e92008a4ff1a DB - Scopus KW - Flipped classroom instructional model KW - On-line tutoring KW - Remedial instruction KW - Upper elementary mathematics KW - _AcademicRecoveryOECS ER - TY - JOUR TI - Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence Evaluation Routine (EVER) AU - Kucirkova, Natalia AU - Brod, Garvin AU - Gaab, Nadine T2 - npj Science of Learning DA - 2023/09/06/ PY - 2023 DO - 10.1038/s41539-023-00186-7 DP - www.nature.com VL - 8 IS - 1 SP - 35 J2 - npj Sci. Learn. LA - en SN - 2056-7936 UR - https://www.nature.com/articles/s41539-023-00186-7 Y2 - 2024/01/23/03:34:25 KW - Education KW - Final_citation KW - Human behaviour KW - Policy KW - existing ER - TY - BOOK TI - Apprenticeship in a Globalised World: Premises, Promises and Pitfalls AU - Akoojee, Salim AB - In April 2013, the International Network on Innovative Apprenticeship (INAP) hosted its fifth international conference in Johannesburg, South Africa, in co-operation with the International Labor Organization (ILO), bringing together researchers, policy makers, and practitioners from 34 nations. The title of the conference - "Apprenticeship in a Globalized World: Premises, Promises and Pitfalls" - points out the need for apprenticeship to deliver on its promise of workplace skills and for it to develop and change as world economies develop. An international exchange of ideas among researchers from all over the world is necessary to identify cases of good practice and facilitate the transfer of knowledge and innovation, also within the frame of informal apprenticeships. This book, a summary of the papers presented and discussed at the Johannesburg conference, is split up equally into five key topics: Introducing Apprenticeship: Backgrounds, Changes, and Difficulties * Enabling Learning Opportunities in Workplaces and Informal Contexts * Competence Assessment and Development * Managing Transitions from VET into the World of Work * Curriculum Design, Apprenticeships, and National Qualification Frameworks. (Series: Bildung und Arbeitswelt - Vol. 27) DA - 2013/// PY - 2013 DP - Google Books SP - 259 LA - en PB - LIT Verlag Münster SN - 978-3-643-90352-5 ST - Apprenticeship in a Globalised World KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - Education / Professional Development KW - publicImportV1 ER - TY - BOOK TI - Apprenticeship Strategies Among Dii Potters from Cameroon, West Africa AU - Wallaert, H DA - 2008/// PY - 2008 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Cameroon KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - T:Lehrlingsausbildung KW - T:apprentice KW - publicImportV1 ER - TY - JOUR TI - Apprentissages scolaires et technologies numériques: une revue critique des méta-analyses AU - Leroux, Gabrielle AU - Monteil, Jean-Marc AU - Huguet, Pascal T2 - L’Année psychologique DA - 2017/// PY - 2017 DO - 10.4074/s0003503317004018 DP - Google Scholar VL - 117 IS - 4 SP - 433 EP - 465 ST - Apprentissages scolaires et technologies numériques KW - __C:filed:1 KW - literature / systematic review ER - TY - JOUR TI - Approaches and Models for Teaching Digital Ethics in Information Systems Courses–A Review of the Literature AU - Paltiel, Minna AU - Cheong, Marc AU - Coghlan, Simon AU - Lederman, Reeva T2 - Australasian Journal of Information Systems DA - 2023/// PY - 2023 DO - 10.3127/ajis.v27i0.4517 DP - Google Scholar VL - 27 UR - https://journal.acs.org.au/index.php/ajis/article/view/4517 Y2 - 2024/02/24/08:49:26 ER - TY - RPRT TI - Approaches to Designing Justice-oriented MOOCs. Presentation to Centre for Innovation in Learning and Teaching (CILT), University of Cape Town AU - Adam, Taskeen AB - An output of the Open Development & Education, https://.opendeved.net/ CN - 1017 DA - 2023/// PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/MPNUETXM KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - Approaches to Managing Public Sector Basic Education Systems for Delivery of School and Classroom-Focused Results AU - Joynes, Chris AB - This report provides a summary of global evidence on effective approaches to improving and reforming public sector basic education systems with a particular focus on delivery of school and classroom-focused results. In keeping with the request, the scope of the report focusses primarily on emerging practices associated with financial management, HR Management, and the use of data-gathering and evidence to inform decision-making at all levels of the system. DA - 2018/04/18/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13780 Y2 - 2022/12/18/18:13:12 KW - ⛔ No DOI found ER - TY - JOUR TI - Approaches to Open Education and Social Justice Research AU - Lambert, Sarah AU - Czerniewicz, Laura T2 - Journal of Interactive Media in Education AB - Article: Approaches to Open Education and Social Justice Research DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.584 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 1 LA - en SN - 1365-893X UR - http://jime.open.ac.uk/articles/10.5334/jime.584/ Y2 - 2020/07/11/18:36:09 ER - TY - JOUR TI - Approaches to providing psycho -social support for children, teachers and other school staff, and social and emotional learning for children in protracted conflict situations AU - Mattingly, Jacqui AB - Whilst the provision of psychosocial activities is regularly mentioned in documents referring to the humanitarian response to education, there is a dearth of literature that refers to exactly what these programmes consist of, and how effective they are. There is, however, widespread recognition of the importance of providing psycho-social interventions to counter the impact of traumatisation on children and youth’s well-being and mental health, which can manifest in depression, shame, withdrawal or aggression. DA - 2017/06/08/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13095 Y2 - 2022/12/18/18:13:13 KW - ⛔ No DOI found ER - TY - JOUR TI - Approaches to providing psycho-social support for teachers and other school staff in protracted conflict situations AU - Ahmed, Hassan AB - This report summarises available literature and evidence relating to the above two specific questions. The geographical focus of this research is Syria and neighbouring countries. However, examples of evidence from different contexts are also drawn to inform this review. Education and psychosocial support are purported to have a dynamic and mutually reinforcing relationship. The Education For All (EFA) Global Monitoring Report for 2011 (UNESCO 2011) focused on education in conflict settings and recognised the importance of psychosocial interventions in addressing the negative effects of conflict, including depression, trauma, shame and withdrawal, which can have significant consequences for individual learning. According to UNICEF (2009) effective child-centred learning is important in promoting the psychosocial well-being of both learners and teachers. Evidence shows that students’ relationships with teachers are important predictors for academic performance and positive health and social behaviours. Several meta-studies identified perceptions of teacher fairness and teacher respect for students as important contributors to resilience and psychosocial wellbeing. DA - 2017/06/13/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13084 Y2 - 2022/12/18/18:13:15 KW - ⛔ No DOI found ER - TY - CHAP TI - Approaches to teacher professional development in low-to-middle-income countries AU - Power, Tom T2 - Sustainable English language teacher development at scale: lessons from Bangladesh AB - This chapter begins by situating discussion of approaches to teacher development (TD) in the context of the grand societal challenge of Education for All (UNESCO 2014), as written into the earlier Millennium Development Goals (MDGs) and now Sustainable Development Goal (SDG) 4:‘to ensure inclusive and equitable quality education for all.’ This goal cannot be met without addressing the stark and urgent need for greater numbers of teachers who are adequately equipped with the knowledge and skills to enable effective student learning. Drawing upon personal experiences of work with teachers in LMICs over nearly two decades, the chapter argues against ‘blaming teachers’ for poor student learning outcomes, and advocates instead the development of better understandings of the often challenging contexts in which teachers practise. The chapter then critically examines common approaches to TD that have often failed adequately to equip teachers for classroom practice, outlining a broadly supported agenda for reform. Recent literature has begun to identify certain characteristics of TD programmes that are increasingly associated with effective student outcomes, in what may be an emerging consensus. These characteristics are briefly outlined, before the chapter closes with lessons learned from English in Action. EIA has both contributed to and benefitted from this emerging evidence base and Chapter 5 illustrates how the implementation of EIA exemplifies such characteristics through a cohesive programme design. CY - London DA - 2019/// PY - 2019 SP - 47 EP - 65 PB - Bloomsbury Academic UR - https://bit.ly/3r82ePY KW - Important KW - Read ER - TY - JOUR TI - Appropriateness and adequacy of teaching and learning resources and students’ industrial attachment in public colleges of technical and vocational education in Zambia. AU - Mulenga, Innocent Mutale AU - Chileshe, Edward King DA - 2020/// PY - 2020 DO - 10.46606/eajess2020v01i02.0019 DP - Google Scholar UR - http://dspace.unza.zm/handle/123456789/6567 Y2 - 2023/12/06/15:39:27 ER - TY - JOUR TI - Approximating the Equilibrium Effects of Informed School Choice AU - Allende, Claudia AU - Gallego, Francisco AU - Nielson, Chistopher AB - This paper studies the potential small and large scale effects of a policy designed to produce more informed consumers in the market for primary education. We develop and test a personalized information provision intervention that targets families of public Pre-K students entering elementary schools in Chile. Using a randomized control trial, we find that the intervention shifts parents’ choices toward schools with higher average test scores, higher value added, higher prices, and schools that tend to be further from their homes. Tracking students with administrative data, we find that student academic achievement on test scores was approximately 0.2 standard deviations higher among treated families five years after the intervention. To quantitatively gauge how average treatment effects might vary in a scaled up version of this policy, we embed the randomized control trial within a structural model of school choice and competition where price and quality are chosen endogenously and schools face capacity constraints. We use the estimated model of demand and supply to simulate policy effects under different assumptions about equilibrium constraints. In counterfactual simulations, we find that capacity constraints play an important role mitigating the policy effect but in several scenarios, the supply-side response increases quality, which contributes to an overall positive average treatment effect. Finally, we show how the estimated model can inform the design of a large scale experiment such that reduced form estimates can capture equilibrium effects and spillovers. DA - 2019/// PY - 2019 DP - Zotero LA - en KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Approximating the Equilibrium Effects of Informed School Choice. AU - Allende, Claudia AU - Gallego, Francisco AU - Nielson, Christopher DA - 2019/// PY - 2019 UR - https://christopherneilson.github.io/work/documents/SchoolChoiceInfoExp.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Apps as learning tools: a systematic review AU - Griffith, Shayl F. AU - Hagan, Mary B. AU - Heymann, Perrine AU - Heflin, Brynna H. AU - Bagner, Daniel M. T2 - Pediatrics DA - 2020/// PY - 2020 DO - 10.1542/peds.2019-1579 DP - Google Scholar VL - 145 IS - 1 ST - Apps as learning tools KW - __C:filed:1 ER - TY - JOUR TI - Apps Developed by Academics AU - Shing, Sophia AU - Yuan, Benjamin T2 - Journal of Education and Practice AB - In the days of the digital Wild West, developers from all backgrounds have joined in the gold rush trying to profit from the almost unbridled spending of well-to-do parents on educational products. In 2016, the Apple App Store had over 80,000 educational apps. The proliferation of educational apps has happened at a furious pace and more apps are being introduced constantly. Although apps are labeled as educational, they are not held to any science-based standards or subject to any certification (Hirsch-Pasek, et al. 2015). With the boom in new apps introduced every year, there is simply not enough time, money, or resources available to evaluate each app as it enters the market. As a result, “educational” apps are largely unregulated and untested. As a result, app users are misled and are spending money on products which are not actually educational. The real experts – researchers, teachers and educational specialists – need to take over the driver seat in this important and evolving realm of educational apps with the developers playing the supporting role instead of the leading role. With increasingly lowered cost and ease of development to produce an app, academics who do not have vast financial resources or substantial technical knowledge are able to create truly impactful, pedagogically-based apps either by themselves or outsourcing to development services. Although technology promises to be transformative, educational content must remain the main thrust of any educational mobile app development and not technology. Educational apps need to have the experts involved. It is time that education is put back in its rightful, central position. DA - 2016/// PY - 2016 DP - Zotero VL - 7 IS - 33 SP - 1 EP - 9 LA - en KW - Final_citation KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Aprendizagem móvel baseada em jogos de realidade aumentada: ensino de professores com a aplicação EduPARK AU - Pombo, Lúcia AU - Marques, Margarida Morais AU - Carlos, Vânia T2 - Da Investigação às Práticas DA - 2019/// PY - 2019 DP - Google Scholar VL - 9 IS - 2 SP - 3 EP - 30 ST - Aprendizagem móvel baseada em jogos de realidade aumentada KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - SLIDE TI - Aprendizaje híbrido Experiencias internacionales con enfoque multimodal A2 - Villavicencio, Xuzel A2 - Coflan, Caitlin AB - Esta presentación se elaboró originalmente para una serie de seminarios web sobre aprendizaje blended e híbrido para UNICEF El Salvador y el Ministerio de Educación de El Salvador. Los talleres en línea se impartieron en dos sesiones, con los profesores de El Salvador como parte fundamental de la audiencia. Junto con las lecciones aprendidas de las diversas iniciativas internacionales mapeadas, también se tocaron temas como la infraestructura de las TIC del país y la relevancia de un enfoque de Aprendizaje Socioemocional (SEL). Keywords: híbrido; blended; multimodal; El Salvador; capacitación docente; aprendizaje socioemocional An output of the EdTech Hub, https://edtechhub.org DA - 2022/07/30/ PY - 2022 LA - es M3 - Helpdesk Response Presentation UR - https://docs.edtechhub.org/lib/G8RZFT8Z KW - _r:AddedByZotZen ER - TY - BLOG TI - Arabic version of Design Thinking for Educators AU - Khalayleh, Abdullah DA - 2020/04/03/ PY - 2020 LA - en-GB UR - https://opendeved.net/2020/04/03/arabic-version-of-design-thinking-for-educators/ Y2 - 2020/04/03/20:53:58 KW - _r:ImportedToMyEducationEvidence ER - TY - THES TI - Arbeitsmarktorientierte Berufsbildung unter besonderer Berücksichtigung des sog. informellen Sektors in Burkina Faso AU - Sawadogo, Wendkouni J Eric DA - 2012/// PY - 2012 LA - Deutsch PB - University of Dresden ER - TY - JOUR TI - Architecture of Sysperanto: a model-based ontology of the is field AU - Alter, S. T2 - Communications of the Association for Information Systems DA - 2005/// PY - 2005 VL - 15 IS - 1 SP - 1 EP - 40 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Are Educational Vouchers Only Redistributive? AU - Bettinger, E. AU - Kremer, M. AU - Saavedra, J.E. T2 - CESifo Conference Center DA - 2008/05/16/ PY - 2008 KW - ⛔ No DOI found ER - TY - RPRT TI - Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis. AU - Uwezo Kenya CY - Nairobi, Kenya DA - 2020/// PY - 2020 PB - Uwezo UR - https://palnetwork.org/wp-content/uploads/2020/05/Usawa-Agenda-2020-Report.pdf Y2 - 2020/06/30/12:19:07 KW - _COVID-Continuity-Blogpost-01 KW - _COVID_DEAA-List ER - TY - CHAP TI - Are scripted lessons in for-profit schools ‘‘an audacious answer” for poor kids in Africa and Asia? [Web log post] AU - , D T2 - Learning and teaching materials: Policy and practice for provision CY - London DA - 2015/08/03/ PY - 2015 PB - Department for International Development UR - https://dianeravitch.net/2015/08/03/are-scripted-lessons-in-forprofit-school-an-audacious-answer-for-poor-kids-in-africa-and-asia/. ER - TY - BLOG TI - Are students still learning during COVID-19? Formative assessment can provide the answer AU - Liberman, Julia AU - Levin, Victoria AU - Luna-Bazaldua, Diego T2 - World Bank Blogs AB - As schools around the world have closed due to coronavirus (COVID-19) pandemic (and many have extended closures for the remainder of the school year), students, teachers, and parents are settling into the "new reality" for the foreseeable future. DA - 2020/// PY - 2020 LA - en ST - Are students still learning during COVID-19? UR - https://blogs.worldbank.org/education/are-students-still-learning-during-covid-19-formative-assessment-can-provide-answer ER - TY - BLOG TI - Are we remote learning? AU - Haßler, Björn DA - 2021/// PY - 2021 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _forthcoming ER - TY - JOUR TI - Arizona literature mapper: an integrated approach to monitor and analyze global bioterrorism research literature AU - Dang, Y. AU - Zhang, Y. AU - Chen, H. T2 - Journal of the American Society for Information Science and Technology DA - 2009/// PY - 2009 DO - 10.1002/asi.21077 VL - 60 IS - 7 SP - 1466 EP - 1485 LA - en ER - TY - JOUR TI - Arm-Wrestling in the Classroom: the Non-Monotonic Effects of Monitoring Teachers AU - Lichand, Guilherme AU - Wolf, Sharon T2 - SSRN Electronic Journal DA - 2020/// PY - 2020 DO - 10.2139/ssrn.3660611 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 ST - Arm-Wrestling in the Classroom UR - https://www.ssrn.com/abstract=3660611 Y2 - 2020/09/09/11:04:49 ER - TY - JOUR TI - 'Arms' length' AU - Ajadi, S.B. T2 - Literary Juice Magazine DA - 2012/// PY - 2012 LA - en UR - http://www.literaryjuice.com/poet-tree-august-2012/4567734756 KW - ⛔ No DOI found ER - TY - RPRT TI - ARP Phase I Implementation Progress Report AU - Gonsalves, Sarah-Lee AU - Regis, Callista AU - Megha-Bongnkar, Ghislaine AU - Haßler, Björn CN - 0257 CY - St. Lucia DA - 2022/02// PY - 2022 M3 - Academic Recovery Programme Phase II PB - Organisation of Eastern Caribbean States SN - 2 UR - https://docs.opendeved.net/lib/CZ63JZQS KW - Author:OpenDevEd ER - TY - JOUR TI - Article processing charges are stalling the progress of African researchers: a call for urgent reforms AU - Nabyonga-Orem, Juliet AU - Asamani, James Avoka AU - Nyirenda, Thomas AU - Abimbola, Seye T2 - BMJ Global Health DA - 2020/09// PY - 2020 DO - 10.1136/bmjgh-2020-003650 DP - DOI.org (Crossref) VL - 5 IS - 9 SP - e003650 J2 - BMJ Glob Health LA - en SN - 2059-7908 ST - Article processing charges are stalling the progress of African researchers UR - https://gh.bmj.com/lookup/doi/10.1136/bmjgh-2020-003650 Y2 - 2020/10/01/19:09:02 ER - TY - BOOK TI - Artificial Intelligence: A Modern Approach AU - Russell, SJ AU - Norvig, P CY - Malaysia DA - 2016/// PY - 2016 LA - en PB - Pearson Education Limited ER - TY - CHAP TI - Artificial Intelligence (AI)-enabled remote learning and teaching using Pedagogical Conversational Agents and Learning Analytics AU - Atif, Amara AU - Jha, Meena AU - Richards, Deborah AU - Bilgin, Ayse A. T2 - Intelligent systems and learning data analytics in online education DA - 2021/// PY - 2021 DP - Google Scholar SP - 3 EP - 29 PB - Elsevier UR - https://www.sciencedirect.com/science/article/pii/B9780128234105000139 Y2 - 2024/02/24/10:03:03 ER - TY - JOUR TI - Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions AU - Su, Jiahong AU - Zhong, Yuchun T2 - Computers and Education: Artificial Intelligence DA - 2022/// PY - 2022 DP - Google Scholar VL - 3 SP - 100072 ST - Artificial Intelligence (AI) in early childhood education UR - https://www.sciencedirect.com/science/article/pii/S2666920X22000273 Y2 - 2024/02/24/08:53:34 KW - ❓ Multiple DOI ER - TY - JOUR TI - Artificial intelligence (AI) student assistants in the classroom: Designing chatbots to support student success AU - Chen, Yu AU - Jensen, Scott AU - Albert, Leslie J. AU - Gupta, Sambhav AU - Lee, Terri T2 - Information Systems Frontiers DA - 2023/// PY - 2023 DO - 10.1007/s10796-022-10291-4 DP - Google Scholar VL - 25 IS - 1 SP - 161 EP - 182 ST - Artificial intelligence (AI) student assistants in the classroom UR - https://idp.springer.com/authorize/casa?redirect_uri=https://link.springer.com/article/10.1007/s10796-022-10291-4&casa_token=i0Tvbs3uATkAAAAA:m3HtSdLzEcqEu6kyUmpiVoHLfQb0Agc46v81LNGafhwtXnfOy6wjad-0pyG-xB29P9QkyJtRnYC990IUuA Y2 - 2024/02/24/10:03:19 KW - _z:no_pdf ER - TY - JOUR TI - Artificial intelligence and climate change AU - Stein, Amy L. T2 - Yale J. on Reg. DA - 2020/// PY - 2020 DP - Google Scholar VL - 37 SP - 890 UR - https://heinonline.org/hol-cgi-bin/get_pdf.cgi?handle=hein.journals/yjor37§ion=24 Y2 - 2024/02/24/11:14:13 KW - ⛔ No DOI found ER - TY - GEN TI - Artificial intelligence and digital transformation: competencies for civil servants AU - UNESCO DA - 2022/// PY - 2022 LA - English, French, Spanish UR - https://unesdoc.unesco.org/ark:/48223/pf0000383325 ER - TY - BOOK TI - Artificial intelligence and education: a critical view through the lens of human rights, democracy and the rule of law AU - Holmes, Wayne AU - Persson, Jen AU - Chounta, Irene-Angelica AU - Wasson, Barbara AU - Dimitrova, Vania AB - The aim of this book is to provide a holistic view to ensure that AI empowers educators and learners, not over-empowers them, and that future developments and practices are truly for the common good. Artificial intelligence (Al) is increasingly having an impact on education, bringing opportunities as well as numerous challenges. These observations were noted by the Council of Europe’s Committee of Ministers in 2019 and led to the commissioning of this report, which sets out to examine the connections between Al and education (AI&ED). In particular, the report presents an overview of AI&ED seen through the lens of the Council of Europe values of human rights, democracy and the rule of law; and it provides a critical analysis of the academic evidence and the myths and hype. The Covid-19 pandemic school shutdowns triggered a rushed adoption of educational technology, which increasingly includes AI-assisted classrooms tools (AIED). This AIED, which by definition is designed to influence child development, also impacts on critical issues such as privacy, agency and human dignity – all of which are yet to be fully explored and addressed. But AI&ED is not only about teaching and learning with AI, but also teaching and learning about AI (AI literacy), addressing both the technological dimension and the often-forgotten human dimension of AI. The report concludes with a provisional needs analysis – the aim being to stimulate further critical debate by the Council of Europe’s member states and other stakeholders and to ensure that education systems respond both proactively and effectively to the numerous opportunities and challenges introduced by AI&ED CY - Strasbourg DA - 2022/// PY - 2022 DP - K10plus ISBN SP - 108 LA - en PB - Council of Europe SN - 978-92-871-9236-3 ST - Artificial intelligence and education ER - TY - JOUR TI - Artificial Intelligence and Environmental Decision Support Systems AU - Cortés, U. AU - Sànchez-Marrè, M. AU - Ceccaroni, L. AU - R-Roda, I. AU - Poch, M. T2 - Applied Intelligence DA - 2000/// PY - 2000 DO - 10.1023/A:1008331413864 DP - DOI.org (Crossref) VL - 13 IS - 1 SP - 77 EP - 91 SN - 0924669X UR - http://link.springer.com/10.1023/A:1008331413864 Y2 - 2024/02/24/11:17:22 ER - TY - CHAP TI - Artificial Intelligence and Machine Learning for Climate Change Mitigation and Adaptation AU - Natani, Garima T2 - Artificial Intelligence and Sustainable Computing A2 - Pandit, Manjaree A2 - Gaur, M. K. A2 - Kumar, Sandeep CY - Singapore DA - 2023/// PY - 2023 DP - DOI.org (Crossref) SP - 173 EP - 184 LA - en PB - Springer Nature Singapore SN - 978-981-9914-30-2 978-981-9914-31-9 UR - https://link.springer.com/10.1007/978-981-99-1431-9_14 Y2 - 2024/02/24/11:14:07 KW - _z:no_pdf ER - TY - JOUR TI - Artificial intelligence and management: the automation-augmentation paradox AU - Raisch, S AU - Krakowski, S T2 - Academy of Management Review DA - 2020/// PY - 2020 DO - 10.5465/amr.2018.0072 VL - 46 IS - 1 SP - 192 EP - 210 LA - en ER - TY - JOUR TI - Artificial intelligence and the conduct of literature reviews AU - Wagner, Gerit AU - Lukyanenko, Roman AU - Paré, Guy T2 - Journal of Information Technology AB - Artificial intelligence (AI) is beginning to transform traditional research practices in many areas. In this context, literature reviews stand out because they operate on large and rapidly growing volumes of documents, that is, partially structured (meta)data, and pervade almost every type of paper published in information systems research or related social science disciplines. To familiarize researchers with some of the recent trends in this area, we outline how AI can expedite individual steps of the literature review process. Considering that the use of AI in this context is in an early stage of development, we propose a comprehensive research agenda for AI-based literature reviews (AILRs) in our field. With this agenda, we would like to encourage design science research and a broader constructive discourse on shaping the future of AILRs in research. DA - 2022/06/01/ PY - 2022 DO - 10.1177/02683962211048201 DP - SAGE Journals VL - 37 IS - 2 SP - 209 EP - 226 SN - 0268-3962 UR - https://doi.org/10.1177/02683962211048201 Y2 - 2023/11/28/12:33:34 KW - _Added-ailr-2024 KW - _important-ailr-2024 ER - TY - JOUR TI - Artificial intelligence-based conversational agents for chronic conditions: systematic literature review AU - Schachner, Theresa AU - Keller, Roman AU - v Wangenheim, Florian T2 - Journal of medical Internet research DA - 2020/// PY - 2020 DO - 10.2196/20701 DP - Google Scholar VL - 22 IS - 9 SP - e20701 ST - Artificial intelligence-based conversational agents for chronic conditions UR - https://www.jmir.org/2020/9/e20701/ Y2 - 2024/02/24/10:03:15 ER - TY - BOOK TI - Artificial Intelligence Basics AU - Taulli, T AU - Oni, M CY - Berkeley, CA DA - 2019/// PY - 2019 ET - 1st LA - sv PB - Apress ER - TY - CHAP TI - Artificial Intelligence Ethics from the Perspective of Educational Technology Companies and Schools AU - Kousa, Päivi AU - Niemi, Hannele T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - This chapter discusses the ethical issues and solutions that educational technology (EdTech) companies and schools consider during their daily work. As an example, two Finnish cases are provided, in which companies and schools were interviewed about the problems they have experienced. The chapter first reviews the regulations and guidelines behind ethical AI. There are a vast number of guidelines, regulations, and principles for ethical AI, but implementation guidelines for how that knowledge should be put into practices are lacking. The problem is acute because, with the quick pace of technological development, schools are in danger of being left behind without sufficient education for effectively managing their uses of AI’s possibilities and coping with its challenges. Issues related to security and trustworthiness are also a growing concern. This chapter does not solve the ethical problems experienced by companies and schools but brings new perspectives into view in how they appear in the light of ethical principles such as beneficence, non-maleficence, autonomy, justice, and explicability. The aim is not only to continue the discussion in the field but to find ways to reduce the gap between decision-makers, businesses, and schools. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 283 EP - 296 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 UR - https://doi.org/10.1007/978-3-031-09687-7_17 Y2 - 2024/02/23/23:58:46 KW - Artificial intelligence KW - EdTech companies KW - Ethical challenges KW - Ethical principles KW - Schools ER - TY - JOUR TI - Artificial intelligence faces reproducibility crisis AU - Hutson, M. T2 - Science DA - 2018/// PY - 2018 DO - 10.1126/science.359.6377.725 VL - 359 IS - 6377 SP - 725 EP - 726 LA - en ER - TY - JOUR TI - Artificial intelligence for climate change adaptation AU - Cheong, So‐Min AU - Sankaran, Kris AU - Bastani, Hamsa T2 - WIREs Data Mining and Knowledge Discovery AB - Abstract Although artificial intelligence (AI; inclusive of machine learning) is gaining traction supporting climate change projections and impacts, limited work has used AI to address climate change adaptation. We identify this gap and highlight the value of AI especially in supporting complex adaptation choices and implementation. We illustrate how AI can effectively leverage precise, real‐time information in data‐scarce settings. We focus on supervised learning, transfer learning, reinforcement learning, and multimodal learning to illustrate how innovative AI methods can enable better‐informed choices, tailor adaptation measures to heterogenous groups and generate effective synergies and trade‐offs. This article is categorized under: Application Areas > Government and Public Sector DA - 2022/09// PY - 2022 DO - 10.1002/widm.1459 DP - DOI.org (Crossref) VL - 12 IS - 5 SP - e1459 J2 - WIREs Data Min & Knowl LA - en SN - 1942-4787, 1942-4795 UR - https://wires.onlinelibrary.wiley.com/doi/10.1002/widm.1459 Y2 - 2024/02/24/11:11:29 ER - TY - GEN TI - Artificial Intelligence for Literature Reviews: Opportunities and Challenges AU - Bolanos, Francisco AU - Salatino, Angelo AU - Osborne, Francesco AU - Motta, Enrico AB - This manuscript presents a comprehensive review of the use of Artificial Intelligence (AI) in Systematic Literature Reviews (SLRs). A SLR is a rigorous and organised methodology that assesses and integrates previous research on a given topic. Numerous tools have been developed to assist and partially automate the SLR process. The increasing role of AI in this field shows great potential in providing more effective support for researchers, moving towards the semi-automatic creation of literature reviews. Our study focuses on how AI techniques are applied in the semi-automation of SLRs, specifically in the screening and extraction phases. We examine 21 leading SLR tools using a framework that combines 23 traditional features with 11 AI features. We also analyse 11 recent tools that leverage large language models for searching the literature and assisting academic writing. Finally, the paper discusses current trends in the field, outlines key research challenges, and suggests directions for future research. DA - 2024/02/13/ PY - 2024 DP - arXiv.org PB - arXiv ST - Artificial Intelligence for Literature Reviews UR - http://arxiv.org/abs/2402.08565 Y2 - 2024/03/12/20:52:50 KW - Computer Science - Artificial Intelligence KW - Computer Science - Human-Computer Interaction KW - Computer Science - Information Retrieval ER - TY - JOUR TI - Artificial intelligence for strengthening healthcare systems in low- and middle-income countries: a systematic scoping review AU - Ciecierski-Holmes, Tadeusz AU - Singh, Ritvij AU - Axt, Miriam AU - Brenner, Stephan AU - Barteit, Sandra T2 - npj Digital Medicine AB - In low- and middle-income countries (LMICs), AI has been promoted as a potential means of strengthening healthcare systems by a growing number of publications. We aimed to evaluate the scope and nature of AI technologies in the specific context of LMICs. In this systematic scoping review, we used a broad variety of AI and healthcare search terms. Our literature search included records published between 1st January 2009 and 30th September 2021 from the Scopus, EMBASE, MEDLINE, Global Health and APA PsycInfo databases, and grey literature from a Google Scholar search. We included studies that reported a quantitative and/or qualitative evaluation of a real-world application of AI in an LMIC health context. A total of 10 references evaluating the application of AI in an LMIC were included. Applications varied widely, including: clinical decision support systems, treatment planning and triage assistants and health chatbots. Only half of the papers reported which algorithms and datasets were used in order to train the AI. A number of challenges of using AI tools were reported, including issues with reliability, mixed impacts on workflows, poor user friendliness and lack of adeptness with local contexts. Many barriers exists that prevent the successful development and adoption of well-performing, context-specific AI tools, such as limited data availability, trust and evidence of cost-effectiveness in LMICs. Additional evaluations of the use of AI in healthcare in LMICs are needed in order to identify their effectiveness and reliability in real-world settings and to generate understanding for best practices for future implementations. DA - 2022/10/28/ PY - 2022 DO - 10.1038/s41746-022-00700-y DP - www.nature.com VL - 5 IS - 1 SP - 1 EP - 13 J2 - npj Digit. Med. LA - en SN - 2398-6352 ST - Artificial intelligence for strengthening healthcare systems in low- and middle-income countries UR - https://www.nature.com/articles/s41746-022-00700-y Y2 - 2024/01/21/23:26:35 KW - Health policy KW - Translational research ER - TY - JOUR TI - Artificial intelligence for sustainability: Challenges, opportunities, and a research agenda AU - Nishant, Rohit AU - Kennedy, Mike AU - Corbett, Jacqueline T2 - International Journal of Information Management DA - 2020/// PY - 2020 DO - 10.1016/j.ijinfomgt.2020.102104 DP - Google Scholar VL - 53 SP - 102104 ST - Artificial intelligence for sustainability UR - https://www.sciencedirect.com/science/article/pii/S0268401220300967 Y2 - 2024/02/24/11:17:24 ER - TY - JOUR TI - Artificial Intelligence in Education: A Review AU - Chen, Lijia AU - Chen, Pingping AU - Lin, Zhijian T2 - IEEE Access AB - The purpose of this study was to assess the impact of Artificial Intelligence (AI) on education. Premised on a narrative and framework for assessing AI identified from a preliminary analysis, the scope of the study was limited to the application and effects of AI in administration, instruction, and learning. A qualitative research approach, leveraging the use of literature review as a research design and approach was used and effectively facilitated the realization of the study purpose. Artificial intelligence is a field of study and the resulting innovations and developments that have culminated in computers, machines, and other artifacts having human-like intelligence characterized by cognitive abilities, learning, adaptability, and decision-making capabilities. The study ascertained that AI has extensively been adopted and used in education, particularly by education institutions, in different forms. AI initially took the form of computer and computer related technologies, transitioning to web-based and online intelligent education systems, and ultimately with the use of embedded computer systems, together with other technologies, the use of humanoid robots and web-based chatbots to perform instructors' duties and functions independently or with instructors. Using these platforms, instructors have been able to perform different administrative functions, such as reviewing and grading students' assignments more effectively and efficiently, and achieve higher quality in their teaching activities. On the other hand, because the systems leverage machine learning and adaptability, curriculum and content has been customized and personalized in line with students' needs, which has fostered uptake and retention, thereby improving learners experience and overall quality of learning. DA - 2020/// PY - 2020 DO - 10.1109/ACCESS.2020.2988510 DP - IEEE Xplore VL - 8 SP - 75264 EP - 75278 SN - 2169-3536 ST - Artificial Intelligence in Education KW - Education KW - Learning (artificial intelligence) KW - Microcomputers KW - Robots KW - Technological innovation KW - artificial intelligence KW - leaner ER - TY - CHAP TI - Artificial Intelligence in Education as a Rawlsian Massively Multiplayer Game: A Thought Experiment on AI Ethics AU - Cowley, Benjamin Ultan AU - Charles, Darryl AU - Pfuhl, Gerit AU - Rusanen, Anna-Mari T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - In this chapter, we reflect on the deployment of artificial intelligence (AI) as a pedagogical and educational instrument and the challenges that arise to ensure transparency and fairness to staff and students . We describe a thought experiment: ‘simulation of AI in education as a massively multiplayer social online game’ (AIEd-MMOG). Here, all actors (humans, institutions, AI agents and algorithms) are required to conform to the definition of a player. Models of player behaviour that ‘understand’ the game space provide an application programming interface for typical algorithms, e.g. deep learning neural nets or reinforcement learning agents, to interact with humans and the game space. The definition of ‘player’ is a role designed to maximise protection and benefit for human players during interaction with AI. The concept of benefit maximisation is formally defined as a Rawlsian justice game, played within the AIEd-MMOG to facilitate transparency and trust of the algorithms involved, without requiring algorithm-specific technical solutions to, e.g. ‘peek inside the black box’. Our thought experiment for an AIEd-MMOG simulation suggests solutions for the well-known challenges of explainable AI and distributive justice. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 297 EP - 316 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 ST - Artificial Intelligence in Education as a Rawlsian Massively Multiplayer Game UR - https://doi.org/10.1007/978-3-031-09687-7_18 Y2 - 2024/02/23/23:58:46 KW - Artificial intelligence KW - Ethics KW - Learning analytics KW - Learning assistant KW - Massively multiplayer game KW - Rawlsian game KW - Thought experiment ER - TY - JOUR TI - Artificial intelligence in education: Challenges and opportunities for sustainable development AU - Pedro, Francesc AU - Subosa, Miguel AU - Rivas, Axel AU - Valverde, Paula DA - 2019/// PY - 2019 DP - Google Scholar ST - Artificial intelligence in education UR - http://repositorio.minedu.gob.pe/handle/20.500.12799/6533 Y2 - 2024/02/24/08:53:32 KW - ⛔ No DOI found ER - TY - CHAP TI - Artificial Intelligence Innovations for Multimodal Learning, Interfaces, and Analytics AU - Worsley, Marcelo T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - The twenty-first century has brought with it a growing variety of authentic and engaging learning environments. While significant portions of human learning still take place in traditional classrooms, researchers and educators have innovated several learning experiences that are embodied, project-based, inquiry-driven, collaborative, and open-ended. Furthermore, there has been greater acknowledgement of the varying timescales and contexts where meaningful learning takes place, as well as greater attention to previously underappreciated competencies like creativity, self-regulation, and collaboration. This expansion in the types, contexts, and timescales of human learning necessitate novel analytic approaches. This chapter will discuss how artificial intelligence-based tools and technologies can help researchers and practitioners navigate and enact these novel approaches to learning, while also providing a meaningful lens for student reflection and inquiry. Consequently, this chapter includes discussions of (1) technologies that provide learners with a broader set of modalities to showcase their knowledge, (2) tools that offer insights within groups of students using audio/video information, and (3) analytic techniques and interfaces for helping researchers collect and analyze different types of multimodal data across contexts. The chapter will also discuss some of the ethics surrounding these types of data and analytic approaches. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 19 EP - 35 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 UR - https://doi.org/10.1007/978-3-031-09687-7_2 Y2 - 2024/02/23/23:57:15 KW - Ethics KW - Informal learning KW - Multimodal data ER - TY - JOUR TI - Artificial intelligence to automate the systematic review of scientific literature AU - De La Torre-López, José AU - Ramírez, Aurora AU - Romero, José Raúl T2 - Computing AB - 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. DA - 2023/10// PY - 2023 DO - 10.1007/s00607-023-01181-x DP - DOI.org (Crossref) VL - 105 IS - 10 SP - 2171 EP - 2194 J2 - Computing LA - en SN - 0010-485X, 1436-5057 UR - https://link.springer.com/10.1007/s00607-023-01181-x Y2 - 2024/03/12/20:48:31 ER - TY - JOUR TI - ARTIREV: an integrated bibliometric tool to efficiently conduct quality literature reviews AU - Walsh, Isabelle AU - Renaud, Alexandre AU - Jeanneret Medina, Maximiliano AU - Baudet, Cedric AU - Mourmant, Gaetan T2 - Systèmes d’information et management DA - 2022/// PY - 2022 DP - Google Scholar IS - 4 SP - 5 EP - 50 ST - ARTIREV UR - https://www.cairn.info/revue-systemes-d-information-et-management-2022-4-page-5.htm Y2 - 2024/03/12/20:59:28 KW - ⛔ No DOI found ER - TY - JOUR TI - Artisan training and employment outcomes in Tanzania AU - Bennell, Paul AU - Mukyanuzi, Faustin AU - Kasogela, Maurice AU - Mutashubirwa, Francis AU - Klim, Mikkel T2 - Compare: A Journal of Comparative and International Education AB - Studies have shown that artisan training courses in Africa are not cost-effective, and do not improve quality of life. The studies on artisanship education and their effects are discussed. DA - 2006/// PY - 2006 DO - 10.1080/03057920500382358 LA - en AN - DOI-10.1080/03057920500382358 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:outcomes KW - P:artist KW - P:crafts KW - Survey KW - T:Training KW - Z:Craftsmen KW - Z:Feasibility studies KW - Z:Occupational training KW - Z:Quality of life KW - __C:filed:1 KW - publicImportV1 ER - TY - BOOK TI - As by Fire: The End of the South African University AU - Jansen, Jonathan AB - What are the real roots of the student protests of 2015 and 2016? Is it actually about fees? Why did the protests turn violent? Where is the government while the buildings burn? Former Free State University vice-chancellor Jonathan Jansen delves into the unprecedented disruption of universities that caught South Africa by surprise. In frank interviews with eleven of the VCs most affected, he examines the forces at work, why the protests escalate into chaos, and what is driving – and exasperating – our youth. This urgent and necessary book gives us an insider view of the crisis, tells us why the conflict will not go away and what it means for the future of our universities. DA - 2017/05/12/ PY - 2017 DP - Amazon ET - 1 edition SP - 352 LA - English PB - Tafelberg ST - As by Fire ER - TY - THES TI - As tecnologias de informação e comunicação na educação continuada: uma análise do projeto FODEPAL/UFV para os países africanos lusófonos AU - Rubio, Jose Aurélio Vazquez DA - 2012/// PY - 2012 LA - Portuguese M3 - Master's Thesis PB - Universidade Federal de Viçosa UR - http://www.locus.ufv.br/handle/123456789/4166 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:pt KW - publicImportV1 ER - TY - JOUR TI - Ascertaining impacts of capacity building in open educational practices AU - Karunanayaka, Shironica P. AU - Naidu, Som T2 - Distance Education AB - Interest in the adoption of open educational practices (OEP) is growing, and the strongest arguments in its favor are that the adoption of such practices has the best chances of making education affordable and accessible to all. However, engagement with such practices requires the adoption of a fundamentally different set of beliefs and value systems about the role of education and educational resources in the development of societies. The development of these beliefs and values are achievable through a combination of strategies. These include appropriate policies, as well as capacity building through sustained engagement in carefully designed learning experiences, which involves people reflecting on authentic problems and situations around the adoption of OEP. The impacts of such capacity building are difficult to ascertain because they are an outcome of a combination of factors involving the practitioners themselves, their educational context, as well as their views about intellectual property, its ownership, and role in educational development. This article discusses our approach to shifting the mindsets of practitioners around OEP and ascertaining its impacts on them. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757406 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 279 EP - 302 SN - 0158-7919 UR - https://doi.org/10.1080/01587919.2020.1757406 Y2 - 2021/03/24/14:38:50 KW - MOOC design KW - capacity building KW - impacts KW - open educational practices KW - shifting perceptions and perspectives ER - TY - ELEC TI - asksource.info - Education T2 - Source- International online resource centre on disability and inclusion AB - Inclusive Education is a process for increasing participation and reducing exclusion, in a way that effectively responds to the diverse needs of all learners. This means adapting the educational system to meet the needs of individuals, rather than changing the individual to fit the system. This section of Source places a focus on disability-inclusive education and is organised to reflect the concept that education is something much broader than school for children. DA - 2014/01/21/T11:26:21+00:00 PY - 2014 LA - en UR - https://asksource.info/topics/education Y2 - 2020/08/17/14:43:57 ER - TY - JOUR TI - Assembling iPads and mobility in two classroom settings AU - Hembre, Oda J. AU - Warth, Line Lundvoll T2 - Technology, Knowledge and Learning DA - 2020/// PY - 2020 DO - 10.1007/s10758-019-09405-w DP - Google Scholar VL - 25 IS - 1 SP - 197 EP - 211 KW - _C:Australia AUS KW - _C:Norway NOR KW - _C:Poland POL KW - _C:Singapore SGP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BLOG TI - ASSESS TOOLS T2 - Schools2030 AB - Tools DA - 2021/12/16/T15:37:11+00:00 PY - 2021 LA - en-US UR - https://schools2030.org/assessment/assess-tools/ Y2 - 2022/03/31/17:51:33 ER - TY - JOUR TI - Assessing a Remedial Intervention Programme in Developing the Planning Skills of Grade 4 and 5 Learners AU - Amod, Zaytoon AU - Heafield, Deidré AU - Seabi, Joseph T2 - International Journal of Disability, Development and Education AB - The search for assessment procedures that are more fair and useful have led to the investigation of alternatives to traditional forms of intellectual assessment. This study explored an alternative which combined a dynamic assessment approach with the Planning, Attention, Simultaneous and Successive Processing (PASS) model of cognitive processing. The aim was to investigate the effectiveness of a planning intervention programme based on Feuerstein's criteria for Mediated Learning Experience (MLE) with a group of Grade 4 and 5 remedial school learners who presented with a range of barriers to learning. Twenty six learners were assigned to the experimental group and 25 to the control group. The results showed that there was a significant improvement in the experimental group's Planning Scale score on the Cognitive Assessment System, following the intervention. These results imply that children often have far greater potential than is realised and that intentional mediation can help to enhance cognitive functioning and assist in further developing children's learning potential. DA - 2018/// PY - 2018 DO - 10.1080/1034912X.2017.1406067 VL - 65 IS - 4 SP - 421 EP - 441 UR - https://www.researchgate.net/profile/Joseph_Seabi/publication/327727864_Assessing_a_Remedial_Intervention_Programme_in_Developing_the_Planning_Skills_of_Grade_4_and_5_Learners/links/5ba0f5b692851ca9ed12d1bc/Assessing-a-Remedial-Intervention-Programme-in-Developing-the-Planning-Skills-of-Grade-4-and-5-Learners.pdf KW - _Added to LR KW - _G:reviewed ER - TY - CHAP TI - Assessing and Tracking Students’ Wellbeing Through an Automated Scoring System: School Day Wellbeing Model AU - Tang, Xin AU - Upadyaya, Katja AU - Toyama, Hiroyuki AU - Kasanen, Mika AU - Salmela-Aro, Katariina T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - The assessment of student wellbeing has been often static and lagged behind for the intervention/diagnostic purpose. In this chapter, we aim to introduce an automated school wellbeing scoring dynamic real-time system, School Day Wellbeing Model. With Artificial Intelligence (AI)-based item sampling methods and answers scoring and reporting systems, the School Day Wellbeing Model can collect wellbeing data at low cognitive cost, track wellbeing real time at multiple levels (e.g., individual-, class-, school-level), and give immediate feedback. The model is constructed on the basis of the School Wellbeing Model, Study Demand-Resource Model, and OECD Social-Emotional Skill Model. In the book chapter, the wellbeing assessments, including AI-based assessments, are reviewed so that the strengths of the School Day Wellbeing Model are highlighted. User experiences are collected to show the utility of the model. During the COVID-19 pandemic, the need for such a model is imperatively high as students’ wellbeing has been largely dampened. As a result, the model has been appreciated by users and has served about 55,000 students so far in the globe. The future development of the model is also discussed. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 55 EP - 71 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 ST - Assessing and Tracking Students’ Wellbeing Through an Automated Scoring System UR - https://doi.org/10.1007/978-3-031-09687-7_4 Y2 - 2024/02/23/23:57:15 KW - Artificial Intelligence KW - Automated scoring system KW - Social-emotional skills KW - Students’ wellbeing ER - TY - CONF TI - Assessing emerging trends in Library space usage for sustainable library design: A case study of Kano State Library AU - Ibrahim, H. AU - Ali, S.M. C1 - Kano, Nigeria C3 - “First International Conference on Sustainable Built Environment in the Tropics (ICONSBET) at the Department of Architecture DA - 2021/// PY - 2021 LA - en PB - Bayero University KW - ⛔ No DOI found ER - TY - JOUR TI - Assessing learning: How can classroom-based teachers assess students’ competencies in numeracy? AU - Ngware, Moses W. AU - Hungi, Njora AU - Mutisya, Maurice T2 - Assessment in Education: Principles, Policy & Practice DA - 2019/03/04/ PY - 2019 DO - 10.1080/0969594X.2018.1503156 DP - DOI.org (Crossref) VL - 26 IS - 2 SP - 222 EP - 244 J2 - Assessment in Education: Principles, Policy & Practice LA - en SN - 0969-594X, 1465-329X ST - Assessing learning UR - https://www.tandfonline.com/doi/full/10.1080/0969594X.2018.1503156 Y2 - 2020/08/10/11:35:16 KW - __C:filed:1 ER - TY - JOUR TI - Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship AU - Lyon, Aaron R. AU - Cook, Clayton R. AU - Brown, Eric C. AU - Locke, Jill AU - Davis, Chayna AU - Ehrhart, Mark AU - Aarons, Gregory A. T2 - Implementation Science AB - A substantial literature has established the role of the inner organizational setting on the implementation of evidence-based practices in community contexts, but very little of this research has been extended to the education sector, one of the most common settings for the delivery of mental and behavioral health services to children and adolescents. The current study examined the factor structure, psychometric properties, and interrelations of an adapted set of pragmatic organizational instruments measuring key aspects of the organizational implementation context in schools: (1) strategic implementation leadership, (2) strategic implementation climate, and (3) implementation citizenship behavior. DA - 2018/01/08/ PY - 2018 DO - 10.1186/s13012-017-0705-6 DP - BioMed Central VL - 13 IS - 1 SP - 5 J2 - Implementation Science SN - 1748-5908 ST - Assessing organizational implementation context in the education sector UR - https://doi.org/10.1186/s13012-017-0705-6 Y2 - 2022/11/23/12:30:41 KW - Education KW - Implementation citizenship KW - Implementation climate KW - Implementation leadership KW - Reliability KW - Schools KW - Structural validity ER - TY - JOUR TI - Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained AU - Kabilan, Muhammad Kamarul AU - Khan, Mahbub Ahsan T2 - Computers & Education AB - Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.) DA - 2012/05// PY - 2012 DO - 10.1016/j.compedu.2011.11.011 VL - 58 IS - 4 SP - 1007 EP - 1020 LA - English SN - 0360-1315, 0360-1315 UR - https://www.researchgate.net/publication/220140919_Assessing_pre-service_English_language_teachers'_learning_using_e-portfolios_Benefits_challenges_and_competencies_gained AN - 964181150; EJ955344 KW - Academic Achievement KW - Alternative Assessment KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Publishing KW - English (Second Language) KW - Ethics KW - Evaluation KW - Faculty Workload KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Internet KW - Language Teachers KW - Malaysia KW - Negative Attitudes KW - Portfolios (Background Materials) KW - Preservice Teachers KW - Reliability KW - Teacher Competencies KW - Teacher Education KW - Teaching Methods KW - Validity KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097613 KW - __finaldtb ER - TY - JOUR TI - Assessing student–teacher relationship quality in cross-cultural contexts: Psychometric properties of student–teacher relationship drawings AU - Chen, Mengdi AU - Zee, Marjolein AU - Roorda, Debora L. T2 - European Journal of Developmental Psychology AB - The present study examined the psychometric properties of Student–Teacher Relationship Drawings (STRDs) to assess student–teacher relationship quality in a cross-cultural context. A sample of upper elementary school students from both the Netherlands (N = 752) and China (N = 574) was included. Results showed sufficient inter-rater reliabilities of all drawing dimensions for both the Dutch (.68 < ICC < .84) and Chinese samples (.72 < ICC < .85). Multiple group analyses supported partially strong invariance of STRD-dimensions across the Dutch and Chinese samples. Relationship drawing dimensions also showed moderate associations with student-reported relationship quality and engagement across both the Dutch and Chinese sample. Future cross-cultural research may therefore employ STRDs to assess students’ relationship experiences. DA - 2021/07/22/ PY - 2021 DO - 10.1080/17405629.2021.1952862 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 15 SN - 1740-5629 ST - Assessing student–teacher relationship quality in cross-cultural contexts UR - https://doi.org/10.1080/17405629.2021.1952862 Y2 - 2022/04/01/11:54:54 KW - Cross-cultural research KW - measurement invariance KW - student–teacher relationship drawings KW - student–teacher relationships ER - TY - JOUR TI - Assessing the impact of the trauma team training program in Tanzania AU - Bergman, Simon AU - Deckelbaum, Dan AU - Lett, Ronald AU - Haas, Barbara AU - Demyttenaere, Sebastian AU - Munthali, Victoria AU - Mbembati, Naboth AU - Museru, Lawrence AU - Razek, Tarek AU - Razek, Tarek T2 - Journal of Trauma - Injury, Infection and Critical Care AB - BACKGROUND:: In sub-Saharan Africa, injury is responsible for more deaths and disability-adjusted life years than AIDS and malaria combined. The trauma team training (TTT) program is a low-cost course designed to teach a multidisciplinary team approach to trauma evaluation and resuscitation. The purpose of this study was to assess the impact of TTT on trauma knowledge and performance of Tanzanian physicians and nurses; and to demonstrate the validity of a questionnaire assessing trauma knowledge. METHODS:: This is a prospective study of physicians and nurses from Dar es Salaam undergoing TTT (n ≤ 20). Subjects received a precourse test and, after the course, an alternate postcourse test. The equivalence and construct validity of these 15-item multiple-choice questionnaires was previously demonstrated. After the course, subjects were divided into four teams and underwent a multiple injuries simulation, which was scored with a trauma resuscitation simulation assessment checklist. A satisfaction questionnaire was then administered. Test data are expressed as median score (interquartile ratio) and were analyzed with the Wilcoxon's signed rank test. RESULTS:: After the TTT course, subjects improved their scores from 9 (5-12) to 13 (9-13), p ≤ 0.0004. Team performance scores for the simulation were all >80%. Seventy-five percent of subjects were very satisfied with TTT and 90% would strongly recommend it to others and would agree to teach future courses. CONCLUSIONS:: After completion of TTT, there was a significant improvement in trauma resuscitation knowledge, based on results from a validated questionnaire. Trauma team performance was excellent when assessed with a novel trauma simulation assessment tool. Participants were very supportive of the course. © 2008 by Lippincott Williams & Wilkins. DA - 2008/// PY - 2008 DO - 10.1097/ta.0b013e318184a9fe LA - en AN - LOCAL-SCOPUS_ID:67650627114 KW - -FullBiblioUHMLgen KW - -RRQ:M:final KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CCZ:Tanzania KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:Improvement KW - F:assessment KW - F:disability KW - P:media KW - P:nurse KW - R:evaluation KW - R:impact KW - R:questionnaire KW - T:Training KW - Z:Education KW - Z:Team assessment KW - Z:Trauma team training KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Assessing the Impact of Training on Lowland Rice Productivity in an African Setting: Evidence from Uganda AU - Kijima, Yoko AU - Ito, Yukinori AU - Otsuka, Keijiro T2 - World Development AB - Summary This study attempts to assess the impacts of a training program on the adoption of improved cultivation practices, the productivity of rice farming, and the income and profit from rice production by using ex-post non-experimental data in Uganda. We found that participation in the training program increased the adoption of the improved cultivation practices. Furthermore, the profit from rice production was also found to have increased by the training program. These findings support the hypothesis that one of the major constraints on the growth in productivity of rice farming in sub-Saharan Africa is the absence of effective extension systems. DA - 2012/// PY - 2012 DO - 10.1016/j.worlddev.2012.04.008 LA - en UR - https://www.sciencedirect.com/science/article/pii/S0305750X12000691 AN - LOCAL-DOI:10.1016/j.worlddev.2012.04.008 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - CA:AandC KW - CCZ:Uganda KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:production KW - P:technology KW - R:impact KW - T:Training KW - Z:diffusion of technology KW - Z:improved cultivation practices KW - Z:lowland rice KW - Z:yield enhancement KW - _C:Uganda UGA KW - publicImportV1 ER - TY - JOUR TI - Assessing the potential of AI–ML in urban climate change adaptation and sustainable development AU - Srivastava, Aman AU - Maity, Rajib T2 - Sustainability DA - 2023/// PY - 2023 DO - 10.3390/su152316461 DP - Google Scholar VL - 15 IS - 23 SP - 16461 UR - https://www.mdpi.com/2071-1050/15/23/16461 Y2 - 2024/02/24/11:14:03 ER - TY - RPRT TI - Assessing the Strength of Evidence in the Education Sector AU - Hinton, Dr Rachel AU - Robinson, Mark DA - 2015/// PY - 2015 DP - Zotero SP - 52 LA - en UR - https://reliefweb.int/sites/reliefweb.int/files/resources/BE2_Guidance_Note_ASE_final_2015-30-06f_.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Assessing the value-added effects of literacy collaborative professional development on student learning AU - Biancarosa, G. AU - Bryk, A.S. AU - Dexter, E.R. T2 - The Elementary School Journal DA - 2010/// PY - 2010 DO - 10.1086/653468 VL - 111 IS - 1 SP - 7 EP - 34 UR - https://doi.org/10.1086/653468. ER - TY - JOUR TI - ASSESSMENT-AS-LEARNING FOR COGNITIVE ACTIVATION. ISSUES FOR EFFECTIVE USE OF LEARNING TECHNOLOGIES IN THE CLASSROOM AU - Trinchero, Roberto T2 - Italian Journal of Educational Technology DA - 2018/// PY - 2018 DP - Google Scholar VL - 26 IS - 3 SP - 40 EP - 55 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - BOOK TI - Assessment For Learning Without Limits AU - Peacock, Alison AB - This book explores assessment practices that offer an enlightening and enabling view of all learners. Following the demise of national curriculum levels the book embraces a unique opportunity to change how children are assessed. Rather than simply replacing the old structure with a new one it focuses instead on enabling children to learn in meaningful ways so that assessment becomes a tool for improvement rather than judgment. Building on two influential research studies Learning without Limits (Hart et al 2004) and Creating Learning without Limits (Swann et al 2012) the book continues the story of an alternative ‘learning without limits’ pedagogy. Inspired by a relentless focus on every child’s capacity to learn the book explores what can be achieved when we remove limits on learning. School leaders and teachers struggling against practices that seeks to define label and rank explore the opportunity to view assessment reform as a means of reducing inequity through ‘learning without limits’ principles of collaboration professional learning and inquiry. Children share their views and offer powerful insights into what may be achieved when limits are lifted on their learning. Consequently a liberating and alternative view of assessment is presented achieved through children and adults working in partnership. Throughout the book practical examples are offered illustrated by real life stories often about children who have achieved more than their teachers thought possible.At a time when schools are in pursuit of new assessment practices and reporting of progress the insights in this book about what is possible are highly pertinent for individual teachers school leaders and teacher educators wondering how best to foster children’s learning capacity. DA - 2016/07/01/ PY - 2016 DP - Amazon ET - UK ed. edition SP - 160 LA - English PB - Open University Press SN - 978-0-335-26136-9 ER - TY - JOUR TI - Assessment of Farmers Socio – economic Characteristics in the Karfi Sector of KRIP Kano State, Nigeria AU - Tudunwada, I.Y. AU - S.S, Khalifa T2 - Wudil Journal of Earth & Environmental Sciences, WUJEES DA - 2020/// PY - 2020 VL - 1 SP - 43 EP - 51 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Assessment of medical waste management in seven hospitals in Lagos, Nigeria AU - Awodele, Olufunsho AU - Adewoye, Aishat Abiodun AU - Oparah, Azuka Cyril T2 - BMC Public Health AB - Medical waste (MW) can be generated in hospitals, clinics and places where diagnosis and treatment are conducted. The management of these wastes is an issue of great concern and importance in view of potential public health risks associated with such wastes. The study assessed the medical waste management practices in selected hospitals and also determined the impact of Lagos Waste Management Authority (LAWMA) intervention programs. A descriptive cross-sectional survey method was used. DA - 2016/03/15/ PY - 2016 DO - 10.1186/s12889-016-2916-1 DP - BioMed Central VL - 16 IS - 1 SP - 269 J2 - BMC Public Health SN - 1471-2458 UR - https://doi.org/10.1186/s12889-016-2916-1 Y2 - 2024/03/13/15:11:24 KW - Environmental hazards KW - Healthcare workers KW - LAWMA and Lagos KW - Medical waste KW - Waste management ER - TY - THES TI - Assessment of perceived attributes and instructional use of information communication technology by lecturers in technical training institutions in Kenya AU - Agufana, PB AB - In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. Today it is no longer an option to learn the basic skills of ICT but rather a prerequisite for academic qualifications. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Attributes and instructional use of ICT by Lecturers in Technical Training institutions in Kenya. The specific objectives of this study were, to establish the relationship between Perceived Attributes (ease of use, usefulness, cultural relevance, and government policy) and instructional use of ICT. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training institutions in Kenya. The sampling frame was obtained from a list provided by the Ministry of Education Science and Technology 2013. Data was collected using questionnaires. Piloting of the research tools was conducted and the sample obtained was subjected to the Cronbach‟s alpha. The quantitative data obtained from the administrated questionnaires was analyzed using descriptive statistics and inferential statistics. The study determined that ICT use has created a new platform for instruction. The findings also indicated that use of ICT by lecturers‟ greatly improved instruction. The study found out that; use of ICT improved ones relationship with others, and was fashionable. The study further found out that ICT policies enhanced use of ICT. The study concludes that perceived attributes are critical in instructional use of ICT. The study recommends that higher education qualifications are to be preferred for lecturers as it enables skilled use of available ICT technology. The study recommends the provision of Cisco Networking Academy Programme to provide more ICT exposure to students and staff. The study recommends that lecturers be encouraged to use ICT to access current and upto date information resources. The study recommends that the government should operationalize, the ICT lecturers competencies framework to enable lecturers have policy direction when planning for competence training. Lecturers are encouraged to use ICT for instructional purposes because it is the trend in modern communication, and has globalized the world. Lastly, the study recommends use of ICT for instruction as it greatly improves the instruction. DA - 2015/// PY - 2015 LA - en PB - Moi University KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:assessment KW - P:media KW - P:school teacher KW - P:technology KW - Q:ICT KW - R:survey KW - T:TVET KW - publicImportV1 ER - TY - JOUR TI - Assessment of Perceived Ease of Use and Instructional Use of ICT by Lecturers in Technical Training Institutions in Kenya AU - Agufana, PB AU - Too, JK AU - Mukwa, CW T2 - African Journal of Education, Science and Technology AB - In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational Institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Ease of Use and instructional use of ICT by Lecturers in Technical Training Institutions in Kenya. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training Institutions in Kenya. Data were collected using questionnaires. The quantitative data obtained from the administrated questionnaires were analyzed using descriptive statistics. The findings indicated that use of ICT by lecturers’ is perceived to greatly improve instruction. The study recommends that lecturers be encouraged to use ICT for instructional purposes because it greatly improves the passage of instruction. DA - 2018/// PY - 2018 LA - en UR - http://repository.mut.ac.ke:8080/xmlui/handle/123456789/3028 AN - UTI-A93857DF-09E0-3D05-BE47-DA8BB16ADE69 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Kenya KW - C:Rwanda KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:assessment KW - F:attitude KW - P:culture KW - P:school teacher KW - Q:ICT KW - Q:lifelong learning KW - Q:open learning KW - T:TVET KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Assessment of policies to improve teacher quality and reduce teacher absenteeism AU - Suryahadi, Asep AU - Sambodho, Prio T2 - Working paper CY - Jakarta DA - 2013/// PY - 2013 DP - Library of Congress ISBN SP - 1 LA - en PB - SMERU Research Institute SN - 978-602-7901-09-4 ER - TY - JOUR TI - Assessment of school Learning Continuity Plan (LCP) implementation: Basis for policy formulation AU - Peregrino, Lilia P. AU - Javillonar, Mark G. AU - Caballes, Dennis G. AU - Necio, Chona R. AU - Ramirez, Amor B. T2 - Journal of Social, Humanity, and Education DA - 2022/// PY - 2022 DO - 10.35912/jshe.v2i3.967 DP - Google Scholar VL - 2 IS - 3 SP - 211 EP - 224 ST - Assessment of school Learning Continuity Plan (LCP) implementation ER - TY - JOUR TI - Assessment of students’ digital competences in primary school: a systematic review AU - Godaert, Eline AU - Aesaert, Koen AU - Voogt, Joke AU - Van Braak, Johan T2 - Education and Information Technologies DA - 2022/08// PY - 2022 DO - 10.1007/s10639-022-11020-9 DP - DOI.org (Crossref) VL - 27 IS - 7 SP - 9953 EP - 10011 J2 - Educ Inf Technol LA - en SN - 1360-2357, 1573-7608 ST - Assessment of students’ digital competences in primary school UR - https://link.springer.com/10.1007/s10639-022-11020-9 Y2 - 2024/03/04/14:14:41 KW - Final_citation ER - TY - JOUR TI - Assistive technology for students with visual disability in schools for the blind in Delhi AU - Senjam, Suraj Singh AU - Foster, Allen AU - Bascaran, Covadonga AU - Vashist, Praveen AU - Gupta, Vivek T2 - Disability and Rehabilitation: Assistive Technology AB - Background: To understand the awareness and utilization of assistive technology in students at schools for the blind in Delhi.Methods: A cross sectional study was conducted among 250 students selected randomly from 10 blind schools in Delhi. Binocular distance presenting and pinhole vision acuity were assessed using Snellen “E” chart and a multiple pinhole occluder. Students were also interviewed using a questionnaire about 42 assistive devices to understand their awareness and use.Results: Male participants were 72.8%. Of the total, 27.6% students had best corrected visual acuity <6/18 to 1/60, and the rest had <1/60 vision. The awareness about tactile and sound-based technology was good among students: Braille books (98%), Braille slate and stylus (99.2%), handheld audio recorders (77.6%) and screen readers (77.2%). Good awareness was reported for abacus (88.8%), walking long canes (94.4%) and smart cane (89.6%), audible balls (96%), Braille chess (82.8%) and talking watch (98%). Among the students with <6/18 to 1/60 vision, the awareness of visual based technology ranged from 0.8% (typoscope) to 43.6% (video magnifiers). Braille technology was used for reading by 96.4% (books) and for writing by 96.8% (Braille slate and stylus) irrespective of visual status. Other devices were poorly used ranging from nil (typoscope) to 55% (screen readers). The use of math and science learning devices was poor (<20%). Walking canes were used by 59% of students whereas 87.2% students used audible ball for games.Conclusion: The results showed that majority of students used tactile based technology irrespective of visual status.Implications for rehabilitationStudents with visual disability need assistive technology for a wide range of activities including academic learning.Students in schools for the blind who have binocular best corrected vision acuity of 1/60 or better should be encouraged to use visual based assistive technology instead of tactile based.Students with binocular best corrected vision acuity less than1/60 should be encouraged to use other available tactile and sound-based assistive technologies as well as Braille books and Braille slate and stylus for their academic activities including maths and sciences.Teachers should be trained in the use of various assistive technologies for reading, writing, maths, sciences, sports, mobility and activities of daily living. DA - 2020/// PY - 2020 DO - 10.1080/17483107.2019.1604829 DP - Taylor and Francis+NEJM VL - 15 IS - 6 SP - 663 EP - 669 SN - 1748-3107 UR - https://doi.org/10.1080/17483107.2019.1604829 Y2 - 2021/03/04/13:48:47 KW - Assistive technology KW - awareness KW - blind schools KW - utilization KW - visual disability ER - TY - RPRT TI - Assistive Technology in the African Region: Results of an Online Rapid Assistive Technology Capacity Survey AU - World Health Organization Regional Office for Africa DA - 2018/// PY - 2018 UR - https://www.who.int/phi/implementation/assistive_technology/Assistive_Technology_African_Region_Report.pdf Y2 - 2020/08/24/10:47:04 ER - TY - JOUR TI - Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis AU - Perelmutter, Bogi AU - McGregor, Karla K. AU - Gordon, Katherine R. T2 - Computers & education DA - 2017/// PY - 2017 DO - 10.1016/j.compedu.2017.06.005 DP - Google Scholar VL - 114 SP - 139 EP - 163 ST - Assistive technology interventions for adolescents and adults with learning disabilities KW - __C:filed:1 KW - literature / systematic review ER - TY - JOUR TI - Association between Ambient Noise Exposure and School Performance of Children Living in An Urban Area: A Cross-Sectional Population-Based Study AU - Pujol, Sophie AU - Levain, Jean-Pierre AU - Houot, Hélène AU - Petit, Rémy AU - Berthillier, Marc AU - Defrance, Jérôme AU - Lardiès, Joseph AU - Masselot, Cyril AU - Mauny, Frédéric T2 - Journal of Urban Health AB - Most of the studies investigating the effects of the external noise on children’s school performance have concerned pupils in schools exposed to high levels due to aircraft or freeway traffic noise. However, little is known about the consequences of the chronic ambient noise exposure at a level commonly encountered in residential urban areas. This study aimed to assess the relationship between the school performance of 8- to 9-year-old-children living in an urban environment and their chronic ambient noise exposure at home and at school. The children’s school performances on the national standardized assessment test in French and mathematics were compared with the environmental noise levels. Children’s exposure to ambient noise was calculated in front of their bedrooms (Lden) and schools (LAeq,day) using noise prediction modeling. Questionnaires were distributed to the families to collect potential confounding factors. Among the 746 respondent children, 586 were included in multilevel analyses. On average, the LAeq,day at school was 51.5 dB (SD= 4.5 dB; range = 38–58 dB) and the outdoor Lden at home was 56.4 dB (SD= 4.4 dB; range = 44–69 dB). LAeq,day at school was associated with impaired mathematics score (p = 0.02) or impaired French score (p = 0.01). For a + 10 dB gap, the French and mathematics scores were on average lower by about 5.5 points. Lden at home was significantly associated with impaired French performance when considered alone (p < 10−3) and was borderline significant when the combined home-school exposure was considered (p = 0.06). The magnitude of the observed effect on school performance may appear modest, but should be considered in light of the number of people who are potentially chronically exposed to similar environmental noise levels. CN - openalex: W1998694229 DA - 2013/11/05/ PY - 2013 DO - 10.1007/s11524-013-9843-6 VL - 91 IS - 2 SP - 256 EP - 271 SN - 1099-3460 UR - https://doi.org/10.1007/s11524-013-9843-6 KW - C:France KW - openalex:import KW - openalex:yes ER - TY - ELEC TI - Assuring and improving quality public digital learning for all AU - United Nations T2 - United Nations DA - 2022/// PY - 2022 LA - en UR - https://www.un.org/en/transforming-education-summit/digital-learning-all Y2 - 2024/03/19/22:48:41 KW - Final_citation ER - TY - JOUR TI - At last: Recent applications of new literacy studies in educational contexts AU - Street, B V T2 - Research in the Teaching of English DA - 2005/// PY - 2005 VL - 39 IS - 4 SP - 417 EP - 423 Y2 - 2021/03/28/00:00:00 KW - ⛔ No DOI found ER - TY - JOUR TI - Attitude towards One-to-One Technology among Student Academic Achievement in Ninth Grade STEM Classes AU - Ishmael, Brenda Patterson DA - 2020/// PY - 2020 DP - Google Scholar KW - _C:Austria AUT KW - _C:Greece GRC KW - _C:India IND KW - _C:Korea, Republic KOR KW - _C:Netherlands NLD KW - _C:Peru PER KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Audio-described educational materials: Ugandan teachers' experiences AU - Wormnaes, Siri AU - Sellaeg, Nina T2 - British Journal of Visual Impairment AB - This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.) DA - 2013/05// PY - 2013 DO - 10.1177/0264619613485029 VL - 31 IS - 2 SP - 164 EP - 171 LA - English SN - 0264-6196, 0264-6196 UR - https://www.researchgate.net/publication/258163041_Audio-described_educational_materials_Ugandan_teachers'_experiences AN - 1361834784; EJ1002387 KW - Access to Education KW - Cultural Relevance KW - Culturally Relevant Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Objectives KW - Foreign Countries KW - Higher Education KW - Inclusion KW - Instructional Materials KW - Interviews KW - Learning Processes KW - Postsecondary Education KW - Qualitative Research KW - Reflection KW - Student Teachers KW - Teacher Attitudes KW - Teacher Education KW - Teachers KW - Uganda KW - Video Technology KW - Visual Impairments KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098573 KW - __finaldtb ER - TY - BOOK TI - Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work A3 - Araya, Daniel A3 - Marber, Peter AB - Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work is an edited collection that explores the social impact of Artificial Intelligence over the coming decades, specifically how this emerging technology will transform and disrupt our contemporary institutions. Chapters in this book discuss the history of technological revolutions and consider the anxieties and social challenges of lost occupations, as well as the evolution of new industries overlapping robotics, biotechnology, space exploration, and clean energy. Chapter authors unpack the nature of augmented education, from revamping curriculum and personalizing education, to redesigning workplace learning for an algorithmic era. Ultimately the book discusses policy and planning for an augmented future, arguing that work and learning are undergoing a metamorphosis around creativity and innovation amid a new global era and the race against automating technologies. Bringing together expert perspectives from around the world, this exciting, informative collection of research and analysis helps educators, policymakers and analysts navigate the future of work and learning amid rapid and accelerating technological change. DA - 2023/// PY - 2023 DP - library.oapen.org LA - English PB - Taylor & Francis ST - Augmented Education in the Global Age UR - https://library.oapen.org/handle/20.500.12657/61656 Y2 - 2023/09/18/19:20:56 KW - Artificial Intelligence and the Future of Learning and Work KW - Augmented Education in the Global Age KW - Daniel Araya KW - Education KW - Education administration KW - Education policy KW - Peter Marber KW - bic Book Industry Communication::J Society & social sciences::JH Sociology & anthropology::JHB Sociology KW - bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy KW - bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education KW - bic Book Industry Communication::J Society & social sciences::JN Education::JNV Educational equipment & technology KW - computer-aided learning (CAL) KW - computers and technology KW - education reform ER - TY - GEN TI - 'Aung Sung Tsu Yi on House Arrest' The Boston literary magazine AU - Ajadi, S.B. DA - 2010/// PY - 2010 LA - en PB - The Boston Press ER - TY - ELEC TI - AusbEignV 2009 - nichtamtliches Inhaltsverzeichnis DA - 2009/// PY - 2009 UR - https://www.gesetze-im-internet.de/ausbeignv_2009/index.html Y2 - 2020/08/08/13:56:55 ER - TY - JOUR TI - Automated Knowledge Extraction from IS Research Articles Combining Sentence Classification and Ontological Annotation AU - Huettemann, Sebastian DA - 2023/// PY - 2023 DP - Google Scholar UR - https://aisel.aisnet.org/wi2023/86/ Y2 - 2023/11/28/12:39:40 KW - _Added-ailr-2024 KW - ⛔ No DOI found ER - TY - ELEC TI - Automated teller machines (ATMs) (per 100,000 adults) - Sierra Leone AU - World Bank DA - 2012/// PY - 2012 UR - https://data.worldbank.org/indicator/FB.ATM.TOTL.P5?locations=SL&most_recent_value_desc=false Y2 - 2022/01/10/17:23:12 ER - TY - CONF TI - Automated vulnerability detection in source code using deep representation learning AU - Russell, Rebecca AU - Kim, Louis AU - Hamilton, Lei AU - Lazovich, Tomo AU - Harer, Jacob AU - Ozdemir, Onur AU - Ellingwood, Paul AU - McConley, Marc C3 - 2018 17th IEEE international conference on machine learning and applications (ICMLA) DA - 2018/// PY - 2018 DO - 10.1109/ICMLA.2018.00120 DP - Google Scholar SP - 757 EP - 762 PB - IEEE UR - https://ieeexplore.ieee.org/abstract/document/8614145/ Y2 - 2024/03/04/16:21:26 KW - Final_citation ER - TY - CONF TI - Automatic Teacher Modeling from Live Classroom Audio AU - Donnelly, Patrick J. AU - Blanchard, Nathan AU - Samei, Borhan AU - Olney, Andrew M. AU - Sun, Xiaoyi AU - Ward, Brooke AU - Kelly, Sean AU - Nystran, Martin AU - D'Mello, Sidney K. T3 - UMAP '16 AB - 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. C1 - New York, NY, USA C3 - Proceedings of the 2016 Conference on User Modeling Adaptation and Personalization DA - 2016/07/13/ PY - 2016 DO - 10.1145/2930238.2930250 DP - ACM Digital Library SP - 45 EP - 53 PB - Association for Computing Machinery SN - 978-1-4503-4368-8 UR - https://doi.org/10.1145/2930238.2930250 Y2 - 2021/03/07/00:00:00 KW - _C:Canada CAN KW - _C:Congo, Republic COG KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - automatic feedback KW - classroom discourse KW - dialogic instruction KW - educational data mining KW - speech recognition ER - TY - JOUR TI - Automating data extraction in systematic reviews: a systematic review AU - Jonnalagadda, Siddhartha R. AU - Goyal, Pawan AU - Huffman, Mark D. T2 - Systematic Reviews AB - Automation of the parts of systematic review process, specifically the data extraction step, may be an important strategy to reduce the time necessary to complete a systematic review. However, the state of the science of automatically extracting data elements from full texts has not been well described. This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews. DA - 2015/06/15/ PY - 2015 DO - 10.1186/s13643-015-0066-7 DP - BioMed Central VL - 4 IS - 1 SP - 78 J2 - Systematic Reviews SN - 2046-4053 ST - Automating data extraction in systematic reviews UR - https://doi.org/10.1186/s13643-015-0066-7 Y2 - 2024/01/18/22:21:02 KW - Conditional Random Field KW - Data Element KW - PubMed Abstract KW - Support Vector Machine KW - Systematic Review Process KW - _Added-ailr-2024 ER - TY - JOUR TI - Automation of systematic literature reviews: A systematic literature review AU - van Dinter, Raymon AU - Tekinerdogan, Bedir AU - Catal, Cagatay T2 - Information and Software Technology AB - Objective: This study aims to collect and synthesize the studies that focus on the automation of SLR to pave the way for further research. Method: A systematic literature review is conducted on published primary studies on the automation of SLR studies, in which 41 primary studies have been analyzed. Results: This SLR identifies the objectives of automation studies, application domains, automated steps of the SLR, automation techniques, and challenges and solution directions. Conclusion: According to our study, the leading automated step is the Selection of Primary Studies. Although many studies have provided automation approaches for systematic literature reviews, no study has been found to apply automation techniques in the planning and reporting phase. Further research is needed to support the auto­ mation of the other activities of the SLR process. DA - 2021/08// PY - 2021 DO - 10.1016/j.infsof.2021.106589 DP - DOI.org (Crossref) VL - 136 SP - 106589 J2 - Information and Software Technology LA - en SN - 09505849 ST - Automation of systematic literature reviews UR - https://www.sciencedirect.com/science/article/pii/S0950584921000690 Y2 - 2022/04/05/23:25:44 KW - Automation KW - Machine learning KW - Natural language processing KW - Review KW - Systematic literature review (SLR) KW - Text mining KW - _Added-ailr-2024 ER - TY - JOUR TI - Availability, Access and Utilization of E-Resources among Pre-Service Teacher Trainees by Distance AU - Olaniran, Sunday O. AU - Duma, M. A. N. AU - Nzima, D. R. AU - Kumar, V AU - Murthy, S AU - Kinshuk T2 - IEEE 8TH International Conference on Technology for Education AB - The study investigated accessibility to and utilization of electronic resources among pre-service teachers in the National Open University of Nigeria (NOUN). Survey research design was used to carry out the study. Two hundred and thirty eighty (238) undergraduate students studying to obtain Bachelor of Education (B. Ed.) by distance were purposively sampled from Ibadan Study Centre of the institution. The results from the survey revealed that electronic resources in different forms like radio broadcast, e-journals, e-books, and CD-ROM, among others, are available and accessible to the pre-service teacher trainees by distance. However, limited internet connectivity and inadequate access to electricity were shown as major factors constraining most of the participants from accessing and utilizing the available electronic resources. The study recommends for the distance learning providers in developing nations to partner with telecommunication firms and internet service providers with a view to providing constant and affordable internet services to their learners, especially those that are studying to become classroom teachers. DA - 2016/// PY - 2016 DO - 10.1109/T4E.2016.55 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - D:developing nation KW - F:access KW - P:electro KW - P:service industry KW - P:teachers KW - Q:ICT KW - Q:distance learning KW - Q:e-learning KW - R:research design KW - R:survey KW - T:trainee KW - Z:E-Learning KW - Z:E-Resources KW - Z:ICT KW - Z:ODL KW - Z:Pre-Service Teachers KW - publicImportV1 KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Availability and usage of information communication technology facilities in secondary schools in Zambia AU - Nsama, Peggy AU - Masaiti, Gift AU - Akakandelwa, Akakandelwa T2 - Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL)(ISSN-Print: 2706-7416, Online: 2709-1864) DA - 2020/// PY - 2020 DP - Google Scholar VL - 1 IS - 1 SP - 87 EP - 106 UR - https://law.unza.zm/index.php/ZJEMAL/article/view/216 Y2 - 2023/12/05/11:39:21 KW - ⛔ No DOI found ER - TY - JOUR TI - Availability of digital object identifiers in publications archived by PubMed AU - Boudry, Christophe AU - Chartron, Ghislaine T2 - Scientometrics AB - Digital object identifiers (DOIs) were launched in 1997 to facilitate the long-term access and identification of objects in digital environments. The objective of the present investigation is to assess the DOI availability of articles in biomedical journals indexed in the PubMed database and to complete this investigation with a geographical analysis of journals by the country of publisher. Articles were randomly selected from PubMed using their PubMed identifier and were downloaded from and processed through developed Hypertext Preprocessor language scripts. The first part of the analysis focuses on the period 1966–2015 (50 years). Of the 496,665 articles studied over this period, 201,055 have DOIs (40.48%). Results showed that the percentage of articles with DOIs began to increase for articles published in the 2000s, with spectacular growth in the years 2002–2003, then reached a peak in 2015. Data on countries showed that some countries gradually implemented DOIs over the period 1966 to 2015 (the United States, the United Kingdom, and the Netherlands), while some did not (Russia, the Czech Republic, and Romania). The second part of the analysis focuses on the year 2015 and includes 268,790 articles published in 2015, randomly selected to evaluate the current implementation of DOIs. In 2015, 86.42% of articles had DOIs. The geographical analysis of countries of publishers showed that some countries (Russia, Thailand, and Ukraine) still assigned few DOIs to articles in 2015. Thus, if the scientific community aims to increase the number and the usefulness of services rendered by DOIs, efforts must be made to generalize their use by all persons involved in scientific publication, particularly publishers. DA - 2017/03/01/ PY - 2017 DO - 10.1007/s11192-016-2225-6 DP - Springer Link VL - 110 IS - 3 SP - 1453 EP - 1469 J2 - Scientometrics LA - en SN - 1588-2861 UR - https://doi.org/10.1007/s11192-016-2225-6 Y2 - 2021/05/24/22:15:10 ER - TY - RPRT TI - Averting an Education Catastrophe for the World’s Children AU - Save Our Future DA - 2020/// PY - 2020 UR - https://saveourfuture.world/wp-content/uploads/2020/10/White-Paper-FINAL.pdf Y2 - 2022/04/18/16:27:35 ER - TY - JOUR TI - Awareness and use of a mobile phone as a potential pedagogical tool among secondary school teachers in Tanzania AU - Mfaume, Hamisi T2 - International Journal of Education and Development using Information and Communication Technology (IJEDICT) AB - The government of Tanzania through its ICT Policy for Basic Education, has indicated a commitment to use of mobile phones among other ICTs, as a strategy to enhance the quality of education. It is from this fact that this study determined teachers’ awareness of the educational benefits of the device, their use and barriers towards their educational use. The study was qualitative in nature, using a sample of twenty one (21) teachers who were purposefully selected from three secondary schools. Data were sought through semi-structured interviews and were thematically analysed. The findings revealed that teachers are well informed of the benefits, but they hardly utilize it for educational purposes. Lack of knowledge and skills, a negative attitude, lack of awareness of the ICT policy, age and low motivation emerged as key barriers. In light of the findings, the study concluded that the government’s commitment to integrate the device in the promotion of quality education has not yet moved beyond policy statements. Thus, a concerted effort is needed to train teachers on pedagogical utilization of the device. DA - 2019/// PY - 2019 DP - Zotero VL - 15 IS - 2 SP - 154 EP - 170 LA - en UR - https://files.eric.ed.gov/fulltext/EJ1220754.pdf KW - Bali KW - Bangkok Thailand KW - Cellular telephones KW - Education KW - Educational technology KW - Japan KW - Learning KW - Pedagogy KW - Secondary school teachers KW - Students KW - Tanzania KW - Teaching KW - United Kingdom--UK KW - United States--US KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096774 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Baby knows best? The impact of weaning style on food preferences and body mass index in early childhood in a case–controlled sample AU - Townsend, Ellen AU - Pitchford, Nicola J. T2 - BMJ open DA - 2012/// PY - 2012 DO - 10.1136/bmjopen-2011-000298 DP - Google Scholar VL - 2 IS - 1 SP - e000298 ST - Baby knows best? ER - TY - ELEC TI - Back Doors, Trap Doors, and Fourth-Party Deals: How You End up with Harmful Academic Surveillance Technology on Your Campus without Even Knowing AU - Caines, Autumm AU - Silverman, Sarah T2 - The Journal of Interactive Technology and Pedagogy DA - 2021/12/10/ PY - 2021 LA - English ST - Back Doors, Trap Doors, and Fourth-Party Deals UR - https://jitp.commons.gc.cuny.edu/?p Y2 - 2022/01/01/01:32:30 KW - Final_citation KW - Issue Twenty KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - RPRT TI - Back to Business and (Re)employing Workers? Labor Market Activity During State COVID-19 Reopenings AU - Cheng, Wei AU - Carlin, Patrick AU - Carroll, Joanna AU - Gupta, Sumedha AU - Rojas, Felipe Lozano AU - Montenovo, Laura AU - Nguyen, Thuy AU - Schmutte, Ian AU - Scrivner, Olga AU - Simon, Kosali AU - Wing, Coady AU - Weinberg, Bruce AB - In the early phases of the COVID-19 epidemic labor markets exhibited considerable churn, which we relate to three primary findings. First, reopening policies generated asymmetrically large increases in reemployment of those out of work, compared to modest decreases in job loss among those employed. Second, most people who were reemployed appear to have returned to their previous employers, but the rate of reemployment decreases with time since job loss. Lastly, the groups that had the highest unemployment rates in April also tended to have the lowest reemployment rates, potentially making churn harmful to people and groups with more and/or longer job losses. Taken together, these estimates suggest that employment relationships are durable in the short run, but raise concerns that employment gains requiring new employment matches may not be as rapid and may be particularly slow for hard-hit groups including Hispanic and Black workers, youngest and oldest workers, and women. CY - Cambridge, MA DA - 2020/06// PY - 2020 DP - DOI.org (Crossref) SP - w27419 LA - en PB - National Bureau of Economic Research SN - w27419 ST - Back to Business and (Re)employing Workers? UR - http://www.nber.org/papers/w27419.pdf Y2 - 2020/08/12/16:46:46 ER - TY - RPRT TI - Back-to-School Campaigns Following Disruptions to Education AU - Chuang, Rachel AU - Kaye, Tom AU - Moss Coflan, Caitlin AU - Haßler, Björn CY - Nairobi, Kenya, Washington D.C., USA, and Cambridge, UK DA - 2020/06// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Bolivia BOL KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:India IND KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nigeria NGA KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Zambia ZMB KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools? AU - Harn, Beth AU - Parisi, Danielle AU - Stoolmiller, Mike T2 - Exceptional Children AB - Treatment fidelity, or the application of an intervention as it is designed, is a critical issue for the successful implementation of evidence-based practices. Typically it is assumed that evidence-based practices implemented with high fidelity will result in improved outcomes, whereas low fidelity will lead to poorer outcomes. These assumptions presume agreement across researchers and practitioners on what fidelity is, how to measure it, and what level of fidelity optimizes outcomes; however, there is no widespread agreement on any of these issues. This article discusses the dimensions and nuances of treatment fidelity as well as the implications for measuring and analyzing it in relation to student outcomes. The authors review research demonstrating the differential relationship of fidelity across schools, program type, and impact on student outcomes that special educators should consider when designing intervention studies and implementing evidence-based practices. Special educators should prioritize practices and programs with clearly identified components that are empirically validated yet designed flexibly to match various contexts and student populations. Suggestions to support schools in implementing and sustaining evidence-based practices are provided. DA - 2013/01/01/ PY - 2013 DO - 10.1177/001440291307900204 DP - SAGE Journals VL - 79 IS - 3 SP - 181 EP - 193 LA - en SN - 0014-4029 ST - Balancing Fidelity with Flexibility and Fit UR - https://doi.org/10.1177/001440291307900204 Y2 - 2023/10/31/13:31:40 ER - TY - JOUR TI - Bandwidth management in universities in Zimbabwe: Towards a responsible user base through effective policy implementation AU - Chitanana, Lockias T2 - International Journal of Education and Development using Information and Communication Technology; Bridgetown AB - This research was undertaken to investigate the issue of how to maximise or make efficient use of bandwidth. In particular, the research sought to find out about what universities in Zimbabwe are doing to manage their bandwidth. It was, therefore, appropriate to survey a sample of five universities and to catalogue their experiences. Results show that most universities in our sample did not have an official Acceptance Use Policy (AUP) to assist with bandwidth management. Successful provision of managed network bandwidth within a university is likely to involve the application of many tools encompassing a number of different techniques. These products are often expensive and are rarely available for loan. Fortunately, a cost-effective solution exists for all universities that can be deployed regardless of the campus' existing network configuration or installed devices. The authors recommend that using Quality of Service (QoS) and Bandwidth management will enable network administrators to control network traffic flow so that appropriate users and applications get priority during the allocation of network resources. Also, universities must contain in their IT policies a meaningful AUP which will help universities to develop and refine usage and access as well as plan for network resource allocation. [PUBLICATION ABSTRACT] DA - 2012/// PY - 2012 DP - ProQuest VL - 8 IS - 2 SP - 62 EP - 76 LA - English SN - 18140556 ST - Bandwidth management in universities in Zimbabwe UR - https://search.proquest.com/docview/1039653351/abstract/691A4728B2DE4429PQ/1 Y2 - 2018/06/09/16:56:16 KW - Bandwidths KW - College campuses KW - Computers KW - Education KW - Internet access KW - Internet resources KW - Product introduction KW - Research KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Bangladesh Back-to-School Campaign AU - Kaye, Tom AU - Chuang, Rachel AU - Moss Coflan, Caitlin AU - Haßler, Björn CY - Nairobi, Kenya, Washington D.C., USA, and Cambridge, UK DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 18 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - C:Bangladesh KW - COV:COVID and reopening of schools KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:India IND KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nigeria NGA KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Zambia ZMB KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _publish KW - _r:ImportedToMyEducationEvidence KW - _yl:g KW - _zenodoETH KW - _zenodoODE KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Bar dissolution in prolate halos AU - Ideta, Makoto AU - Hozumi, Shunsuke T2 - The Astrophysical Journal Letters DA - 2000/// PY - 2000 DO - 10.1086/312709 DP - Google Scholar VL - 535 IS - 2 SP - L91 KW - __C:filed:1 ER - TY - CONF TI - Bar Dissolution in Prolate Halos (In: The Physics of Galaxy Formation) AU - Ideta, Makoto AU - Hozumi, Shunsuke C3 - The Physics of Galaxy Formation DA - 2001/// PY - 2001 DP - Google Scholar VL - 222 SP - 325 KW - ⛔ No DOI found ER - TY - RPRT TI - Barbados: Safe Education Sector Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1042 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/S5QBR8KA KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Barbados: Safe Education Sector Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education ST - Barbados UR - https://docs.opendeved.net/lib/S5QBR8KA Y2 - 2023/12/06/18:11:37 ER - TY - JOUR TI - Barns och lärares aktiviteter med datorplattor och appar i förskolan AU - Nilsen, Malin DA - 2018/// PY - 2018 DP - Google Scholar KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Barriers to and facilitators of the inclusion of learners with special education needs: An appraisal of the education systems of the islands of the Eastern Caribbean AU - Hodge, Carel Eulena AU - Bennett, Cary AU - Harrington, Ingrid AU - Zafarullah, Habib M. DA - 2017/// PY - 2017 DP - Google Scholar SP - 321 LA - en ST - Barriers to and facilitators of the inclusion of learners with special education needs KW - _Added to LR KW - _G:reviewed KW - ⛔ No DOI found ER - TY - JOUR TI - Barriers to Education for Girls in the Democratic Republic of Congo AU - Bolton, Laura AB - There was little published literature on the barriers to girls’ education in the DRC. The main findings of the research suggest that cultural history, economic lack, and the coexistence of these are the main factors hindering access to girls’ education. Limited data suggest that inequality is less significant at primary age so looking at problems for both boys and girls is likely to be relevant. At adolescence the gap is wider and the barriers are more gendered. This review synthesises evidence on barriers hindering access to education the reasons for low attainment or achievement levels for girls in the Democratic Republic of Congo (DRC). Other barriers identified include: early/forced marriage, parents’ lack of interest in childrens’ activities and low value placed on schooling, and children’s disinterest in school due to lack of school quality. The research provides a very useful insight but there is agreement1 that there are distinct regional differences in the DRC. For example, rural areas have more children out of school than urban areas. Recommendations for improved learning outcomes from DFID Girls’ Education Challenge include: coaching for teachers alongside structured teaching materials, extra-curricular clubs and activities, collection of data for planning, working with boys and men to improve gender inequality, and promoting change at all levels (community, school and national). DA - 2020/02/28/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15194 Y2 - 2022/12/18/18:13:17 KW - ⛔ No DOI found ER - TY - JOUR TI - Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines AU - Baticulon, Ronnie E. AU - Alberto, Nicole Rose I. AU - Baron, Maria Beatriz C. AU - Mabulay, Robert Earl C. AU - Rizada, Lloyd Gabriel T. AU - Sy, Jinno Jenkin AU - Tiu, Christl Jan S. AU - Clarion, Charlie A. AU - Reyes, John Carlo B. T2 - medRxiv AB -

Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized Emx1-creXRosa26-GCaMP3 mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3% and 8% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.

DA - 2020/07/18/ PY - 2020 DO - 10.1101/2020.07.16.20155747 DP - www.medrxiv.org SP - 2020.07.16.20155747 LA - en ST - Barriers to online learning in the time of COVID-19 UR - https://www.medrxiv.org/content/10.1101/2020.07.16.20155747v2 Y2 - 2020/08/12/15:37:26 KW - _COVID_DEAA-List KW - __C:filed:1 ER - TY - JOUR TI - Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia: AU - Kadhila, Ngepathimo AU - Nyambe, John T2 - Journal of Learning for Development AB - Using the TIPEC framework, this study undertook a critical literature analysis, and student survey to explore challenges experienced by higher education institutions during emergency online pedagogies because of disruptions from the COVID-19 outbreak. The study revealed that most higher education institutions are still grappling with getting technicalities in place such as reliable network connectivity, IT capacity, clear navigation to learning content, timetabling, and session scheduling, and reliable hardware and software required to access online learning platforms to keep teaching and learning afloat. However, little attention is placed on the provision of quality online learning. Therefore, there is a need to move towards enabling epistemological access through the use of online tools in a pedagogically sound and inclusive manner to enable students to develop critical thinking skills. The current quality assurance practices also need to transform to effectively respond to the learning needs of the new normal. Students also need to be equipped with skills that will empower them to effectively use the online system. DA - 2021/11/18/ PY - 2021 DP - jl4d.org VL - 8 IS - 3 SP - 516 EP - 531 LA - en SN - 2311-1550 ST - Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic UR - https://jl4d.org/index.php/ejl4d/article/view/517 Y2 - 2022/04/05/12:26:33 KW - Africa KW - COVID-19 KW - Namibia KW - _genre:PR-primary_research KW - higher education institutions KW - online pedagogies KW - quality assurance KW - ⛔ No DOI found ER - TY - JOUR TI - Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature AU - Bingimlas, Khalid Abdullah T2 - Eurasia Journal of Mathematics, science and technology education DA - 2009/// PY - 2009 DO - 10.12973/ejmste/75275 DP - Google Scholar VL - 5 IS - 3 SP - 235 EP - 245 ST - Barriers to the successful integration of ICT in teaching and learning environments UR - https://www.ejmste.com/article/barriers-to-the-successful-integration-of-ict-in-teaching-and-learning-environments-a-review-of-the-4156 Y2 - 2024/03/04/14:16:41 KW - Final_citation ER - TY - RPRT TI - Baseline Study for Distance Technical and Professional Education in Mozambique AU - Romiszowski, A AB - This baseline study has been undertaken to describe and analyse the current situation with respect to TVET, in order to evaluate the needs and the viability of employing open and distance Learning (ODL), and in particular eLearning in a flexible and blended approach. The main focus of the study is directed to that part of the system that is under the responsibility of the National Directorate for Technical and Professional Education (DINET) – namely the pre-tertiary level public-sector TVET institutions. These institutions are classified into three levels, equivalent to the subdivisions of the general education system: elementary, basic and medium, the last being equivalent to high school – the 11th and 12th grades. Elementary level courses are offered in 36 technical schools, 28 offer basic level courses and 19 offer courses at the medium level, a total of 85. DA - 2015/// PY - 2015 LA - en UR - http://oasis.col.org/handle/11599/1775 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Mozambique KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:manufacture KW - P:teachers KW - P:technology KW - Q:ICT KW - Q:ODEL KW - Q:distance education KW - Q:open education KW - T:Ausbildung KW - T:Educação Profissional Técnica de Nível Médio KW - T:TVET KW - T:competency-based training KW - T:professional and vocational education KW - T:trainee KW - publicImportV1 ER - TY - RPRT TI - Baseline Study on the Current State of Open and Distance Learning in Cameroon AU - Ndongfack, Michael N. AB - Meeting in Mauritius in May 2014, COL Focal Points from Africa and the Mediterranean Regions reviewed the state of ODL in their respective countries and proceeded to map out their strategic plans for 2015–2018. The report from Cameroon demonstrated that although the country is making some progress in the domain of ODL, it lacks an ODL policy framework, a national body to manage distance education and expertise in the field of ODL. To address the issues raised, it was important to establish the baseline situation. The general objective of this study was to establish the current situation of ODL in Cameroon. DA - 2016/03// PY - 2016 DP - oasis.col.org LA - en M3 - Report PB - Commonwealth of Learning (COL) UR - http://oasis.col.org/handle/11599/2490 Y2 - 2020/04/28/11:13:15 ER - TY - JOUR TI - Basic Education and Employment AU - Grant, Catherine AB - This review provides a summary of existing research on: What are the different employment outcomes and cost effectiveness differences between public vs. private basic education (primary and lower secondary) in low and middle income countries and what accounts for any difference (disaggregated by gender as appropriate)? Do either private or public education systems focus more greatly on providing students with foundation skills (literacy and numeracy skills) and does this have an impact on employment outcomes? What is the relative value for money of basic child education (primary and lower secondary) vs. programmes focusing on providing foundation skills e.g. to out of school youth, if the main benefit measure is higher skilled/waged employment? This report is not a systematic review, but aims to capture a substantial portion of the literature offering evidence on this topic, including the most important and useful papers to guide policy-making. It provides an annotated bibliography of the literature, followed by an evidence summary table assessing the literature according to DFID’s ‘strength of evidence’ guidelines DA - 2016/11/18/ PY - 2016 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13044 Y2 - 2022/12/18/18:13:18 KW - ⛔ No DOI found ER - TY - BOOK TI - Bateson, Patrick, and Paul Martin. 2000. Design for a Life: How Behavior and Personality Develop AU - Bateson, Paul Patrick Gordon AU - Martin, Paul CY - New York, NY DA - 2000/// PY - 2000 PB - Simon & Schuster ER - TY - JOUR TI - Battle for the thermostat: Gender and the effect of temperature on cognitive performance AU - Chang, Tom Y. AU - Kajackaite, Agne T2 - PLoS ONE AB - This paper studies differences in the effect of temperature on cognitive performance by gender in a large controlled lab experiment (N = 543). We study performance in math, verbal and cognitive reflection tasks and find that the effects of temperature vary significantly across men and women. At higher temperatures, women perform better on a math and verbal task while the reverse effect is observed for men. The increase in female performance in response to higher temperature is significantly larger and more precisely estimated than the corresponding decrease in male performance. In contrast to math and verbal tasks, temperature has no impact on a measure of cognitive reflection for either gender. Our findings suggest that gender mixed workplaces may be able to increase productivity by setting the thermostat higher than current standards. DA - 2019/05/22/ PY - 2019 DO - 10.1371/journal.pone.0216362 DP - PubMed Central VL - 14 IS - 5 SP - e0216362 J2 - PLoS One SN - 1932-6203 ST - Battle for the thermostat UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6530830/ Y2 - 2022/06/02/21:40:37 ER - TY - ELEC TI - BBiG - nichtamtliches Inhaltsverzeichnis DA - 2005/// PY - 2005 UR - https://www.gesetze-im-internet.de/bbig_2005/index.html Y2 - 2020/08/08/13:58:41 ER - TY - BOOK TI - Beginning literacy with language: Young children learning at home and school. AU - Dickinson, David K AU - Tabors, Patton O CY - Baltimore, MD DA - 2000/// PY - 2000 PB - Brookes Publishing Co. ER - TY - JOUR TI - Behaviour change approaches for social norms regarding gender AU - Grant, Catherine AB - This report aims to inform a project which will set up self-help groups for young men from deprived urban areas in developing countries. The project will deliver an open-source course or set of materials using the most appropriate format for community level mobilisers to equip themselves to facilitate a series of ‘courageous conversations’ amongst young men to spur critical thinking about gender roles and social norms. It aims to equip them to lead their own groups looking at harmful masculinities and the impact this has on their behaviour. A literature search was conducted looking for examples of community level support programmes which effectively used dissemination methods to enable these programmes to be self-managed and self-led. The subject area was widened to include self-help groups with other purposes using a variety of methods. There are many different ways in which different groups equip people to lead their own development and learning with others, thus enabling peer support and development without requiring trained facilitators to be physically present. This report considers social norms to be ‘shared beliefs about what is typical and appropriate behaviour in a valued reference group. DA - 2017/01/04/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13049 Y2 - 2022/12/18/18:13:20 KW - ⛔ No DOI found ER - TY - RPRT TI - Behaviour change key principles for EdTech | MASTER framework AU - Rahman, Asad AU - Carter, Alice AU - Wambûi Kuria, Catherine AU - Mbugua, Ciku AU - Simpson, Lea AU - Kably, Nathan AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/10/24/ PY - 2022 LA - en PB - EdTech Hub UR - https://docs.edtechhub.org/lib/BT283J6U ER - TY - RPRT TI - Behaviour change key principles for EdTech | MASTER framework AU - Rahman, Asad AU - Carter, Alice AU - WambûiKuria, Catherine AU - Mbugua, Ciku AU - Simpson, Lea AU - Kably, Nathan AB - An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries, to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool aims to help you get started with ways to design for innovation behaviours or mindsets and make them stick. Keywords: behavioural change; behavioural design; behavioural innovation; EdTech; innovation; sandbox; intervention design An output of the EdTech Hub, https://edtechhub.org CN - 0129 DA - 2022/10/24/ PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/BT283J6U KW - _r:AddedByZotZen ER - TY - BLOG TI - Behavioural Innovation: embracing behavioural science for lasting impact AU - Simpson, Lea T2 - Brink blog AB - Behavioural Innovation applies classic innovation methodologies along with psychological, cognitive, emotional, cultural and social… DA - 2019/09/18/T13:23:46.686Z PY - 2019 LA - en ST - Behavioural Innovation UR - https://medium.com/hellobrink-co/behavioural-innovation-embracing-behavioural-science-for-lasting-impact-85d1d78688f4 Y2 - 2022/12/22/04:23:59 ER - TY - JOUR TI - Benchmarking the digital divide using a multi-level outranking framework: Evidence from EBRD countries of operation AU - Petrović, Marijana AU - Bojković, Nataša AU - Anić, Ivan AU - Petrović, Dalibor T2 - Government Information Quarterly T3 - Social Media in Government - Selections from the 12th Annual International Conference on Digital Government Research (dg.o2011) AB - The paper proposes an innovative procedure for benchmarking the digital divide. The study demonstrates the potential of an outranking approach as an alternative to the commonly used ranking models based on Composite Indices (CIs). To fulfill the objectives of the benchmarking process, an ELECTRE-based (ELimination Et Choix Traduisant la REalité; Elimination and Choice Corresponding to Reality) multi-level outranking (ELECTRE MLO) method is developed. The proposed approach improves on previous methods of benchmarking the digital divide in two ways: by classifying countries into hierarchical levels of performance and by identifying corresponding benchmarks for less successful ones. The method is applied to 29 EBRD (European Bank for Reconstruction and Development) countries of operation. The results are visualized in the form of a relation tree, thus providing clear insights for policy-makers regarding how countries stand relative to each other. DA - 2012/10/01/ PY - 2012 DO - 10.1016/j.giq.2012.05.008 DP - ScienceDirect VL - 29 IS - 4 SP - 597 EP - 607 J2 - Government Information Quarterly SN - 0740-624X ST - Benchmarking the digital divide using a multi-level outranking framework UR - http://www.sciencedirect.com/science/article/pii/S0740624X12000998 Y2 - 2018/06/09/16:55:59 KW - Benchmarking KW - Digital divide KW - EBRD countries KW - ELECTRE KW - Multi-level outranking ER - TY - JOUR TI - Benefits and Challenges of the Freetown Teachers College Distance Education Programme for Serving Primary and Junior Secondary School Teachers in Sierra Leone AU - Shaw, Mohamed AU - Mansaray, Alpha Bassie T2 - International Journal of Advanced Research DA - 2019/04/30/ PY - 2019 DO - 10.21474/IJAR01/8927 DP - DOI.org (Crossref) VL - 7 IS - 4 SP - 1093 EP - 1104 J2 - IJAR LA - en UR - http://www.journalijar.com/article/27775/benefits-and-challenges-of-the-freetown-teachers-college-distance-education-programme-for-serving-primary-and-junior-secondary-school-teachers-in-sierra-leone/ Y2 - 2020/07/16/11:35:17 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan AU - Ward, Nicholas D AU - Finley, Rachel J AU - Keil, Richard G AU - Clay, Tansy G T2 - Journal of Geoscience Education DA - 2013/// PY - 2013 VL - 61 IS - 4 SP - 378 EP - 384 KW - ⛔ No DOI found ER - TY - JOUR TI - Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis AU - Takacs, Zsofia K. AU - Swart, Elise K. AU - Bus, Adriana G. T2 - Review of Educational Research AB - A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories. DA - 2015/12// PY - 2015 DO - 10.3102/0034654314566989 DP - DOI.org (Crossref) VL - 85 IS - 4 SP - 698 EP - 739 J2 - Review of Educational Research LA - en SN - 0034-6543, 1935-1046 ST - Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks UR - http://journals.sagepub.com/doi/10.3102/0034654314566989 Y2 - 2024/03/04/12:38:27 KW - Final_citation ER - TY - JOUR TI - Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis AU - Takacs, Zsofia K. AU - Swart, Elise K. AU - Bus, Adriana G. T2 - Review of Educational Research AB - A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories. DA - 2015/12/01/ PY - 2015 DO - 10.3102/0034654314566989 DP - SAGE Journals VL - 85 IS - 4 SP - 698 EP - 739 LA - en SN - 0034-6543 ST - Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks UR - https://doi.org/10.3102/0034654314566989 Y2 - 2023/10/26/16:51:48 ER - TY - JOUR TI - Benefits of STEM Education AU - Ismail, Zenobia AB - The literature on STEM education in developing countries focuses on the challenges many young people face with regard to access to secondary and tertiary education in general as well as the gender gaps in STEM education. It therefore proposes strategies for overcoming these difficulties. Studies on STEM education usually adopt a regional focus such as Africa or Asia and therefore the reports amalgamate data from middle-income and low-income countries. There is some literature on the benefits of science and technology (as a sector) on economic growth or combating diseases such as HIV or malaria. The literature does not discuss the benefits of STEM education beyond the general view that STEM facilitates economic growth and competitiveness. Given that the literature does not address the query directly, the following approach is used in this rapid literature review: literature from developed and developing countries is used to discuss the rationale for STEM education and the key trends in this field. Statistics relating to the gender gap are presented and the impact of some programmes which aim to improve female participation in STEM in developing countries is discussed. Since much of the literature on STEM education mentions teacher training, this is discussed as a benefit of STEM education, together with meeting the demand for skills and innovations for secondary education. Case studies of STEM education projects in Rwanda, a low-income country which has prioritised education and undertaken several initiatives to improve STEM education, are used to highlight the benefits of STEM education. DA - 2018/09/04/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14258 Y2 - 2022/12/18/18:13:25 KW - ⛔ No DOI found ER - TY - RPRT TI - Benefits of using ISSB in school buildings AU - Nambatya, Mauricia AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1034 DA - 2023/11/07/ PY - 2023 LA - en M3 - Blog post - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education SN - 11 UR - https://opendeved.net/2023/11/07/benefits-of-using-issb-in-school-buildings/ KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Bericht zur tQMP Studie AU - Haßler, Björn AU - Haseloff, Gesine AU - Dreischmeier, Wido CN - 0273 DA - 2022/04/30/ PY - 2022 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/D6P2ZZZP KW - Author:OpenDevEd KW - _r:AddedByZotZen ER - TY - RPRT TI - Berufliche Hochschule Hamburg soll 2021 starten AU - HIBB CY - Hamburg DA - 2019/11/06/ PY - 2019 PB - Pressestelle des Senats ER - TY - RPRT TI - Berufsausbildung in einer Einwanderungsgesellschaft AU - Euler, Dieter AU - Eckart, Severing DA - 2016/// PY - 2016 LA - De UR - https://www.bertelsmann-stiftung.de/fileadmin/files/BSt/Publikationen/GrauePublikationen/LL_GP_Integration_Hintergrundpapier.pdf Y2 - 2022/05/03/13:19:16 ER - TY - BOOK TI - Berufsbildung in Sub-Sahara Afrika: Stand der Forschung AU - Haßler, Björn AU - Stock, Inka AU - Schaffer, Jens AU - Winkler, Enno AU - Kagambèga, Assèta AU - Haseloff, Gesine AU - Marsden, Melissa AU - Watson, Joe AU - Gordon, Rebecca AU - Damani, Kalifa CY - Bonn, Germany DA - 2019/// PY - 2019 ET - 1 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany ST - Berufsbildung in Subsahara-Afrika UR - https://lit.bibb.de/vufind/Record/DS-184013 Y2 - 2018/12/08/20:00:54 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:c ER - TY - COMP TI - Berufsbildung in Sub-Sahara Afrika: Stand der Forschung [ZIP Archive] T2 - Berufsbildung in SSA AB - This is a zip archive of the InDesign Files for Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Marsden, M., Watson, J., Gordon, R., & Damani, K. (2019). Berufsbildung in Sub-Sahara Afrika: Stand der Forschung (Berufsbildung in SSA). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3334690 Available from: https://docs.opendeved.net/lib/GEELRK57 CY - Bonn, Germany DA - 2019/// PY - 2019 PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/W2J4EDN4 Y2 - 2018/12/08/20:00:54 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _yl:e ER - TY - THES TI - Berufsbildung und Kultur – Ein Beitrag zur Theorie der Berufsbildung in der Entwicklungszusammenarbeit AU - Wolf, Stefan DA - 2009/// PY - 2009 DP - Zotero LA - de UR - https://d-nb.info/99385222x/34 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Berufsbildungsgesetz (BBiG) DA - 2020/// PY - 2020 DP - Zotero SP - 66 LA - de KW - __C:filed:1 ER - TY - JOUR TI - Best Practice for Scaling Up Efforts to Improve English Language Skills AU - Amonoo-Kuafi, Esi Fenyiwa AB - This rapid review drew primarily on academic and grey literature published in the last 10 years. Presently, there is a paucity of literature which explores comparable national experiences of implementing large‐scale English language programs and which provide: (i) documentation of the critical components and conditions of the programme designs that affect the likelihood of successfully transitioning from pilot to scale; (ii) review of the design, deployment, and effectiveness of each pilot programme; and (iii) the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled language programmes. The most insightful case study from which there are several recommendations for future language programmes was that of the English in Action (EIA) programme in Bangladesh. Many of the recommendations from this study are listed above and expanded upon in Section 4 of this report. This report is organised into six sections. Section 1 provided an overview of the report findings; Section 2 seeks to give a brief review of some of the background literature on language acquisition and language practice; Section 3 then considers scaling up of national programmes – firstly with an overview of the main lessons regarding scaling up, then looking at lessons learnt for scaling up education programmes more generally; Section 4 focus is on lessons specifically learnt from English language programmes; Section 5 provides the full list of references used. DA - 2019/02/21/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14444 Y2 - 2022/12/18/18:13:27 KW - ⛔ No DOI found ER - TY - JOUR TI - Best Practices in Middle Level Quaranteaching: Strategies, Tips and Resources Amidst COVID-19 AU - Pace, Christi AU - Pettit, Stacie AU - Barker, Kim T2 - Becoming: Journal of the Georgia Association for Middle Level Education DA - 2020/01/01/ PY - 2020 DO - 10.20429/becoming.2020.310102 VL - 31 IS - 1 SP - 2 EP - 13 SN - 2641-7715 ST - Best Practices in Middle Level Quaranteaching UR - https://digitalcommons.georgiasouthern.edu/becoming_journal/vol31/iss1/2 KW - __C:filed:1 ER - TY - BOOK TI - Betriebliche Integration von Pflegefachkräften aus dem Ausland: Innenansichten zu Herausforderungen globalisierter Arbeitsmärkte AU - Pütz, Robert AU - Kontos, Maria AU - Larsen, Christa AU - Rand, Sigrid AU - Ruokonen-Engler, Minna-Kristiina DA - 2019/// PY - 2019 DP - Open WorldCat LA - de SN - 978-3-86593-331-7 ST - Betriebliche Integration UR - http://www.boeckler.de/pdf/p_study_hbs_416.pdf Y2 - 2022/05/03/13:19:43 ER - TY - JOUR TI - Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education AU - Manzano-León, Ana AU - Camacho-Lazarraga, Pablo AU - Guerrero, Miguel A. AU - Guerrero-Puerta, Laura AU - Aguilar-Parra, José M. AU - Trigueros, Rubén AU - Alias, Antonio T2 - Sustainability AB - Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques. DA - 2021/01// PY - 2021 DO - 10.3390/su13042247 DP - www.mdpi.com VL - 13 IS - 4 SP - 2247 LA - en SN - 2071-1050 ST - Between Level Up and Game Over UR - https://www.mdpi.com/2071-1050/13/4/2247 Y2 - 2022/04/05/20:14:36 KW - academic achievement KW - engagement KW - gamification KW - motivation KW - systematic literature review ER - TY - JOUR TI - Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices [journal article] AU - Adam, Taskeen T2 - Journal of Interactive Media in Education AB - As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.557 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 7 LA - en SN - 1365-893X ST - Between Social Justice and Decolonisation UR - http://jime.open.ac.uk/articles/10.5334/jime.557/ Y2 - 2020/05/31/15:42:38 KW - Author:OpenDevEd KW - MOOC designers KW - _C:Albania ALB KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - cultural-epistemic injustice KW - decolonisation KW - docs.opendeved.net KW - geopolitical injustice KW - material injustice KW - social justice ER - TY - CONF TI - Between Social Justice and Decolonisation: Exploring South African MOOC designers’ conceptualisations and approaches to addressing injustices [presentation, O-143] AU - Adam, Taskeen T2 - The Care in Openness AB - As social justice and decolonisation discussions fill the physical and virtual corridors of university spaces in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise justices, and how they attempt to address these injustices in and through their MOOCs. As terminology from these discourses at times misconstrued MOOC designers’ opinions, an analytical framework was created to shift focus to addressing injustices, namely: material injustices, cultural-epistemic injustices, and political/geopolitical injustices. These Dimensions of Human Injustice were used to analyse semi-structured interviews with 27 MOOC South African designers. It was found that they formed opinions based on the aforementioned discourses, which impacted their engagement with injustice in their designs. Those who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through highlighting MOOC designers’ attempts at addressing injustices, it is envisioned this will lead to more multi-dimensional, justice-oriented approaches to MOOC design that better enable learners. Additionally, efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways. C3 - OER20 DA - 2020/// PY - 2020 DO - 10.5334/jime.557 DP - oer20.oerconf.org LA - en-US ST - Between Social Justice and Decolonisation UR - https://oer20.oerconf.org/sessions/o-143/ Y2 - 2020/04/20/21:15:07 KW - Author:OpenDevEd ER - TY - JOUR TI - Beyond COVID-19 supernova. Is another education coming? AU - Azorín, Cecilia T2 - Journal of Professional Capital and Community AB - Purpose This article explores social and educational responses to COVID-19 as seen through the lens of the Spanish education, in which professional capital and community is at the epicenter of the fight against the pandemic. Design/methodology/approach This is a reflective and forward-thinking piece in which educators are presented as first responders to the crisis. The article is structured in four parts. First, the opportunities and barriers that COVID-19 is encountering in 21st-century education are commented on. Second, there is recognition of the need to be connected more than ever; and the vital role of networks. Third, the article discusses the effort to realize the maxim “not to leave anyone behind.” Fourth, the last section summarizes the key points related to the aspects to which education should devote its efforts in the coming months and years in Spain. Findings There is a set of reasons why the Spanish education system is extremely vulnerable to the consequences caused by COVID-19, and these include, among others: the high rates of socioeconomic segregation, of school dropouts and of academic failure; poor culture of networking and collaboration; overcrowded classrooms that hinders quality education; an obsolete curriculum; the consideration of education as a political currency; the need to strengthen bimodal education; and teachers' obligation to update their digital competences. Originality/value The article questions whether another education is possible beyond the pandemic and promotes a deep reflection in this particular context for practitioners and policymakers on which topics more attention could be focused during this time of turmoil. DA - 2020/01/01/ PY - 2020 DO - 10.1108/JPCC-05-2020-0019 DP - Emerald Insight VL - ahead-of-print IS - ahead-of-print SN - 2056-9548 UR - https://doi.org/10.1108/JPCC-05-2020-0019 Y2 - 2020/08/12/16:56:56 KW - Collective capacity KW - Community engagement KW - Educational change KW - Networks KW - __C:filed:1 ER - TY - CHAP TI - Beyond Data AU - Mantelero, Alessandro T2 - Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI A2 - Mantelero, Alessandro T3 - Information Technology and Law Series AB - In a technology context dominated by data-intensive AI systems, the consequences of data processing are no longer restricted to the well-known privacy and data protection issues but encompass prejudices against a broader array of fundamental rights. Moreover, the tension between the extensive use of these systems, on the one hand, and the growing demand for ethically and socially responsible data use on the other, reveals the lack of a framework that can fully address the societal issues raised by AI. CY - The Hague DA - 2022/// PY - 2022 DP - Springer Link SP - 1 EP - 43 LA - en PB - T.M.C. Asser Press SN - 978-94-6265-531-7 UR - https://doi.org/10.1007/978-94-6265-531-7_1 Y2 - 2024/02/23/23:56:54 KW - AI KW - Data protection KW - Ethical Impact Assessment KW - Human rights KW - Privacy Impact Assessment KW - Risk-based approach KW - Self-determination KW - Social Impact Assessment ER - TY - BOOK TI - Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI AU - Mantelero, Alessandro T2 - Information Technology and Law Series CY - The Hague DA - 2022/// PY - 2022 DP - DOI.org (Crossref) VL - 36 LA - en PB - T.M.C. Asser Press SN - 978-94-6265-530-0 978-94-6265-531-7 ST - Beyond Data UR - https://link.springer.com/10.1007/978-94-6265-531-7 Y2 - 2024/02/23/23:56:55 KW - AI Regulation KW - Artificial Intelligence KW - Data Protection KW - Ethics KW - Fundamental Rights KW - Human Rights KW - Human Rights Impact Assessment (HRIA) KW - Impact Assessment KW - Open Access ER - TY - VIDEO TI - "Beyond Free Textbooks" - Jasmine Roberts live from University of Illinois Urbana-Champaign Library AB - Jasmine Roberts [Ohio State University] presents "Beyond Free Textbooks: How OER Addresses Access, Inclusion, and Academic Excellence" in a talk given in Main Library 220 at the University of Illinois Urbana-Champaign DA - 2020/03/03/ PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=ZXynJXVRIJ0 Y2 - 2020/07/11/18:47:58 ER - TY - RPRT TI - Beyond sex and gender analysis: an intersectional view of the COVID-19 pandemic outbreak and response AU - Hankivsky, Olena AU - Kapilashrami, Anuj DA - 2020/// PY - 2020 M3 - Policy Brief UR - https://www.qmul.ac.uk/media/global-policy-institute/Policy-brief-COVID-19-and-intersectionality.pdf Y2 - 2021/02/27/21:49:07 ER - TY - RPRT TI - Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years AU - Sandefur, Justin AU - Romero, Mauricio AB - After three years, outsourcing management of public schools to private providers raised test scores by 0.21 standard deviations in math and 0.16 standard deviations in English (equivalent to 4 words per minute additional reading fluency for the cohort that started in first grade). Looking beyond learning gains, the program reduced corporal punishment (by 4.6 percentage points from a base of 51%), but increased dropout (by 3.3 percentage points from a base of 15%) and failed to reduce sexual abuse. Results vary by provider: some produced uniformly positive results, while others present stark trade-offs between learning gains and other outcomes. DA - 2019/12// PY - 2019 DP - Zotero SP - 4 LA - en PB - Center for Global Development KW - ⛔ No DOI found ER - TY - JOUR TI - Big data, big insights? Advancing service innovation and design with machine learning AU - Antons, D AU - Breidbach, CF T2 - Journal of Service Research DA - 2017/// PY - 2017 DO - 10.1177/1094670517738373 VL - 21 IS - 1 SP - 17 EP - 39 LA - en KW - _Added-ailr-2024 ER - TY - CONF TI - Big Data in Climate: Opportunities and Challenges for Machine Learning AU - Karpatne, Anuj AU - Kumar, Vipin T2 - KDD '17: The 23rd ACM SIGKDD International Conference on Knowledge Discovery and Data Mining C1 - Halifax NS Canada C3 - Proceedings of the 23rd ACM SIGKDD International Conference on Knowledge Discovery and Data Mining DA - 2017/08/04/ PY - 2017 DO - 10.1145/3097983.3105810 DP - DOI.org (Crossref) SP - 21 EP - 22 LA - en PB - ACM SN - 978-1-4503-4887-4 ST - Big Data in Climate UR - https://dl.acm.org/doi/10.1145/3097983.3105810 Y2 - 2024/02/24/11:10:20 ER - TY - JOUR TI - Big EdTech AU - Williamson, Ben T2 - Learning, Media and Technology DA - 2022/04/03/ PY - 2022 DO - 10.1080/17439884.2022.2063888 DP - Taylor and Francis+NEJM VL - 47 IS - 2 SP - 157 EP - 162 SN - 1743-9884 UR - https://doi.org/10.1080/17439884.2022.2063888 Y2 - 2022/12/27/04:38:13 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Big Sisters AU - Jakiela, Pamela AU - Ozier, Owen AU - Fernald,, Lia AU - Knauer, Heather AB - We model household investments in young children when parents and older siblings share caregiving responsibilities and when investments by older siblings contribute to young children’s human capital accumulation. To test the predictions of our model, we estimate the impact of having one older sister (as opposed to one older brother) on early childhood development in a sample of rural Kenyan households with otherwise similar family structures. Older sibling gender is not related to household structure, subsequent birth spacing, or other observable characteristics, so we treat the presence of an older girl (as opposed to an older boy) as plausibly exogenous. Having an older sister rather than an older brother improves younger siblings’ vocabulary and fine motor skills by more than 0.1 standard deviations. Viewed through the lens of our model, the empirical pattern we observe suggests that: (i) older siblings’ investments in young children contribute to their human capital accumulation, and (ii) households perceive lower returns to investing in older girls than in older boys. DA - 2020/10// PY - 2020 UR - https://www.cgdev.org/sites/default/files/big-sisters.pdf Y2 - 2020/11/08/22:38:05 ER - TY - BOOK TI - 'Big things at a small stadium' Off the coast international poetry journal AU - Ajadi, S.B. CY - Robbinston DA - 2011/// PY - 2011 ET - Spring SP - 44–45 LA - en PB - Resolute Bear Press ER - TY - CONF TI - Bioclimatic Strategies to Reduce Energy Consumption in Mixed-Used Buildings in Abuja, Nigeria AU - Ali, S.M. AU - Buhari, K.A. C1 - Bayero University, Kano, Nigeria, February C3 - at the “Second International Conference on Sustainable Built Environment in the Tropics (ICONSBET) at the Department of Architecture DA - 2024/// PY - 2024 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Biometric applications in education AU - Hernandez-de-Menendez, Marcela AU - Morales-Menendez, Ruben AU - Escobar, Carlos A. AU - Arinez, Jorge T2 - International Journal on Interactive Design and Manufacturing (IJIDeM) AB - Educational institutions are acquiring novel technologies to help make their processes more efficient and services more attractive for both students and faculty. Biometric technology is one such example that has been implemented in educational institutions with excellent results. In addition to identifying students, access control, and personal data management, it has critical applications to improve the academic domain's teaching/learning processes. Identity management system, class attendance, e-evaluation, security, student motivations, and learning analytics are areas in which biometric technology is most heavily employed. A literature review is performed to present an overview of biometric technology applications for educational purposes, challenges that must overcome to implement biometric technology, and potentially foreshadowing trends effectively. The future seems promising for biometric technology; the biometric technology market is expected to reach a value of USD 94 billion by 2025 at a compound annual growth rate of 36%. New characteristics are under development for commercial applications, such as vascular pattern recognition, ear shape recognition, facial thermography, odor sensing, gait recognition, heartbeat authentication, brain waves, and human body bioacoustics. The biggest challenge this technology must overcome is security and privacy issues, which must be addressed to fully develop the technology to its full potential. It is desirable that this literature review can provide researchers with a sound vision of the potential that biometric technology will have in education. DA - 2021/09/01/ PY - 2021 DO - 10.1007/s12008-021-00760-6 DP - Springer Link VL - 15 IS - 2 SP - 365 EP - 380 J2 - Int J Interact Des Manuf LA - en SN - 1955-2505 UR - https://doi.org/10.1007/s12008-021-00760-6 Y2 - 2023/01/11/17:42:43 KW - Biometrics KW - Educational innovation KW - Final_citation KW - Higher education KW - State of the art KW - anystyle KW - existing ER - TY - JOUR TI - Bitcoin price evolution versus energy consumption; trend analysis AU - Bejan, Crina Anina AU - Bucerzan, Dominic AU - Crăciun, Mihaela Daciana T2 - Applied Economics AB - Digital technology developments shape the behaviour, performances, standards of society, organizations and individuals imposing new ways of payments and new forms of money. In this environment in 2008 was developed a new type of currency, namely Bitcoin. Cryptocurrency, as this new form of money has been generically called, puts pressure on the traditional concept of money. Today, the economic value of cryptocurrencies is attested by their circulation and acceptance by user communities for trade. However, establishing this value raises debates in the literature. The research from this paper investigates and analyses if there is a strong enough connectedness between Bitcoin price evolution and energy consumption tendency (for mining), to influence Bitcoin value. Public data from January 2014 to July 2021 is used. An Artificial Neural Network (ANN) was used to study and predict the tendency of Bitcoin price and energy consumption. A comparison between the forecasting trend and the real trend (the evolution of energy consumption and Bitcoin price) was made. The conducted research starts with a quantitative one and ends with a qualitative one (trends). The obtained results show that qualitatively, there is a good correlation between monthly average values of BTC prices and electricity consumption for mining. DA - 2023/03/16/ PY - 2023 DO - 10.1080/00036846.2022.2097194 DP - Taylor and Francis+NEJM VL - 55 IS - 13 SP - 1497 EP - 1511 SN - 0003-6846 UR - https://doi.org/10.1080/00036846.2022.2097194 Y2 - 2024/03/17/19:11:19 KW - Artificial Neural Network (ANN) KW - B23 KW - C53 KW - Cryptocurrency KW - E37 KW - bitcoin KW - blockchain KW - energy consumption ER - TY - JOUR TI - Bitcoin's growing energy problem AU - De Vries, Alex T2 - Joule DA - 2018/// PY - 2018 DO - 10.1016/j.joule.2018.04.016 DP - Google Scholar VL - 2 IS - 5 SP - 801 EP - 805 UR - https://www.cell.com/joule/pdf/S2542-4351(18)30177-6.pdf Y2 - 2024/03/17/19:07:34 ER - TY - COMP TI - bjohas/kanbantool-bookmarklets AU - Haßler, Björn DA - 2019/04/13/T08:58:31Z PY - 2019 DP - GitHub UR - https://github.com/bjohas/kanbantool-bookmarklets Y2 - 2020/07/11/17:27:45 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:o ER - TY - COMP TI - bjohas/OSM-Wikipedia-Monkey AU - Haßler, Björn DA - 2017/05/30/T12:40:14Z PY - 2017 DP - GitHub LA - JavaScript UR - https://github.com/bjohas/OSM-Wikipedia-Monkey Y2 - 2020/07/11/17:27:17 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - NEWS TI - Black Caribbean girls in England ‘twice as likely to be excluded from schools as white girls’ AU - Mohdin, Aamna T2 - The Guardian AB - Data also shows that school exclusions for girls are growing at higher rate than for boys DA - 2021/09/23/T05:01:39.000Z PY - 2021 DP - The Guardian LA - en-GB SE - Education SN - 0261-3077 UR - https://www.theguardian.com/education/2021/sep/23/black-girls-in-england-twice-as-likely-to-be-excluded-from-schools-as-white-girls Y2 - 2023/11/03/10:07:33 KW - Education KW - Exclusions KW - Inequality KW - Race KW - Schools KW - UK news KW - Women ER - TY - RPRT TI - Blended and Hybrid Learning Initiatives: A curated list for El Salvador AU - Villavicencio, Xuzel AU - Coflan, Caitlin Moss AB - This document was produced in response to a request from the UNICEF country office and Ministry of Education team of El Salvador that was submitted to the EdTech Hub Helpdesk in November 2021. The UNICEF team requested a curated list of global blended and hybrid initiatives with a focus on initiatives that have used a multimodal strategy, highlighting effective and ineffective practices. This report does not aim to cover every leading and innovative blended / hybrid initiative with relevance to the Salvadoran context. Rather, it presents a list of curated resources with examples of challenges, lessons learned, and teacher training approaches that can be used as a guide when designing a multimodal strategy for the education sector. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; remote learning An output of the EdTech Hub, https://edtechhub.org CN - 0105 DA - 2022/07/01/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 36 UR - https://docs.edtechhub.org/lib/BDT76583 KW - _r:AddedByZotZen ER - TY - JOUR TI - Blended Learning Approach to Develop the Teachers’ TPACK AU - Qasem, Arwa Ahmad Abdo AU - Viswanathappa, Gandla T2 - Contemporary Educational Technology AB - A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies. DA - 2016/09/01/ PY - 2016 DO - 10.30935/cedtech/6176 DP - DOI.org (Crossref) VL - 7 IS - 3 SP - 264 EP - 276 J2 - CONTEMP EDUC TECHNOL LA - en SN - 1309517X UR - https://www.cedtech.net/article/blended-learning-approach-to-develop-the-teachers-tpack-6176 AN - 1826551046; EJ1108190 Y2 - 2020/05/29/12:08:43 KW - Blended Learning KW - Computer Assisted Instruction KW - Control Groups KW - ERIC, Current Index to Journals in Education (CIJE) KW - Experimental Groups KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Instructional Design KW - Instructional Effectiveness KW - Knowledge Level KW - Likert Scales KW - Online Courses KW - Pedagogical Content Knowledge KW - Postsecondary Education KW - Preservice Teachers KW - Pretests Posttests KW - Quasiexperimental Design KW - Science Teachers KW - Secondary Education KW - Secondary School Teachers KW - Technological Literacy KW - Technology Uses in Education KW - Trainees KW - Yemen KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096173 KW - __finaldtb ER - TY - JOUR TI - Blended learning implementation in secondary education for girls: case study Tatweer project Saudi Arabia AU - Bukhari, Eman Gasim T2 - International Journal of Academic Research and Reflection AB - Blended learning (BL) has been the subject of much research recently, and the present research adds to this growing body of knowledge as the first substantial study on BL in secondary education for girls in Saudi Arabia. Based on field work comprising interviews and questionnaires this research reports the results of an exploratory, empirical case study of a large-scale programme (Tatweer project) for the introduction of blended learning into 25 traditional secondary girls' schools in Saudi Arabia. Adopting the interpretive research paradigm the objective of the study is to gain rich insight into blended learning guided by the effect of BL on female education. The study demonstrates a number of positive effects of BL on students' engagement and self-development, however, problems with the workloads of students and the failure of teachers to integrate face-to-face learning with e-learning are also observed. Throughout the research Sharpe et al.'s (2006) 8-dimensional framework of BL is applied in a new way to assess the implementation level of BL. This results in the recommendation to extend this framework with an ethical dimension. Further recommendations of the work are to actively seek feedback from key stakeholder groups during BL implementation, to use BL for teacher training in BL, and to measure performance indicators like students' workloads during the transition of traditional schools to BL. DA - 2016/// PY - 2016 DP - Zotero VL - 4 IS - 7 SP - 15 LA - en UR - https://www.idpublications.org/wp-content/uploads/2016/09/Full-Paper-BLENDED-LEARNING-IMPLEMENTATION-IN-SECONDARY-EDUCATION-FOR-GIRLS-CASE-STUDY-TATWEER-PROJECT.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Blended Learning in the Vocational Education and Training System in Tanzania: Understanding Vocational Educators' Perceptions AU - Machumu, HJ AU - Zhu, C AU - Sesabo, JK T2 - International Journal of Multicultural and Multireligious Understanding AB - In a constructivist world of teaching and learning, opportunities to acquire and develop the knowledge and practical skills necessary to design, establish, and deploy blended learning in vocational education and training (VET) programs delivery is a labour-market-driven. The paper examines VET educator’s pleas about the need for the design, adoption and deployment of blended learning in VET programs delivery in Tanzania. A single case study design with an in-depth interview and focus group discussion was conducted with 15 VET educators in three VET colleges in both Morogoro and Dar es Salaam regions. Snowball and purposive sampling were used to obtain sample respondents. For the data analysis, content analysis was employed to condense data obtained from interviews and focus group discussion. It was found that continuous professional development, institutional arrangements, and support should be provided online to facilitate the design, adoption and use of blended learning in VET. We recommend that locally designed blended learning should be relevant to the environment of both students and teachers. In reality, the interplay between blended learning, imparting knowledge and practical skills remain the key focus of future research. DA - 2016/// PY - 2016 DO - 10.18415/ijmmu.v3i2.46 LA - en UR - http://ijmmu.com/index.php/ijmmu/article/view/46 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:teaching KW - HDR25 KW - P:technology KW - Q:e-learning KW - Q:mobile learning KW - Q:open education KW - T:Ausbildung KW - T:TVET KW - publicImportV1 ER - TY - CHAP TI - Blended learning methods in introduction to teaching and sociology of education courses at a university of education AU - Ololube, Nwachukwu Prince T2 - Advancing technology and educational development through blended learning in emerging economies DA - 2014/// PY - 2014 DP - Google Scholar SP - 108 EP - 127 PB - IGI Global KW - _C:Nigeria NGA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Blended learning vid lärares professionella lärande AU - Nilsson, Malin DA - 2017/// PY - 2017 DP - Google Scholar KW - _C:Canada CAN KW - _C:Finland FIN KW - _C:New Zealand NZL KW - _C:Portugal PRT KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Blog-based professional development of English teachers in Mumbai: the potential of innovative practice under scrutiny AU - Khan, Atiya T2 - Australasian Journal of Educational Technology AB - The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai. DA - 2017/// PY - 2017 DO - 10.14742/ajet.2784 VL - 33 IS - 4 SP - 88 EP - 106 LA - English UR - https://pdfs.semanticscholar.org/8d1d/8018f9ce7a080542987a76d342e27c7f5263.pdf AN - 1969007459; EJ1156049 KW - Action Research KW - Case Studies KW - Communities of Practice KW - Diaries KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Publishing KW - English (Second Language) KW - Faculty Development KW - Foreign Countries KW - India KW - Language Teachers KW - Participant Observation KW - Private Schools KW - Qualitative Research KW - Questionnaires KW - Reflective Teaching KW - Second Language Instruction KW - Semi Structured Interviews KW - Teacher Collaboration KW - Web Sites KW - Workshops KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096053 KW - __finaldtb ER - TY - THES TI - Blogging as critical praxis: becoming a critical teacher educator in the age of participatory culture AU - Pascarella, John AB - This self-study of becoming a critical teacher educator extends the research on blogs as a vehicle of critical self-reflection in teaching and teacher education. While the primary focus of this thesis is a self-study of the process of becoming a teacher educator, the author presents findings based on discursive data collected from blogs produced by teacher candidates in two case studies, which inform this process of becoming. The case studies are represented as two “strands”: one carried out in Montréal, Quebec, Canada, at McGill University, and the other carried out near Durban, KwaZulu-Natal, South Africa, at the University of KwaZulu-Natal. Like prior studies involving the use of blogs in teacher preparation, this study examines pre-service teachers’ critical engagement with topics and issues endemic to their current field experiences and future careers in K-12 classrooms. The instructional techniques deployed in the case studies adhered to principles of modeling technology integration in order to transform teaching and learning activities by facilitating a learning environment for pre-service teacher candidates informed by the tenets of critical pedagogy. In this vein, this study examines the implementation of a particular instructional strategy, problem-posing pedagogy, as a practice that integrates the use of blogs to aid the achievement of pre-service teacher candidates’ “critical self-engagement” as well as contribute to the author’s development as a critical teacher educator. DA - 2009/// PY - 2009 LA - English M3 - Ph.D. PB - McGill University UR - https://escholarship.mcgill.ca/concern/theses/wp988k86s KW - 0530:Teacher education KW - 0710:Educational technology KW - Blogging KW - Critical praxis KW - Culture KW - Education KW - Educational technology KW - Participatory culture KW - Teacher education KW - Teacher educator KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097704 KW - __finaldtb ER - TY - CONF TI - Blueprint for Inclusive Research & Development in Education: A Data-Driven Approach to Organize and Articulate Research Data Needs for Equitable Evaluation AU - Pratihast, Susmita AU - Mote, Erin T2 - 13th International Conference on Society and Information Technologies AB - In the field of education, there is a gap between research and practice. Lack of data standardization and collection inhibits comparability and generalizability of findings in the context of population heterogeneity. Mapping of education research inquiries to local heterogeneous data representations from different repositories is expensive and creates barriers for content comprehensiveness in research. The paper focuses on design and usability of the Blueprint, an organizing data framework that summarizes key elements to represent education data needs to improve articulation of data needs and allow practitioners to be part of an inclusive research and development process in collaboration with the research community. The design process included an exhaustive landscape analysis of established data standards, conceptual frameworks in education domains as well as publicly available databases and indicators. This was supported by the analysis of current evidence and research base with the use of natural language processing techniques and topic modeling approaches. This methodology was used to validate and inform the inclusion of different elements in the Blueprint. A large stakeholder review process was adopted to further enhance and refine the Blueprint. With a generalizability score of 77% across multiple pilot studies, the paper focuses on the results of the pilot studies and demonstrates the real-world use cases for widespread applicability and scalability in the sector. C1 - Virtual Conference DA - 2022/03// PY - 2022 DO - 10.54808/ICSIT2022.01.19 DP - DOI.org (Crossref) SP - 19 EP - 24 LA - en ST - Blueprint for Inclusive Research & Development in Education UR - https://www.iiis.org/DOI2022/EB878UD Y2 - 2023/01/15/23:58:30 ER - TY - GEN TI - BNVQF - Botswana National Vocational Qualifications Framework AU - Government of Botswana DA - 2005/// PY - 2005 LA - English UR - http://bqa.org.bw/sites/default/files/qualification-file/S00012.pdf Y2 - 2018/11/28/21:23:07 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - Qualification Framework KW - publicImportV1 ER - TY - JOUR TI - Book Review: Dede & Richards, Eds., The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy AU - Jr, Don Olcott T2 - Journal of Learning for Development DA - 2022/03/15/ PY - 2022 DP - jl4d.org VL - 9 IS - 1 SP - 145 EP - 150 LA - en SN - 2311-1550 ST - Book Review UR - https://jl4d.org/index.php/ejl4d/article/view/630 Y2 - 2022/04/05/12:27:11 KW - digital economy KW - lifelong learning KW - ⛔ No DOI found ER - TY - JOUR TI - Book Review: McNaught & Gravett, Eds., Embedding Social Justice in Teacher Education and Development in South Africa AU - Gentles, Carol Hordatt T2 - Journal of Learning for Development DA - 2022/03/15/ PY - 2022 DP - jl4d.org VL - 9 IS - 1 SP - 151 EP - 154 LA - en SN - 2311-1550 ST - Book Review UR - https://jl4d.org/index.php/ejl4d/article/view/625 Y2 - 2022/04/05/10:31:03 KW - Book Review KW - ⛔ No DOI found ER - TY - JOUR TI - Book Review: Transforming Universities with Digital Distance Education: The Future of Formal Learning AU - Olcott, D. J. T2 - Journal of Learning for Development DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 494 EP - 496 LA - en SN - 2311-1550 ST - Book Review UR - https://jl4d.org/index.php/ejl4d/article/view/460 Y2 - 2020/11/21/13:32:23 KW - Ddigital distance education KW - ⛔ No DOI found ER - TY - JOUR TI - Bouncing forward: a resilience approach to dealing with COVID-19 and future systemic shocks AU - Hynes, William AU - Trump, Benjamin AU - Love, Patrick AU - Linkov, Igor T2 - Environment Systems and Decisions AB - Policy questions are often framed in popular discussion as situations where pulling the right levers will get the economy and society back on track after shocks and crises. This approach ignores how systems interact and how their systemic properties shape socioeconomic outcomes, leading to an over-emphasis on a limited set of characteristics, notably efficiency. We argue that this emphasis on efficiency in the operation, management and outcomes of various economic and social systems is not a conscious collective choice, but rather the response of the whole system to the incentives that individual components face. This has brought much of the world to rely upon complex, nested, and interconnected systems to deliver goods and services around the globe. While this approach has many benefits, the Covid-19 crisis shows how it has also reduced the resilience of key systems to shocks, and allowed failures to cascade from one system to others. This paper reviews the impact of COVID-19 on socioeconomic systems, discusses the notion of resilience, and provides specific recommendations on both integrating resilience analytics for recovery from the current crisis as well as on building resilient infrastructure to address future systemic challenges. DA - 2020/06// PY - 2020 DO - 10.1007/s10669-020-09776-x DP - DOI.org (Crossref) VL - 40 IS - 2 SP - 174 EP - 184 J2 - Environ Syst Decis LA - en SN - 2194-5403, 2194-5411 ST - Bouncing forward UR - http://link.springer.com/10.1007/s10669-020-09776-x Y2 - 2020/08/12/17:03:58 KW - __C:filed:1 ER - TY - GEN TI - 'Boy', The writers' block magazine AU - Ajadi, S.B. DA - 2012/// PY - 2012 LA - en PB - The Press UR - http://issuu.com/thewritersblock/docs/issuenumberseven ER - TY - ELEC TI - Boycott e-learning until all students are brought on board - Sascoc AU - Mokhoali, Veronica AB - The move to migrate to learning online has been met with a backlash from student organisations; with many accusing institutions of side-lining those from disadvantaged backgrounds. DA - 2020/04/20/ PY - 2020 LA - en UR - https://ewn.co.za/2020/04/20/boycott-e-learning-until-all-students-are-brought-on-board-sascoc Y2 - 2020/04/21/14:25:07 ER - TY - GEN TI - BQA Act - Botswana Qualifications Authority Act Nº 24 AU - Government of Botswana DA - 2013/// PY - 2013 LA - English UR - http://www.bqa.org.bw/sites/default/files/documents/botswana_qualifications_authority_1_ncqf_act_0.pdf Y2 - 2018/12/09/22:45:57 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - publicImportV1 ER - TY - CONF TI - Brainwash: a data system for feature engineering AU - Anderson, M.R. AU - Antenucci, D. AU - Bittorf, V. C1 - Asilomar, CA C3 - Proceedings of the biennial conference on innovative data systems research, 2013 DA - 2013/// PY - 2013 LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - Brazil : The SOL-ution for Smart Community Procurement T2 - Other Public Sector Study DA - 2022/01// PY - 2022 DP - elibrary.worldbank.org (Atypon) SP - -1 PB - World Bank ST - Brazil UR - https://elibrary.worldbank.org/doi/abs/10.1596/37687 Y2 - 2024/02/29/15:02:59 KW - Final_citation ER - TY - NEWS TI - Breaking: DFID merged with FCO AU - Worley, William T2 - Devex AB - Opponents say the announcement marks the culmination of a slow-drain on DFID's influence, and worry about what it means for the future direction of U.K. aid. DA - 2020/06/16/T13:02:18+00:00 PY - 2020 DP - www.devex.com ST - Breaking UR - https://www.devex.com/news/sponsored/breaking-dfid-merged-with-fco-97489 Y2 - 2020/06/17/13:22:06 ER - TY - BLOG TI - Breaking old habits and adopting new ones: how to change teaching practice when change is hard AU - World Bank AB - The types of skills an effective educator hasare: being skilled in developing safe and supportive learning environments, checking for student understanding, adjusting instruction according to needs, developing socio- and emotional competences in their learners, among others. DA - 2021/// PY - 2021 LA - en ST - Breaking old habits and adopting new ones UR - https://blogs.worldbank.org/education/breaking-old-habits-and-adopting-new-ones-how-change-teaching-practice-when-change-hard Y2 - 2021/05/28/11:43:01 ER - TY - CHAP TI - Breaking Open: Ethics, Epistemology, Equity, and Power AU - Bali, Maha AU - Adam, Taskeen AU - Cronin, Catherine AU - Friedrich, Christian AU - Walji, Sukaina AU - Hendricks, Christina T2 - Open at the Margins DA - 2020/08/17/ PY - 2020 DP - press.rebus.community LA - en PB - Rebus Community SN - 978-1-989014-22-6 ST - Breaking Open UR - https://press.rebus.community/openatthemargins/chapter/breaking-open-ethics-epistemology-equity-and-power/ Y2 - 2020/08/17/20:21:56 KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Breaking Through Limitations: Enhanced Systematic Literature Reviews With Large Language Models AU - Reason, Tim AU - Langham, Julia AU - Gimblett, Andy AU - Malcolm, Bill AU - Klijn, Sven T2 - Population DA - 2023/// PY - 2023 DP - Google Scholar VL - 464 SP - 25 EP - 0 ST - Breaking Through Limitations UR - https://www.ispor.org/docs/default-source/euro2023/isporeurope23-reason--msr46poster30102023vfinal132992-pdf.pdf?sfvrsn=9cbf28b7_0 Y2 - 2024/03/12/20:57:31 KW - ⛔ No DOI found ER - TY - JOUR TI - Breaking Through Limitations: Enhanced Systematic Literature Reviews With Large Language Models AU - Reason, Tim AU - Langham, Julia AU - Gimblett, Andy AU - Malcolm, Bill AU - Klijn, Sven T2 - Population DA - 2023/// PY - 2023 DP - Google Scholar VL - 464 SP - 25 EP - 0 ST - Breaking Through Limitations UR - https://www.ispor.org/docs/default-source/euro2023/isporeurope23-reason--msr46poster30102023vfinal132992-pdf.pdf?sfvrsn=9cbf28b7_0 Y2 - 2023/11/28/12:42:46 KW - _Added-ailr-2024 KW - ⛔ No DOI found ER - TY - BLOG TI - Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research? AU - Atanasova, Dimitrinka T2 - Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research? AB - Whilst the ability of generative AI to produce text in English has been widely covered, the implications of its ability to translate and act as a cultural broker into English have received less att… DA - 2023/05/04/T10:00:03+00:00 PY - 2023 LA - "en-US" UR - https://blogs.lse.ac.uk/impactofsocialsciences/2023/05/04/bridge-or-barrier-does-generative-ai-contribute-to-more-culturally-inclusive-higher-education-and-research/ Y2 - 2024/01/22/00:55:35 ER - TY - JOUR TI - Bridging research and practice: models for dissemination and implementation research AU - Tabak, Rachel G. AU - Khoong, Elaine C. AU - Chambers, David A. AU - Brownson, Ross C. T2 - American journal of preventive medicine DA - 2012/// PY - 2012 DO - 10.1016/j.amepre.2012.05.024 DP - Google Scholar VL - 43 IS - 3 SP - 337 EP - 350 ST - Bridging research and practice ER - TY - JOUR TI - Bridging the Bandwidth Gap: Open Educational Resources and the Digital Divide AU - Haßler, Björn AU - Jackson, Alan McNeil T2 - IEEE Transactions on Learning Technologies AB - http://doi.ieeecomputersociety.org/10.1109/TLT.2010.8 DA - 2010/// PY - 2010 DO - 10.1109/tlt.2010.8 VL - 3 IS - 2 SP - 110 EP - 115 J2 - IEEE TLT SN - 1939-1382 ST - Bridging the Bandwidth Gap UR - http://bjohas.de/wiki/Bridging_the_Bandwidth_Gap_-_OER_and_the_Digital_Divide KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Brazil BRA KW - _C:Guatemala GTM KW - _C:Mexico MEX KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Sudan SDN KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Bridging the chasm - study of the realities of edtech use among trainee teachers AU - Atherton, Pete T2 - Teacher Education Advancement Network Journal DA - 2019/// PY - 2019 VL - 11 IS - 4 SP - 80 EP - 95 SN - 2054-5266 KW - Stefanie KW - ⛔ No DOI found ER - TY - CONF TI - Bridging the Digital Divide: Rethinking Open Learning for a Global Audience AU - Haßler, Björn T2 - DIVERSE DA - 2007/// PY - 2007 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - JOUR TI - Bridging the gap between research and practice: Implementation science AU - Olswang, Lesley B. AU - Prelock, Patricia A. T2 - Journal of Speech, Language, and Hearing Research DA - 2015/// PY - 2015 DO - 10.1044/2015_JSLHR-L-14-0305 DP - Google Scholar VL - 58 IS - 6 SP - S1818 EP - S1826 ST - Bridging the gap between research and practice ER - TY - BOOK TI - Bridging the Human Rights Implementation Gap: A Commonwealth Survey AU - Secretariat, Commonwealth AB - In January 2022, the Commonwealth Secretariat launched a survey of national frameworks for the implementation of international human rights obligations in Commonwealth member states. The primary objectives of the survey were to: a. Contribute to the body of knowledge, such as studies conducted by the Office of the United Nations High Commissioner for Human Rights (OHCHR) and other organisations, on the role and effectiveness of National Mechanisms for Implementation, Reporting and Follow-up (NMIRFs). Recent OHCHR studies have shown that NMIRFs are vital for improved implementation and reporting on human rights. They have identified several essential ‘capacities’ for enhanced performance, including engagement, co-ordination, consultation and information management. b. Map existing national systems for implementation, reporting and follow-up to understand how they implement their mandates, and thereby facilitate an exchange of good practice and lessons learnt. c. Understand specific needs for further technical assistance for Commonwealth member states to establish and/or strengthen NMIRFs. d. Provide information to be used in advocacy for formulating common guiding principles on NMIRFs. DA - 2023/02/08/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Bridging the Human Rights Implementation Gap UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1095 Y2 - 2023/05/12/09:30:17 ER - TY - JOUR TI - BRIEF Implementation Science and Practice in the Education Sector AU - Lyon, Aaron R DA - 2017/// PY - 2017 DP - Zotero SP - 8 LA - en KW - education KW - ⛔ No DOI found ER - TY - JOUR TI - Bright and Early: How financing pre-primary education gives every child a fair start in life AU - Zubairi, Asma AU - Rose, Pauline T2 - University of Cambridge DA - 2017/// PY - 2017 DP - Google Scholar ST - Bright and Early UR - http://theirworld-site-resources.s3.amazonaws.com/Reports/Theirworld-Report-Bright-and-Early-June-2017.pdf Y2 - 2023/11/08/16:14:48 KW - ⛔ No DOI found ER - TY - JOUR TI - Bring your own device? AU - Hynes, Paul AU - Younie, Sarah T2 - Debates in Computing and ICT Education DA - 2017/// PY - 2017 DO - 10.4324/9781315709505-11 DP - Google Scholar SP - 143 KW - __C:filed:1 ER - TY - JOUR TI - Bringing Education to Afghan Girls: A Randomized Controlled Trial of Village-Based Schools. AU - Burde, D. AU - Linden, L. T2 - American Economic Journal: Applied Economics DA - 2013/// PY - 2013 DO - 10.1257/app.5.3.27 VL - 3 SP - 27 EP - 40 UR - http://www.leighlinden.com/Afghanistan_Girls_Ed.pdf ER - TY - BOOK TI - Bringing Human Rights Education to US Classrooms: Exemplary Models from Elementary Grades to University AU - Katz, Susan Roberta AB - Bringing Human Rights Education to US Classrooms presents ten research-based human rights projects powerfully implemented in a range of U.S. classrooms, from elementary school through community college and university. In these classrooms, the students-pri CY - New York, NY DA - 2015/09/04/ PY - 2015 DP - Amazon ET - 2015th edition SP - 288 LA - English PB - Palgrave SN - 978-1-137-47112-3 ST - Bringing Human Rights Education to US Classrooms ER - TY - RPRT TI - Bringing Learning to Light: The Role of Citizen-Led Assessments in Shifting the Education Agenda AU - Plaut, Daniel AU - Jamieson Eberhardt, Molly AB - "Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained DA - 2015/06// PY - 2015 DP - r4d.org LA - en-US PB - Results for Development ST - Bringing Learning to Light UR - https://r4d.org/resources/bringing-learning-light-role-citizen-led-assessments-shifting-education-agenda/ Y2 - 2020/07/06/14:43:51 ER - TY - JOUR TI - Bringing Out the Best of Leaders, Teachers, and Students in the midst of COVID-19: Lessons Learned from Russell County, Alabama AU - Kilcrease, Adam T2 - Teaching/Writing: The Journal of Writing Teacher Education DA - 2020/07/07/ PY - 2020 VL - 9 IS - 1 ST - Bringing Out the Best of Leaders, Teachers, and Students in the midst of COVID-19 UR - https://scholarworks.wmich.edu/wte/vol9/iss1/25 KW - ⛔ No DOI found ER - TY - RPRT TI - Broadcasting education: The long-term effects of Mexico’s telesecundarias AU - Fabregas, Raissa DA - 2019/// PY - 2019 DP - Google Scholar PB - Working Paper ST - Broadcasting education KW - Final_citation KW - cited KW - existing ER - TY - CONF TI - Broadening access to science events by using the internet AU - Haßler, Björn C3 - Geophysical Research Abstracts DA - 2006/// PY - 2006 VL - 8 SP - 09757 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - JOUR TI - Broadening artificial intelligence education in K-12: where to start? AU - Wong, Gary K. W. AU - Ma, Xiaojuan AU - Dillenbourg, Pierre AU - Huan, John T2 - ACM Inroads DA - 2020/02/13/ PY - 2020 DO - 10.1145/3381884 DP - DOI.org (Crossref) VL - 11 IS - 1 SP - 20 EP - 29 J2 - ACM Inroads LA - en SN - 2153-2184, 2153-2192 ST - Broadening artificial intelligence education in K-12 UR - https://dl.acm.org/doi/10.1145/3381884 Y2 - 2024/02/24/08:53:34 ER - TY - JOUR TI - Broadening borders to build better schools: Virtual professional learning communities AU - Carpenter, Daniel AU - Munshower, Paul T2 - International Journal of Educational Management AB - Purpose The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic. Design/methodology/approach A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013). Findings Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice. Research limitations/implications The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year. Practical implications The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model. Originality/value The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015). DA - 2019/01/01/ PY - 2019 DO - 10.1108/IJEM-09-2018-0296 DP - Emerald Insight VL - 34 IS - 2 SP - 296 EP - 314 LA - English SN - 0951-354X ST - Broadening borders to build better schools UR - https://doi.org/10.1108/IJEM-09-2018-0296 Y2 - 2021/06/25/16:01:48 KW - Collaboration KW - Communities of Practice KW - Computer Mediated Communication KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Educational technology KW - Faculty Development KW - Learning KW - Meetings KW - Preferences KW - Professional development KW - Professional learning communities KW - Rural Schools KW - Rural schools KW - School districts KW - Teacher Attitudes KW - Teacher Collaboration KW - Teacher collaboration KW - Teachers KW - Teaching KW - Virtual professional learning communities KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095794 KW - __finaldtb ER - TY - GEN TI - BTVET Act - Business, Technical, Vocational Education Act and Training Act AU - Government of Uganda DA - 2008/// PY - 2008 UR - http://www.unche.or.ug/wp-content/uploads/2014/11/BVET-Act-20081.pdf Y2 - 2018/12/20/09:32:06 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - publicImportV1 ER - TY - BOOK TI - Build Back Better: our plan for growth AU - Great Britain AU - Treasury DA - 2021/// PY - 2021 DP - Open WorldCat LA - English SN - 978-1-5286-2415-2 ST - Build Back Better ER - TY - JOUR TI - Building a Better Mousetrap: How Design-Based Research was Used to Improve Homemade PowerPoint Games AU - Siko, Jason AU - Barbour, Michael T2 - TechTrends AB - This paper is a review of a three-cycle, design-based research study that explored the relationship between the pedagogical research and the actual implementation of a game design project using Microsoft PowerPoint. Much of the initial literature on using homemade PowerPoint games showed no significant improvement in test scores when students created these low-tech games, despite the fact that the game project was grounded in sound pedagogical strategies. After each iteration changes were made to better reflect the recommendations from the literature, and at the end of the study, students creating games were performing statistically higher on tests than their counterparts who did not create games. Limitations of the study are discussed, as well as ideas for future research in the area of student-generated games as an instructional approach. Retrieved from http://rdcu.be/ne9S DA - 2016/06/09/ PY - 2016 DO - 10.1007/s11528-016-0092-x DP - ResearchGate VL - 60 J2 - TechTrends ST - Building a Better Mousetrap ER - TY - BOOK TI - Building a high-quality teaching profession: lessons from around the world AU - Schleicher, Andreas T2 - International Summit on the Teaching Profession AB - This report presents the best current evidence about what can make teacher-oriented reforms effective and points to examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. Its four chapters cover recruitment and initial preparation of teachers; teacher development, support, careers and employment conditions; teacher evaluation and compensation; and teacher engagement in education reform. CY - Paris DA - 2011/11/21/ PY - 2011 DP - OECD LA - en PB - Organisation for Economic Co-operation and Development SN - 978-92-64-09843-5 ST - Building a high-quality teaching profession UR - http://www.oecd-ilibrary.org/content/book/9789264113046-en Y2 - 2015/03/10/20:31:09 ER - TY - RPRT TI - Building a More Sustainable Future in Uganda: One Brick at a Time AU - Nambatya, Margret Mauricia T2 - CSC Evaluation and Monitoring Programme DA - 2022/08// PY - 2022 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program AU - Habibi, Akhmad AU - Mukinin, Amirul AU - Riyanto, Yatim AU - Prasohjo, Lantip Diat AU - Sulistiyo, Urip AU - Sofwan, Muhammad AU - Saudagar, Ferdiaz T2 - Turkish Online Journal of Distance Education AB - This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed. DA - 2018/01// PY - 2018 DO - 10.17718/tojde.382663 VL - 19 IS - 1 SP - 46 EP - 61 LA - English UR - https://www.researchgate.net/publication/322129440_Building_an_Online_Community_Student_Teachers'_Perceptions_on_the_Advantages_of_Using_Social_Networking_Services_in_A_Teacher_Education_Program AN - 2013525781; EJ1165898 KW - Case Studies KW - College Students KW - Computer Mediated Communication KW - Critical Thinking KW - Data Analysis KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Benefits KW - Focus Groups KW - Foreign Countries KW - Group Discussion KW - Higher Education KW - Independent Study KW - Indonesia KW - Interpersonal Communication KW - Learner Engagement KW - Learning Motivation KW - Practicums KW - Preservice Teacher Education KW - Qualitative Research KW - Social Networks KW - Student Teacher Attitudes KW - Teacher Education Programs KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097353 KW - __finaldtb ER - TY - JOUR TI - Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program AU - Habibi, Akhmad AU - Mukinin, Amirul AU - Riyanto, Yatim AU - Prasohjo, Lantip Diat AU - Sulistiyo, Urip AU - Sofwan, Muhammad AU - Saudagar, Ferdiaz T2 - Turkish Online Journal of Distance Education DA - 2018/01// PY - 2018 DO - 10.17718/tojde.382663 VL - 19 IS - 1 LA - English ST - Building an online community KW - Final_citation KW - cited KW - existing ER - TY - CHAP TI - Building and Strengthening National Systems for Early Childhood Development AU - Vargas-Barón, Emily T2 - Handbook of early childhood development research and its impact on global policy CY - New York DA - 2014/// PY - 2014 SP - 443 EP - 466 PB - Oxford University Press ER - TY - BOOK TI - Building and Sustaining National Educational Technology Agencies : Lessons, Models and Case Studies from Around the World A3 - Trucano, Michael A3 - Dykes, Gavin AB - National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions. CY - Washington, DC DA - 2017/// PY - 2017 PB - World Bank Education UR - https://openknowledge.worldbank.org/handle/10986/26507 Y2 - 2019/02/14/15:36:54 ER - TY - RPRT TI - Building and Sustaining National ICT Education Agencies : Lessons from International Experiences AU - Trucano, Michael AU - Dykes, Gavin AB - National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions. CY - Washington, DC DA - 2016/// PY - 2016 M3 - Technology & Innovation: SABER-ICT Technical Paper Series PB - World Bank Education SN - 2 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/26107/112899-WP-SABER-ICTframework-SABER-ICTno01.pdf?sequence=1&isAllowed=y Y2 - 2019/02/14/15:36:54 ER - TY - JOUR TI - Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery AU - Angrist, Noam AU - de Barros, Andreas AU - Bhula, Radhika AU - Chakera, Shiraz AU - Cummiskey, Chris AU - DeStefano, Joseph AU - Floretta, John AU - Kaffenberger, Michelle AU - Piper, Benjamin AU - Stern, Jonathan T2 - International Journal of Educational Development AB - We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels. DA - 2021/07/01/ PY - 2021 DO - 10.1016/j.ijedudev.2021.102397 DP - ScienceDirect VL - 84 SP - 102397 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Building back better to avert a learning catastrophe UR - https://www.sciencedirect.com/science/article/pii/S073805932100050X Y2 - 2021/05/10/20:09:37 KW - COVID-19 KW - Education KW - Foundational skills KW - Learning loss KW - Recovery ER - TY - JOUR TI - Building capacity for professional development: the development of teachers as facilitators in Ghana AU - Perry, Emily AU - Bevins, Stuart T2 - Professional Development in Education AB - In low- and middle-income countries, cascade models of teacher professional development are often used as routes to educational reform. In these models, external agents deliver professional development, which is then disseminated by in-country facilitators. However, little is known about how to support facilitators of professional development, particularly in low- and middle-income countries. In this study, we report on a model of capacity building for professional development in Ghana. In the context of a large-scale programme of science teacher professional development, a group of Ghanaian teachers gradually assumed responsibility for professional development facilitation, working alongside experienced facilitators from the UK. Using interviews focussed on a storyline technique, we explore the experiences of the Ghanaian teachers as they reflected on their roles. We found the teachers’ epistemological beliefs about teaching were coherent with those of the programme and suggest that this may be an important factor in the success of cascade models of professional development. The teachers gained self-confidence and improved their knowledge and skills of teaching and of professional development facilitation. We propose that this is useful learning for all facilitators and that the model described here is one which is potentially useful for capacity building in other contexts. DA - 2018/05/29/ PY - 2018 DO - 10.1080/19415257.2018.1474489 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 15 SN - 1941-5257 ST - Building capacity for professional development UR - https://doi.org/10.1080/19415257.2018.1474489 Y2 - 2018/06/08/19:39:24 KW - CPD KW - Ghana KW - Professional development KW - _C:Benin BEN KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - capacity building KW - facilitation KW - professional learning KW - science education ER - TY - THES TI - Building capacity of teachers and trainers in technical and vocational education and training (TVET) in Sudan (Case of Khartoum State University). AU - Ahmed, Hashim AB - The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers? Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work. In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses. The results of the study showed that essential innovations and reforms on the initial and in service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking ii clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers DA - 2011/// PY - 2011 LA - en M3 - PhD Thesis PB - Technische Universität Dresden UR - http://www.qucosa.de/fileadmin/data/qucosa/documents/7391/thesis.pdf Y2 - 2019/05/29/20:31:33 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Sudan KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:social KW - P:teachers KW - Q:educational technology KW - T:TVET KW - T:trainee KW - publicImportV1 ER - TY - NEWS TI - Building Educational Foundations through Innovation & Technology (BEFIT) Malawi Scale-Up Program Overview AU - Imagine WorldWide, Hon Agnes DA - 2022/// PY - 2022 DP - Zotero LA - en UR - https://www.imagineworldwide.org/wp-content/uploads/Malawi-Project-Overview-General-11-16-22.pdf KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Building effective COVID-19 Education Response Plans: Insights from Africa and Asia AU - Kimenyi, Eric AU - Otieno, Jennifer AU - Kaye, Tom CY - Cambridge, UK DA - 2020/06// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 15 KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bhutan BTN KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Malawi MWI KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Somalia SOM KW - _C:South Sudan SSD KW - _C:Sudan SDN KW - _C:Uganda UGA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Building mental health workforce capacity through training and retention of psychiatrists in Zimbabwe AU - Abas, Melanie A. AU - Nhiwatiwa, Sekai M. AU - Mangezi, Walter AU - Jack, Helen AU - Piette, Angharad AU - Cowan, Frances M. AU - Barley, Elizabeth AU - Chingono, Alfred AU - Iversen, Amy AU - Chibanda, Dixon AU - Barley, Elizabeth AU - Barley, Elizabeth AU - Chingono, Alfred AU - Iversen, Amy AU - Chibanda, Dixon T2 - International Review of Psychiatry AB - Despite the need to improve the quantity and quality of psychiatry training in sub-Saharan Africa (SSA), very little is known about the experiences of psychiatric trainees in the region. This is the first study examining psychiatric trainees in a low-income country in SSA. It was carried out as part of the needs assessment for a unique Medical Education Partnership Initiative (MEPI) programme to find African solutions for medical shortages in Africa. We approached all doctors who had trained in post-graduate psychiatry in Zimbabwe in 2010 and conducted in-depth qualitative interviews with all except one (n = 6). We analysed the data using constant comparison and thematic analysis. Trainees described the apprenticeship model as the programme's primary strength, through providing clinical exposure and role models. Programme weaknesses included shortages in information sources, trainee salaries, trainers, public health education, and in the mental health service. Most respondents were, however, eager to continue practising psychiatry in Zimbabwe, motivated by family ties, national commitment and helping vulnerable, stigmatized individuals. Respondents called for sub-speciality training and for infrastructure and training to do research. Resources need to be made available for psychiatric trainees in more SSA settings to develop public health competencies. However, investment in psychiatry training programmes must balance service provision with trainees' educational needs. Directing investment towards needs identified by trainees may be a cost-effective, context-sensitive way to increase retention and learning outcomes. © 2014 Institute of Psychiatry. DA - 2014/// PY - 2014 DO - 10.3109/09540261.2014.924487 LA - en AN - LOCAL-SCOPUS_ID:84907878464 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:low-income country KW - F:assessment KW - F:learning KW - F:outcomes KW - F:salary KW - P:health KW - P:measurement KW - P:media KW - P:services KW - R:interview KW - R:qualitative KW - T:Lehrlingsausbildung KW - T:Training KW - T:trainee KW - _C:Canada CAN KW - _C:Ghana GHA KW - _C:Mexico MEX KW - _C:Nicaragua NIC KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - RPRT TI - Building on Solid Foundations: Prioritizing Universal, Early, Conceptual and Procedural Mastery of Foundational Skills AU - Belafi, Carmen AU - Hwa, Yue-Yi AU - Kaffenberger, MIchelle DA - 2020/08/07/ PY - 2020 DP - DOI.org (Crossref) PB - Research on Improving Systems of Education (RISE) ST - Building on Solid Foundations UR - https://riseprogramme.org/publications/building-solid-foundations-prioritising-universal-early-conceptual-and-procedural Y2 - 2020/09/06/17:22:55 ER - TY - RPRT TI - Building Quality in Summer Learning Programs: Approaches and Recommendations AU - McLaughlin, Brenda AU - Pitcock, Sarah CY - New York, NY DA - 2009/// PY - 2009 DP - Zotero SP - 39 LA - en PB - The Wallace Foundation UR - https://www.wallacefoundation.org/knowledge-center/Documents/Building-Quality-in-Summer-Learning-Programs.pdf KW - ⛔ No DOI found ER - TY - BLOG TI - Building resilience in education to the impact of climate change AU - Anderson, Allison T2 - Brookings AB - The Bahamas and other countries can learn from work in Nepal to keep learners safe by reducing disaster risk to natural and manmade disasters. DA - 2019/09/17/T14:47:49+00:00 PY - 2019 LA - en-US UR - https://www.brookings.edu/blog/education-plus-development/2019/09/17/building-resilience-in-education-to-the-impact-of-climate-change/ Y2 - 2020/09/08/14:31:28 ER - TY - BOOK TI - Building State Capability: Evidence, Analysis, Action AU - Andrews, Matt AU - Pritchett, Lant AU - Woolcock, Michael AB - Governments play a major role in the development process, and constantly introduce reforms and policies to achieve developmental objectives. Many of these interventions have limited impact, however; schools get built but children don't learn, IT systems are introduced but not used, plans are written but not implemented. These achievement deficiencies reveal gaps in capabilities, and weaknesses in the process of building state capability. 00This book addresses these weaknesses and gaps. It starts by providing evidence of the capability shortfalls that currently exist in many countries, showing that many governments lack basic capacities even after decades of reforms and capacity building efforts. The book then analyses this evidence, identifying capability traps that hold many governments back - particularly related to isomorphic mimicry (where governments copy best practice solutions from other countries that make them look more capable even if they are not more capable) and premature load bearing (where governments adopt new mechanisms that they cannot actually make work, given weak extant capacities). The book then describes a process that governments can use to escape these capability traps. DA - 2017/// PY - 2017 DP - Open WorldCat ET - 1 LA - English PB - Oxford University Press SN - 978-0-19-874748-2 978-0-19-880718-6 ST - Building state capability UR - http://dx.doi.org/10.1093/acprof:oso/9780198747482.001.0001 Y2 - 2019/05/22/11:16:19 ER - TY - ELEC TI - Burkina Faso: Why some West African architects are choosing mud over concrete (National Geographic) T2 - Barza Wire AB - A group of architects in West Africa are pushing to use mud over concrete to build houses.  In countries such as Burkina Faso, as people have become wealthier, they have transitioned to using … DA - 2021/12/06/T14:06:37+00:00 PY - 2021 LA - en-CA ST - Burkina Faso UR - https://wire.farmradio.fm/farmer-stories/burkina-faso-why-some-west-african-architects-are-choosing-mud-over-concrete-national-geographic/ Y2 - 2022/06/02/21:37:59 ER - TY - COMP TI - bwallace/abstrackr-web AU - wallace, byron AB - web-based citation screening tool DA - 2023/10/30/T03:12:25Z PY - 2023 DP - GitHub LA - Python UR - https://github.com/bwallace/abstrackr-web Y2 - 2024/01/20/09:41:19 ER - TY - BLOG TI - Calculating the Educational Impact of COVID-19:  Closed Schools, Lost learning, Unequal Impact | SharEd AU - DeStefano, Joe DA - 2020/04/21/ PY - 2020 UR - https://shared.rti.org/content/calculating-educational-impact-covid-19%C2%A0-closed-schools-lost-learning-unequal-impact Y2 - 2020/08/13/11:54:28 ER - TY - BLOG TI - Calculating the Educational Impact of COVID-19 (Part II): Using Data from Successive Grades to Estimate Learning Loss | SharEd AU - Cummiskey, Chris DA - 2020/05/13/ PY - 2020 UR - https://shared.rti.org/content/calculating-educational-impact-covid-19-part-ii-using-data-successive-grades-estimate Y2 - 2020/08/12/15:37:57 KW - _COVID_DEAA-List ER - TY - BLOG TI - Call for solidarity with students AU - People's Coalition T2 - C19 People's Coalition AB - Click here to add your voice Educators, students, administrators, parents, student organisations, unions and concerned members of the public. Help us ensure that no one is excluded or left behind due to universities and other institutions’ push toward online and remote learning. The COVID-19 crisis places all in grave jeopardy. Yet, institutions of higher learning […] DA - 2020/04/11/ PY - 2020 LA - en-US UR - https://c19peoplescoalition.org.za/student-solidarity/ Y2 - 2020/04/21/15:08:52 ER - TY - RPRT TI - Call Me Educated: Evidence from a Mobile Monitoring Experiment in Niger AU - Aker, Jenny C AU - Ksoll, Christopher AB - In rural areas of developing countries, education programs are often implemented through community teachers. While teachers are a crucial part of the education production function, observing their effort remains a challenge for the public sector. This paper tests whether a simple monitoring system, implemented via the mobile phone, can improve student learning as part of an adult education program. Using a randomized control trial in 160 villages in Niger, we randomly assigned villages to a mobile phone monitoring component, whereby teachers, students and the village chief were called on a weekly basis. There was no incentive component to the program. The monitoring intervention dramatically affected student performance: During the first year of the program, reading and math test scores were .15-.30 s.d. higher in monitoring villages than in non-monitoring villages, with relatively stronger effects in the region where monitoring was weakest and for teachers for whom the outside option was lowest. We provide more speculative evidence on the mechanisms behind these effects, namely, teacher and student effort and motivation. DA - 2015/05// PY - 2015 DP - DOI.org (Crossref) LA - en ST - Call Me Educated UR - https://sites.tufts.edu/jennyaker/files/2010/02/Call-Me-Educated_27aug2015.pdf KW - C:Niger ER - TY - BOOK TI - Cambodia teacher professional development policy options brief. Prepared for the United States Agency for International Development (USAID)/Cambodia under All Children Reading – Asia (ACR–Asia), All Children Reading – Cambodia, Contract No AU - Piper, B. AU - Spratt, J. CY - Research Triangle Park, NC DA - 2017/09// PY - 2017 VL - 16 SP - 16 PB - RTI International UR - http://pdf.usaid.gov/pdf_docs/PA00N2RT.pdf. ER - TY - RPRT TI - Cambodian Secondary School Teachers' Readiness for Online Teaching During the Covid-19 Pandemic AU - Chea, Phal AU - Chankoulika, Bo AU - Minami, Ryuto AB - This study intends to review alternative teaching methods during the Covid-19 pandemic and examine teacher readiness in adopting educational technology (edtech) for online teaching as well as factors associated with readiness in the context of secondary schools in Cambodia. To assess teacher readiness, we adopted the Technological Pedagogical Content Knowledge (TPACK), a framework developed by Mishra and Koehler (2006). Data analysis draws on the surveys of 687 teachers at 43 secondary schools in 10 Cambodian provinces collected in November 2021. The findings show that nearly all the sampled teachers experienced teaching online during the school closure, although about a third of them had completely returned to physical in-person teaching at the time of the interview. Although a good share of teachers adopted both synchronous and asynchronous teaching approaches for their online teaching, more than half of teachers who taught online used only one approach (either synchronous or asynchronous). Cambodian secondary teachers think their pedagogical and content knowledge is relatively high at 3.92 and 3.88 respectively. However, their technological knowledge is low at 2.87. The regression analysis suggests that at the individual level, factors that influence teacher readiness include gender, age, perceived challenge and perceived effectiveness of online teaching. Experience teaching at private schools and level of student-teacher interaction are also found to be positively associated with teacher readiness, while initial pre-service and in-service training are found to have little to no influence on teacher readiness. Teachers with access to computers seem to demonstrate a higher level of readiness for online teaching. As expected, teachers in Phnom Penh are likely to be more ready for online teaching, but to our surprise, teachers at resource schools exhibit a lower level of readiness than their peers at general schools. DA - 2022/05/30/ PY - 2022 DP - ResearchGate ER - TY - BOOK TI - Cambridge Lower Secondary Global Perspectives Stage 9 Learner's Skills Book AU - Laycock, Keely AB - This series has been developed for the Cambridge Lower Secondary Global Perspectives Curriculum Framework (1129). This Stage 9 learner's skills book helps students develop key 21st century skills, including research, analysis and more. Written by experienced teacher and author, Keely Laycock, learners are encouraged to reflect on your chosen topics – such as sport and recreation or language and communication – at a personal, national and global level. This series enables students to develop skills for their future in a scaffolded and measurable way, and has been produced with feedback from teachers and students all around the world. DA - 2020/09/23/ PY - 2020 DP - Amazon ET - New edition SP - 272 LA - English PB - Cambridge University Press SN - 978-1-108-79056-7 ER - TY - BOOK TI - Can Big Bird Fight Terrorism?: Children's Television and Globalized Multicultural Education AU - Moland, Naomi A. AB - Sesame Street has taught generations of Americans their letters and numbers, and also how to better understand and get along with people of different races, faiths, ethnicities, and temperaments. But the show has a global reach as well, with more than thirty co-productions of Sesame Street that are viewed in over 150 countries. In recent years, the United States Agency for International Development (USAID) has provided funding to the New York-based Sesame Workshop to create international versions of Sesame Street. Many of these programs teach children to respect diversity and tolerate others, which some hope will ultimately help to build peace in conflict-affected societies. In fact, the U.S. government has funded local versions of the show in several countries enmeshed in conflict, including Afghanistan, Kosovo, Pakistan, Jordan, and Nigeria.Can Big Bird Fight Terrorism? takes an in-depth look at the Nigerian version, Sesame Square, which began airing in 2011. In addition to teaching preschool-level academic skills, Sesame Square seeks to promote peaceful coexistence-a daunting task in Nigeria, where escalating ethno-religious tensions and terrorism threaten to fracture the nation. After a year of interviewing Sesame creators, observing their production processes, conducting episode analysis, and talking to local educators who use the program in classrooms, Naomi Moland found that this child-focused use of soft power raised complex questions about how multicultural ideals translate into different settings. In Nigeria, where segregation, state fragility, and escalating conflict raise the stakes of peacebuilding efforts, multicultural education may be ineffective at best, and possibly even divisive. This book offers rare insights into the complexities, challenges, and dilemmas inherent in soft power attempts to teach theideals of diversity and tolerance in countries suffering from internal conflicts. CY - New York, NY DA - 2019/11/19/ PY - 2019 DP - Amazon ET - Illustrated edition SP - 288 LA - English PB - Oxford University Press SN - 978-0-19-090395-4 ST - Can Big Bird Fight Terrorism? KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Can children benefit from early internet exposure? Short- and long-term links between internet use, digital skill, and academic performance AU - Hurwitz, Lisa B. AU - Schmitt, Kelly L. T2 - Computers & Education AB - Educational policymakers are optimistic that providing young children access to technology can catalyze academic achievement and eventual positive labor market outcomes. However, possessing digital skill – or the ability to use technology effectively – might be necessary for young children to realize measurable benefits from the Internet. In the present longitudinal study, we explored whether Internet use and digital skill in early childhood predicted academic performance in middle childhood. We surveyed 101 US parents when their children were roughly 5 years and 11 years, collecting data on children's Internet use, digital skill, and academic performance. Structural equation modeling revealed that children's time online in early childhood was a marginally significant negative predictor of middle childhood academic performance, but digital skill in early childhood was a marginally significant positive predictor (ps < .1). Moreover, digital skill in early childhood indirectly influenced middle childhood academic performance via middle childhood digital skill. Early childhood digital skill significantly predicted middle childhood digital skill, which was significantly and positively associated with school performance. These findings suggest that allowing young children to engage with digital technologies for some amount of can be beneficial, provided that children use that time fruitfully to acquire digital skill. DA - 2020/03/01/ PY - 2020 DO - 10.1016/j.compedu.2019.103750 DP - ScienceDirect VL - 146 SP - 103750 J2 - Computers & Education LA - en SN - 0360-1315 ST - Can children benefit from early internet exposure? UR - https://www.sciencedirect.com/science/article/pii/S0360131519303033 Y2 - 2023/07/19/10:01:03 KW - 21st century abilities KW - Early years education KW - Elementary education ER - TY - CHAP TI - Can computers increase human capital in developing countries? An evaluation of Nepal’s one laptop per child program. AU - Sharma, Uttam T2 - Annual Meeting of the Agricultural and Applied Economics Association CY - Minneapolis MN DA - 2014/07/27/ PY - 2014 ER - TY - JOUR TI - Can cost-effectiveness analysis integrate concerns for equity? Systematic review AU - Johri, Mira AU - Norheim, Ole Frithjof T2 - International Journal of Technology Assessment in Health Care AB - Objectives: The aim of this study was to promote approaches to health technology assessment (HTA) that are both evidence-based and values-based. We conducted a systematic review of published studies describing formal methods to consider equity in the context of cost-effectiveness analysis (CEA).Methods: Candidate studies were identified through an unrestricted search of the Pub Med and EMBASE databases. The search closed on January 20, 2011. We identified additional studies by consulting experts and checking article bibliographies. Two authors independently reviewed each candidate study to determine inclusion and extracted data from studies retained for review. In addition to documenting methods, data extraction identified implicit and explicit notions of fairness. Data were synthesized in narrative form. Study quality was not assessed.Results: Of the 695 candidate articles, 51 were retained for review. We identified three broad methods to facilitate quantitative consideration of equity concerns in economic evaluation: integration of distributional concerns through equity weights and social welfare functions, exploration of the opportunity costs of alternative policy options through mathematical programming, and multi-criteria decision analysis.Conclusions: Several viable techniques to integrate equity concerns within CEA now exist, ranging from descriptive approaches to the quantitative methods studied in this review. Two obstacles at the normative level have impeded their use in decision making to date: the multiplicity of concepts and values discussed under the rubric of equity, and the lack of a widely accepted normative source on which to ground controversial value choices. Clarification of equity concepts and attention to procedural fairness may strengthen use of these techniques in HTA decision making. DA - 2012/04// PY - 2012 DO - 10.1017/S0266462312000050 DP - Cambridge University Press VL - 28 IS - 2 SP - 125 EP - 132 J2 - Int J Technol Assess Health Care LA - en SN - 1471-6348, 0266-4623 ST - Can cost-effectiveness analysis integrate concerns for equity? UR - https://www.cambridge.org/core/journals/international-journal-of-technology-assessment-in-health-care/article/can-costeffectiveness-analysis-integrate-concerns-for-equity-systematic-review/7C95E5E13C0480B3A79619A23895E09F Y2 - 2022/12/06/22:19:01 KW - Cost-benefit analysis KW - Health care KW - Quality-adjusted life-years KW - Resource allocation KW - equity KW - health priorities KW - rationing ER - TY - JOUR TI - Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya AU - Bett, Harry AU - Makewa, Lazarus T2 - Asia-Pacific Journal of Teacher Education AB - Continuing Professional Development (CPD) for teachers in Kenya suffers from challenges such as inadequate resources, poor planning, competing interests, among others. Besides being traditional in approach, most CPD sessions are far between to be meaningfully helpful. With increasing uptake of technology and number of social media users in Kenya, Facebook can be a potential platform to enhance teachers’ professional development. This exploratory cross-sectional survey focussed on discussions teachers had in the month of February 2015 on one Facebook Group named ‘Teachers of English’. A directed content analysis of the 647 posts following Shulman’s category of teacher knowledge base revealed that interactions on the group centred on the teaching of English and Literature, as well as on other education-related matters. This study concludes that that Facebook Groups can be fertile avenues for teachers’ ongoing professional development, especially in developing countries where such opportunities are scarce. DA - 2020/03/14/ PY - 2020 DO - 10.1080/1359866x.2018.1542662 DP - Taylor and Francis+NEJM VL - 48 IS - 2 SP - 132 EP - 146 LA - English SN - 1359-866X ST - Can Facebook groups enhance continuing professional development of teachers? UR - https://doi.org/10.1080/1359866X.2018.1542662 AN - 2382044577 Y2 - 2021/04/01/09:42:33 KW - Content analysis KW - Education--Teaching Methods And Curriculum KW - English teachers KW - Facebook Groups KW - Kenya KW - Professional development KW - Social networks KW - Teacher education KW - Teachers KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:2425933 KW - __finaldtb KW - professional development ER - TY - JOUR TI - Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya AU - Bett, Harry AU - Makewa, Lazarus T2 - Asia-Pacific Journal of Teacher Education DA - 2020/03/14/ PY - 2020 DO - 10.1080/1359866x.2018.1542662 VL - 48 IS - 2 LA - English SN - 1359-866X ST - Can Facebook groups enhance continuing professional development of teachers? KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Can free primary education meet the needs of the poor?: evidence from Malawi AU - Kadzamira, Esme AU - Rose, Pauline T2 - International journal of educational development DA - 2003/// PY - 2003 DO - 10.1016/S0738-0593(03)00026-9 DP - Google Scholar VL - 23 IS - 5 SP - 501 EP - 516 ST - Can free primary education meet the needs of the poor? KW - _C:Malawi MWI ER - TY - JOUR TI - Can maternal education sustain or enhance the benefits of early life interventions? Evidence from the Young Lives Longitudinal Study AU - Sabates, Ricardo AU - Di Cesare, Mariachiara T2 - Compare: A Journal of Comparative and International Education AB - This paper provides evidence on the predicted benefits of maternal education, in terms of reduced child malnutrition at ages 1 and 5, focusing specifically on the complementarities with early life interventions across contexts. Using data from the Young Lives Longitudinal Study for Ethiopia, India, Peru and Vietnam, results show the expected association of maternal education with reduced likelihood of malnutrition both at ages 1 and 5. However, the benefits of maternal education via access to an early life intervention (antenatal care), are found only in some countries and for some levels of maternal education. Inequalities in the risk of malnutrition between those with the highest endowments of maternal education and access to antenatal services, and those without these, are significant within countries. We conclude that programmes which aim to reduce the risks of malnutrition should consider local knowledge and realities in order to understand more fully the expected benefits. DA - 2021/07/04/ PY - 2021 DO - 10.1080/03057925.2019.1653171 DP - Taylor and Francis+NEJM VL - 51 IS - 5 SP - 651 EP - 669 SN - 0305-7925 ST - Can maternal education sustain or enhance the benefits of early life interventions? UR - https://doi.org/10.1080/03057925.2019.1653171 Y2 - 2023/01/07/20:46:28 KW - Maternal education KW - Young Lives KW - antenatal care KW - child nutrition KW - quantitative methods ER - TY - JOUR TI - Can Mobile Phones Improve Learning? Evidence from a Field Experiment in Niger. AU - Aker, Jenny C. AU - Ksoll, Christopher AU - Lybbert, Travis J. T2 - American Economic Journal: Applied Economics DA - 2012/// PY - 2012 DO - 10.1257/app.4.4.94 VL - 4 SP - 94 EP - 120 UR - https://sites.tufts.edu/jennyaker/files/2010/02/ABC_apr20122.pdf ER - TY - JOUR TI - Can new modes of digital learning help resolve the teacher crisis in sub-Saharan Africa? AU - Moon, Bob AU - Villet, Charmaine T2 - Journal of Learning for Development AB - Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice. DA - 2017/// PY - 2017 VL - 4 IS - 1 SP - 23 EP - 35 LA - English SN - 2311-1550 UR - http://jl4d.org/index.php/ejl4d/article/view/194 AN - 1913344876; EJ1141537 KW - Africa KW - Computer Uses in Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Change KW - Educational Policy KW - Electronic Learning KW - Faculty Development KW - Foreign Countries KW - Higher Education KW - Inservice Teacher Education KW - Online Courses KW - Postsecondary Education KW - Preservice Teacher Education KW - Resource Units KW - Teacher Shortage KW - ⛔ No DOI found ER - TY - JOUR TI - Can online learning communities achieve the goals of traditional professional learning communities? What the literature says AU - Blitz, Cynthia L DA - 2013/// PY - 2013 DP - Zotero SP - 37 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Can online learning communities foster professional development? AU - Beach, Richard T2 - Language Arts DA - 2012/// PY - 2012 VL - 89 IS - 4 SP - 256 KW - ⛔ No DOI found ER - TY - JOUR TI - Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience AU - Kraft, M.A. AU - Papay, J.P. T2 - Educational Evaluation and Policy Analysis DA - 2014/// PY - 2014 DO - 10.3102/0162373713519496 VL - 36 IS - 4 SP - "476 EP - 500." # "297 ER - TY - RPRT TI - Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania AU - Cilliers, Jacobus AU - Mbiti, Isaac AU - Zeitlin, Andrew AB - In 2013, Tanzania introduced “Big Results Now in Education”, a low-stakes accountability program that published both nationwide and within-district school rankings. Using data from the universe of school performance from 2011-2016, we identify the impacts of the reform using a difference-in-differences estimator that exploits the differential pressure exerted on schools at the top and bottom of their respective district rankings. We find that BRN improved learning outcomes for schools in the bottom two deciles of their districts. However, the program also led schools to strategically exclude students from the terminal year of primary school. DA - 2019/02/19/ PY - 2019 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) ST - Can Public Rankings Improve School Performance? UR - https://www.riseprogramme.org/publications/rise-working-paper-19027-can-public-rankings-improve-school-performance-evidence Y2 - 2020/09/06/17:28:21 ER - TY - JOUR TI - Can’t Wait to Learn: A quasi-experimental mixed-methods evaluation of a digital game-based learning programme for out-of-school children in Sudan AU - Brown, Felicity L AU - Farag, Alawia I AU - Hussein Abd Alla, Faiza AU - Radford, Kate AU - Miller, Laura AU - Neijenhuijs, Koen AU - Stubbé, Hester AU - de Hoop, Thomas AU - Abdullatif Abbadi, Ahmed AU - Turner, Jasmine S. AU - Jetten, Andrea AU - Jordans, Mark J.D. T2 - Journal of Development Effectiveness AB - Innovations are needed to address the global issue of access to highquality education, particularly in low- and middle-income countries. This paper shows quasi-experimental evidence that a digital game-based learning programme (‘Can’t Wait to Learn’) led to significantly greater improvements in mathematics competency, Arabic literacy competency, and psychological wellbeing of children aged 7–9 in Sudan, compared to state-provided education for out-of-school children, 6 months after the start of the programme implementation (n = 221). These findings were corroborated and extended by qualitative data from 33 focus group discussions and key informant interviews with children, learning directors, caregivers, community leaders, and supervisory staff. We found no differ­ ence between groups on child-reported hope, and we found evidence for a significant negative intervention effect on child-reported self-esteem, though the psychometric properties of these instruments were not ade­ quate. We report several considerations related to the experience of local facilitators, programme implementation challenges, and the importance of community acceptance and engagement for fidelity of implementation. DA - 2020/11/19/ PY - 2020 DO - 10.1080/19439342.2020.1829000 DP - DOI.org (Crossref) SP - 1 EP - 22 J2 - Journal of Development Effectiveness LA - en SN - 1943-9342, 1943-9407 ST - Can’t Wait to Learn UR - https://www.tandfonline.com/doi/full/10.1080/19439342.2020.1829000 Y2 - 2022/04/25/15:10:22 ER - TY - JOUR TI - Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom AU - Bonneton-Botté, Nathalie AU - Fleury, Sylvain AU - Girard, Nathalie AU - Le Magadou, Maëlys AU - Cherbonnier, Anthony AU - Renault, Mickaël AU - Anquetil, Eric AU - Jamet, Eric T2 - Computers & Education DA - 2020/// PY - 2020 DO - 10.1016/j.compedu.2020.103831 DP - Google Scholar VL - 151 SP - 103831 ST - Can tablet apps support the learning of handwriting? KW - __C:filed:1 ER - TY - RPRT TI - Can technology help mitigate the impact of COVID-19 on education systems in Europe and Central Asia? AU - Patrinos, Harry AU - Shmis, Tigran AB - With the need to contain the virus, many countries are implementing measures to reduce gatherings of large crowds. DA - 2020/03/23/ PY - 2020 LA - en PB - World Bank UR - https://blogs.worldbank.org/europeandcentralasia/can-technology-help-mitigate-impact-covid-19-education-systems-europe-and Y2 - 2020/08/21/12:38:31 ER - TY - JOUR TI - Can the Kenyan Jua Kali Mechanic be Trusted in Servicing the New Technology Rich Vehicles? | African Journal of Education,Science and Technology AU - Wanyeki, Paul AU - Kitainge, Kisilu AU - Ferej, A T2 - African Journal of Education,Science and Technology AB - Mechanics in automotive garages need to keep pace with the ever evolving technological changes in the industry in order to provide relevant service to their clients. The formal garage mechanics have their training provided by vehicle suppliers on every critical technological innovation introduced in their automobiles. But the Jua Kali mechanics on the other hand do not have this symbiotic connection with suppliers. This paper tries to answer the question:  can the jua kali mechanic be trusted in servicing the new technology rich vehicles? The study used a descriptive survey research design. The study population consisted of Jua Kali practitioners who deal with repairs and servicing of automobiles within Eldoret town. Data was analyzed using the statistical package for social sciences (SPSS) software and content analysis techniques. The study found that the Jua Kali mechanics cannot be trusted in handling the new technology rich vehicle as they mostly relied on trial and error which more often than not leads to more damages. DA - 2018/// PY - 2018 DP - ajest.info VL - 3 IS - 4 LA - en-US ST - Can the Kenyan Jua Kali Mechanic be Trusted in Servicing the New Technology Rich Vehicles? UR - http://ajest.info/index.php/ajest/article/view/83 Y2 - 2020/02/02/16:18:52 KW - ⛔ No DOI found ER - TY - JOUR TI - Can the Ugly Duckling of ODL be Transformed into a Swan? The MOOC Effect AU - Kanwar, Asha AB - Public Lecture, University of South Africa (Unisa), Johannesburg, South Africa, 4 October 2013 by Professor Asha Kanwar, Commonwealth of Learning // Or more pertinently for us,‘Can the ugly duckling of ODL be transformed into a swan? What is the MOOC Effect? As you know, as distance educators we have been constantly working towards ‘parity of esteem’ with a system of higher education which goes back 900 years. In many developing countries ODL is still regarded as a second chance and second choice option. MOOCs, a form of distance learning has captured global media attention in the past two years. Will some of this high profile rub off on more traditional ODL provision? DA - 2013/10/04/ PY - 2013 DP - oasis.col.org LA - en ST - Can the Ugly Duckling of ODL be Transformed into a Swan? UR - http://oasis.col.org/handle/11599/1165 Y2 - 2020/02/16/03:14:51 KW - ⛔ No DOI found ER - TY - JOUR TI - Can Touchscreen Devices be Used to Facilitate Young Children’s Learning? A Meta-Analysis of Touchscreen Learning Effect AU - Xie, Heping AU - Zhou, Zongkui AU - Peng, Ji AU - Qin, Mengyuan AU - Huang, Xuzhe AU - Tian, Fei T2 - Frontiers in psychology DA - 2018/// PY - 2018 DO - 10.3389/fpsyg.2018.02580 DP - Google Scholar VL - 9 SP - 2580 ST - Can Touchscreen Devices be Used to Facilitate Young Children’s Learning? KW - __C:filed:1 ER - TY - MANSCPT TI - Can virtual replace in-person coaching? Experimental evidence on teacher professional development and student learning AU - Cilliers, J AU - Fleischz, B AU - Kotzex, J AU - Mohohlwanex, N AU - Taylor, S AU - Thulare, T AB - We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support. DA - 2020/// PY - 2020 LA - en UR - https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf KW - Important KW - Read KW - ⛔ No DOI found ER - TY - JOUR TI - Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa AU - Cilliers, J AU - Fleisch, B AU - Kotze, J AU - Mohohlwane, N AU - Taylor, S AU - Thulare, T AB - We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support. DA - 2021/// PY - 2021 DO - 10.35489/BSG-RISE-WP_2020/050 J2 - Unpublished Working Paper. LA - en UR - https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf ER - TY - MANSCPT TI - Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa AU - Cilliers, J. AU - Fleischz, B. AU - Kotze, J. AU - Mohohlwanex, N. AU - Taylor, S. AU - Thulare, T. AB - We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support. DA - 2020/// PY - 2020 LA - en ST - Can Virtual Replace In-person Coaching? UR - https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf Y2 - 2022/12/20/03:25:45 KW - Final_citation KW - cited KW - existing ER - TY - BLOG TI - Can We Afford Free Textbooks AU - Haßler, Björn DA - 2017/03/28/ PY - 2017 UR - http://bjohas.de/Blog/20150525_Equitable_access_to_education KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Can we open the black box of AI? AU - Castelvecchi, D. T2 - Nature DA - 2016/// PY - 2016 VL - 538 IS - 7623 SP - 20 EP - 23 LA - en KW - ❓ Multiple DOI ER - TY - JOUR TI - Can we use Google Scholar to identify highly-cited documents? AU - Martín-Martín, Alberto AU - Orduña-Malea, Enrique AU - Harzing, Anne-Wil AU - López-Cózar, Emilio Delgado T2 - Journal of informetrics DA - 2017/// PY - 2017 DO - 10.1016/j.joi.2016.11.008 DP - Google Scholar VL - 11 IS - 1 SP - 152 EP - 163 ER - TY - JOUR TI - Capacity Building For Entrepreneurship Education: The Challenge For The Developing Nations AU - Eze, John F. AU - Nwali, Anthony C. T2 - American Journal of Business Education (AJBE) DA - 2012/07/10/ PY - 2012 DO - 10.19030/ajbe.v5i4.7117 DP - clutejournals.com VL - 5 IS - 4 SP - 401 EP - 408 LA - en SN - 1942-2512 ST - Capacity Building For Entrepreneurship Education UR - https://clutejournals.com/index.php/AJBE/article/view/7117 Y2 - 2020/05/27/17:54:32 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - Capacity Building KW - D:developing country KW - D:developing nation KW - D:developing world KW - Economic Development KW - Entrepreneurship KW - Entrepreneurship Education KW - F:curriculum KW - F:inclusion KW - F:learning KW - F:policy KW - P:economy KW - P:service industry KW - P:social KW - Q:certificate KW - Q:degree KW - Q:diploma KW - Q:higher education KW - T:Ausbildung KW - T:entrepreneurship education KW - Z:Business education KW - Z:Business schools KW - Z:Curriculum development KW - Z:Developing countries--LDCs KW - Z:Economic development KW - Z:Entrepreneurship KW - Z:Higher education KW - Z:Studies KW - publicImportV1 ER - TY - ELEC TI - Capturing cost data: a first-mile problem AU - Holla, Alaka AB - Before we bought our house, my husband and I knew the price. The real estate agent wasn’t allowed to give us a back-of-the-envelope estimate right at the end of the process. She wasn't allowed to just declare that the house was low cost, affordable, or sustainable for our budget. We ... DA - 2019/04/29/ PY - 2019 LA - en ST - Capturing cost data UR - https://blogs.worldbank.org/impactevaluations/capturing-cost-data-first-mile-problem Y2 - 2022/12/06/22:15:49 ER - TY - BLOG TI - Care Is Not a Fad: Care Beyond COVID-19 AU - Bali, Maha T2 - Reflecting Allowed AB - I’ve been thinking recently about how some people who don’t normally focus on care are taking actions that show care. This is great. If you never thought about care in education, but th… DA - 2020/04/16/T10:27:02+00:00 PY - 2020 LA - en ST - Care Is Not a Fad UR - https://blog.mahabali.me/pedagogy/critical-pedagogy/care-is-not-a-fad-care-beyond-covid-19/ Y2 - 2020/09/10/18:42:56 ER - TY - RPRT TI - Career challenges in construction craft training in technical vocational education and training in Ghana AU - Yangben, PN AU - Seniwoliba, JA AB - The study examined the challenges of the Pilot Training Centre (PTC) at the National Vocational Training Institute (NVTI) at Kokomlemle, a suburb of Accra in the training of tradesmen for the construction industry. A descriptive survey design was used for the study. The population consists of tutors, current students and past students of the PTC/NVTI and contractors within the Accra Metropolis. The sample comprised ten tutors, fifteen past students, one hundred and ten currents and ten contractors were randomly selected from the PTC and contractors. A set of questionnaire was prepared and used for collecting data for the study. The data were analyzed using the descriptive statistics from the Statistical Package for Social Scientist (SPSS 16 version).For many years, technical and vocational education in Africa has been considered as a career path for the less academically endowed. This perception has been fuelled by the low academic requirements for admission into TVET programmes and the limited prospects for further education and professional development. Worse of all, the impression is sometimes created by governments that the primary objective of the vocational education track is to keep dropouts from the basic and senior high school system off the streets, rather than project this type of training as an effective strategy to train skilled workers for the employment market. However, 84.3% of the respondents refuted the assertion and only 15.7% supported the assertion. Based on these findings on the career challenges TVET trainees face, it was recommended that training institutions should be well resourced by the collective efforts of government and all other stakeholders so that training programmes can achieve their set objectives. Training providers should liaise with those in the industry so that in-service training activities could be organized which would enrich students with the right skills for the job market. There should be a clear cut for technical students climbing the academic ladder without bottlenecks. DA - 2014/// PY - 2014 LA - en UR - http://udsspace.uds.edu.gh/handle/123456789/340 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:construction KW - P:crafts KW - P:nature KW - Q:masters KW - T:Educação profissionalizante KW - T:TVET KW - T:Training KW - T:career KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Caribbean Learning Recovery Programme - Leadership for Learning AU - Haßler, Björn AU - Regis, Callista AU - Khalayleh, Abdullah AU - McBurnie, Chris AU - Megha-Bongnkar, Ghislaine AU - Blower, Tom DA - 2021/// PY - 2021 M3 - LRIP - Component 1. Leadership for Learning PB - Open Development & Education SN - 1 UR - https://docs.opendeved.net/lib/Q3KUVTUV KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _yl:o1a KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - ELEC TI - Caribbean Regional Communications Infrastructure Program (CARCIP) AU - Submarine Cable Map T2 - Submarine Cable Map DA - 2020/// PY - 2020 UR - https://www.submarinecablemap.com/#/submarine-cable/caribbean-regional-communications-infrastructure-program-carcip Y2 - 2020/12/21/00:00:00 ER - TY - JOUR TI - Caring for children with neurodevelopmental disability: Experiences from caretakers and health workers in rural eastern Uganda AU - Namazzi, Gertrude AU - Hanson, Claudia AU - Nalwadda, Christine AU - Tetui, Moses AU - Nampijja, Margaret AU - Waiswa, Peter AU - Tumwine, James K. AU - Hildenwall, Helena T2 - Plos one DA - 2020/// PY - 2020 DO - 10.1371/journal.pone.0236488 DP - Google Scholar VL - 15 IS - 7 SP - e0236488 ST - Caring for children with neurodevelopmental disability ER - TY - JOUR TI - Cascade training and teachers' professional development AU - Hayes, David T2 - ELT journal DA - 2000/// PY - 2000 DO - 10.1093/elt/54.2.135 DP - Google Scholar VL - 54 IS - 2 SP - 135 EP - 145 UR - http://eltj.oxfordjournals.org/content/54/2/135.short Y2 - 2016/01/26/13:31:47 ER - TY - CHAP TI - Case studies in Diagnostic Testing for Maths AU - Atkinson, R. AU - Barry, M. AU - Haßler, Björn AU - Quinney, D. T2 - Diagnostic Testing for Maths T3 - LTSN MathsTeam AB - "Diagnostic Testing for Maths" (2003), LTSN MathsTEAM, MSOR connections, Vol 3, No 2. C2 - LTSN MathsTeam DA - 2003/// PY - 2003 SV - Vol 3, No 2. KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence ER - TY - CHAP TI - Case study for integrating education for sustainable development in model youth polytechnics in Kenya AU - Kelemba, Joy Kasandi DA - 2010/// PY - 2010 UR - https://www.skillsforemployment.org/edmsp1/groups/skills/documents/skpcontent/mwdf/mdaz/~edisp/fm11g_003013.pdf Y2 - 2020/02/02/16:25:14 ER - TY - JOUR TI - Cash or condition? Evidence from a cash transfer experiment AU - Baird, Sarah AU - McIntosh, Craig AU - Özler, Berk T2 - The Quarterly Journal of Economics DA - 2011/// PY - 2011 DO - 10.1093/qje/qjr032 VL - 126 SP - 1709 EP - 53 ER - TY - BOOK TI - Cash transfers and teen education: evidence from South Africa AU - Eyal, Katherine AU - Woolard, Ingrid AU - Burns, Justine DA - 2014/// PY - 2014 PB - Report, unpublished ER - TY - CONF TI - Cassava Development at the Local Government Level: “Implementation Strategies AU - Tudunwada, I.Y. C3 - Joint Consultative Conference on the Implementation of Federal Government Programs on Cassava Development at the Local Government Level. Organized by National Council for Local Government Departments of Agriculture and the Nigerian –British DA - 2005/// PY - 2005 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - CASTOR: learning to create context-sensitive and emotionally engaging narrations in-situ AU - Pittarello, Fabio AU - Bertani, Luca C3 - Proceedings of the 11th International Conference on Interaction Design and Children DA - 2012/// PY - 2012 DO - 10.1145/2307096.2307098 SP - 1 EP - 10 PB - ACM ER - TY - CHAP TI - Catering for Diversity in Psychosocial and Learning Needs in a Low-Income Country AU - Mason, Miriam AU - Galloway, David AU - Joyce-Gibbons, Andrew T2 - Diversifying Learner Experience: A kaleidoscope of instructional approaches and strategies A2 - Koh, Caroline AB - This chapter reviews the work of three largely residential schools run by EducAid, a small NGO in Sierra Leone. Thousands of children had missed out on schooling following the rebel war (1991–2002). Marginalised children included child soldiers, children whose parents had died in the fighting and children returning from refugee camps. The post-conflict context was one in which many students had been exposed to violence, trauma and tragedy. The challenge was to provide a loving, learning community with appropriate teaching and learning methods for a wide range of ages, educational experience, competence and confidence. Some students have missed years of schooling, but others arrive at EducAid having missed little or none of their education. Consequently, some teenagers are illiterate on admission, with attainments below those of much younger children. EducAid, therefore, devised a personalised learning system that encourages children to take responsibility for their own learning, and to learn with and from peers, supported by teachers. Progression depends on reaching a specified standard in each module. The purpose-written modules cover the content of the national exams but provide opportunities for students to interact with each other in ways that challenge their previous negative and violent experiences. In other words, catering for diversity in learning can not be carried out independently of diversity in psychosocial experiences. CY - Singapore DA - 2020/// PY - 2020 DP - Springer Link SP - 191 EP - 206 LA - en PB - Springer SN - 9789811598616 UR - https://doi.org/10.1007/978-981-15-9861-6_11 Y2 - 2022/12/24/17:39:27 KW - Low-income country KW - Marginalised children KW - Non-government organisation KW - Personalised learning ER - TY - BOOK TI - Causal inference in statistics, social, and biomedical sciences AU - Imbens, G.W. AU - Rubin, D.B. DA - 2015/// PY - 2015 PB - Cambridge University Press ER - TY - JOUR TI - Causal Inference Without Balance Checking: Coarsened Exact Matching AU - Iacus, Stefano M. AU - King, Gary AU - Porro, Giuseppe T2 - Political Analysis DA - 2012/// PY - 2012 DO - 10.1093/pan/mpr013 VL - 20 IS - 1 SP - 1 EP - 24 ST - Causal Inference Without Balance Checking KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - eCubed ER - TY - ENCYC TI - Causal loop diagram T2 - Wikipedia AB - A causal loop diagram (CLD) is a causal diagram that aids in visualizing how different variables in a system are causally interrelated. The diagram consists of a set of words and arrows. Causal loop diagrams are accompanied by a narrative which describes the causally closed situation the CLD describes. Closed loops, or causal feedback loops, in the diagram are very important features of CLDs. The words with arrows coming in and out represent variables, or quantities whose value changes over time and the links represent a causal relationship between the two variables (i.e., they do not represent a material flow). A link marked + indicates a positive relation where an increase in the causal variable leads, all else equal, to an increase in the effect variable, or a decrease in the causal variable leads, all else equal, to a decrease in the effect variable. A link marked - indicates a negative relation where an increase in the causal variable leads, all else equal, to a decrease in the effect variable, or a decrease in the causal variable leads, all else equal, to an increase in the effect variable. A positive causal link can be said to lead to a change in the same direction, and an opposite link can be said to lead to change in the opposite direction, i.e. if the variable in which the link starts increases, the other variable decreases and vice versa. The words without arrows are loop labels. As with the links, feedback loops have either positive (i.e., reinforcing) or negative (i.e., balancing) polarity. CLDs contain labels for these processes, often using numbering (e.g., B1 for the first balancing loop being described in a narrative, B2 for the second one, etc.), and phrases that describe the function of the loop (i.e., "haste makes waste"). A reinforcing loop is a cycle in which the effect of a variation in any variable propagates through the loop and returns to reinforce the initial deviation (i.e. if a variable increases in a reinforcing loop the effect through the cycle will return an increase to the same variable and vice versa). A balancing loop is the cycle in which the effect of a variation in any variable propagates through the loop and returns to the variable a deviation opposite to the initial one (i.e. if a variable increases in a balancing loop the effect through the cycle will return a decrease to the same variable and vice versa). Balancing loops are typically goal-seeking, or error-sensitive, processes and are presented with the variable indicating the goal of the loop. Reinforcing loops are typically vicious or virtuous cycles. Example of positive reinforcing loop: The amount of the Bank Balance will affect the amount of the Earned Interest, as represented by the top blue arrow, pointing from Bank Balance to Earned Interest. Since an increase in Bank balance results in an increase in Earned Interest, this link is positive, which is denoted with a "+". The Earned interest gets added to the Bank balance, also a positive link, represented by the bottom blue arrow. The causal effect between these variables forms a positive reinforcing loop, represented by the green arrow, which is denoted with an "R". DA - 2023/12/28/T16:33:35Z PY - 2023 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=Causal_loop_diagram&oldid=1192291490 Y2 - 2024/03/10/15:07:52 ER - TY - JOUR TI - Challenge-based learning in higher education: an exploratory literature review AU - Gallagher, Silvia Elena AU - Savage, Timothy T2 - Teaching in Higher Education AB - The application of Challenge-Based Learning (CBL) has increased in higher education institutions, fostering student transversal competencies, knowledge of sociotechnical problems, and collaboration with industry and community actors. However, a broad range of different frameworks, hybrid approaches, and educational interventions are using this term to define their approach. This lack of standardization creates definitional and conceptual challenges for the domain. A review of CBL literature was conducted to examine key characteristics, challenges and benefits, and educational factors. A total of 100 articles were reviewed using a qualitative thematic matrix. Results describe CBL benefits despite many institutional, practical and academic challenges. Although there was much variability in CBL approaches, eight common characteristics emerged from the literature. This research can support future research and implementation of CBL by providing a guiding conceptual framework and a preliminary classification of CBL approaches. DA - 2020/12/26/ PY - 2020 DO - 10.1080/13562517.2020.1863354 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 23 SN - 1356-2517 ST - Challenge-based learning in higher education UR - https://doi.org/10.1080/13562517.2020.1863354 Y2 - 2022/04/05/20:39:34 KW - Challenge-based learning KW - educational methods KW - educational theories KW - higher education ER - TY - JOUR TI - Challenge of integrating entrepreneurial competencies into technical college programs AU - Muhammad, Abubakar Ibrahim AU - Kamin, Yusri Bin AU - Wahid, Nur Husna Binti Abd T2 - International Journal of Engineering and Advanced Technology T3 - Journal AB - © 2019, Blue Eyes Intelligence Engineering and Sciences Publication. All rights reserved. For a country to keep abreast of being competitive in global economy technical and vocational education must play a critical role. For long time, technical and vocational education disciplines have been in cache, living graduates unable to connect learned knowledge with real life problems. The emergence of integrating technical education with entrepreneurial competencies in some institutions in Nigeria advocates transformative changes both at the conceptual and technological levels. One of the challenge facing technical education in Nigeria is lack of appropriate entrepreneurial competencies in the content of technical college curriculum. The purpose of the study was to explore the challenge facing the integration of entrepreneurial competencies into the technical college curriculum. This study uses phenomenological research design method was guided by interview protocol, thus the data were qualitatively collected. This research involved ten experts from three technical institutions in Kano state Nigeria based on their educational background, field of teaching and experience in entrepreneurship education. The study found that poor funding, lack of qualified teachers, inappropriate curriculum and negative attitude toward on entrepreneurship education are the main challenges hindering the integration of entrepreneurial competencies into technical college programs in Nigeria. It is recommended that the need for an appropriate entrepreneurial competencies for technical college programs this will facilitate easy and rapid self-employment among the graduates to enable them become novice entrepreneurs for self-reliance. Consequently, 20 per cent of public expenditure should be allocated to bridge the gap in funding education. DA - 2019/// PY - 2019 DO - 10.35940/ijeat.E1054.0585C19 ER - TY - JOUR TI - Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: a narrative review to highlight clinical and research needs in the acute phase and the long return to normality AU - Fegert, Jörg M. AU - Vitiello, Benedetto AU - Plener, Paul L. AU - Clemens, Vera T2 - Child and Adolescent Psychiatry and Mental Health AB - Background:  The coronavirus disease 2019 (COVID-19) is profoundly affecting life around the globe. Isolation, contact restrictions and economic shutdown impose a complete change to the psychosocial environment in affected countries. These measures have the potential to threaten the mental health of children and adolescents significantly. Even though the current crisis can bring with it opportunities for personal growth and family cohesion, disadvantages may outweigh these benefits. Anxiety, lack of peer contact and reduced opportunities for stress regulation are main concerns. Another main threat is an increased risk for parental mental illness, domestic violence and child maltreatment. Especially for children and adolescents with special needs or disadvantages, such as disabilities, trauma experiences, already existing mental health problems, migrant background and low socioeconomic status, this may be a particularly challenging time. To maintain regular and emergency child and adolescent psychiatric treatment during the pandemic is a major challenge but is necessary for limiting long-term consequences for the mental health of children and adolescents. Urgent research questions comprise understanding the mental health effects of social distancing and economic pressure, identifying risk and resilience factors, and preventing long-term consequences, including—but not restricted to—child maltreatment. The efficacy of telepsychiatry is another highly relevant issue is to evaluate the efficacy of telehealth and perfect its applications to child and adolescent psychiatry. Conclusion:  There are numerous mental health threats associated with the current pandemic and subsequent restrictions. Child and adolescent psychiatrists must ensure continuity of care during all phases of the pandemic. COVID-19-associated mental health risks will disproportionately hit children and adolescents who are already disadvantaged and marginalized. Research is needed to assess the implications of policies enacted to contain the pandemic on mental health of children and adolescents, and to estimate the risk/benefit ratio of measures such as home schooling, in order to be better prepared for future developments. DA - 2020/12// PY - 2020 DO - 10.1186/s13034-020-00329-3 DP - DOI.org (Crossref) VL - 14 IS - 1 SP - 20 J2 - Child Adolesc Psychiatry Ment Health LA - en SN - 1753-2000 ST - Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health UR - https://capmh.biomedcentral.com/articles/10.1186/s13034-020-00329-3 Y2 - 2020/08/12/17:12:15 KW - __C:filed:1 ER - TY - JOUR TI - Challenges and opportunities for teacher professional development in interactive use of technology in African schools AU - Hennessy, Sara AU - Haßler, Björn AU - Hofmann, Riikka T2 - Technology, Pedagogy and Education DA - 2015/// PY - 2015 DO - 10.1080/1475939x.2015.1092466 DP - Google Scholar VL - 24 IS - 5 SP - 1 EP - 28 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Bangladesh BGD KW - _C:France FRA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:b ER - TY - CHAP TI - Challenges and Prospects of Information Communication Technology (ICT) in Teaching Technical Education towards Globalisation AU - Olabiyi, OS T2 - Effects of Information Capitalism and Globalization on Teaching and Learning AB - The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be overemphasised in the knowledge-based and globalised society. The world of works is in as continuous a state of change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Therefore, this chapter discusses the challenges and prospects of ICT in teaching TVE towards globalisation. The chapter points out clearly the meaning, philosophy, and objectives of TVET, concept and types of ICT, the need for effective utilisation of ICTs and its role in TVET, the challenges and solutions to the effective utilisation of ICTs in TVET, and the prospect of using ICT in teaching TVET. The chapter concludes by suggesting solutions for proper planning, management, and effective utilisation of ICTs resources in TVET. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:teaching KW - P:technology KW - Q:ICT KW - T:TVET KW - publicImportV1 ER - TY - JOUR TI - Challenges and Solutions of Higher Education in the Eastern Caribbean States. AU - Browne, Raffie A. AU - Shen, Hong T2 - International Journal of Higher Education DA - 2017/// PY - 2017 DO - 10.5430/ijhe.v6n1p169 DP - Google Scholar VL - 6 IS - 1 SP - 169 EP - 179 KW - __C:filed:1 ER - TY - JOUR TI - Challenges Experienced in Implementing School-based Continuing Professional Teacher Development in Fort Beaufort Education District in South Africa AU - Ajibade, Benedicta A. AU - Rembe, Symphorosa T2 - Anthropologist DA - 2018/// PY - 2018 DO - 10.31901/24566802.2018/33.1-3.1887 DP - Google Scholar VL - 33 IS - 1-3 SP - 1 EP - 7 KW - __C:filed:1 ER - TY - JOUR TI - Challenges facing technical and vocational education in Ghana AU - Amedorme, SK AU - Fiagbe, YAK T2 - International Journal of Scientific & Technology Research AB - Abstract : Technical and vocational education and training (TVET) in Ghana is facing a number of challenges. The problems ranging from the limited number of technical institutes available in the country, lack of facilities and materials for training students, inadequate technical teachers or facilitators, limited number of training institutions for technical teachers and difficulty in career progression to the negative public attitudes and perceptions towards technical and vocational education and training in Ghana. In this paper, these challenges confronting TVET and the pertinent issues are discussed with the aim of recommending ways of addressing them. DA - 2013/// PY - 2013 LA - en UR - http://www.ijstr.org/paper-references.php?ref=IJSTR-0613-6625 AN - UTI-FEB94723-6149-368E-A748-AA7A44905482 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - T:TVET KW - T:training needs KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Challenges in Educational Reform: An Experiment on Active Learning in Mathematics. AU - Berlinski, Samuel AU - Busso, Matias T2 - Economics Letters DA - 2017/// PY - 2017 DO - 10.1016/j.econlet.2017.05.007 VL - 156 SP - 172 EP - 75 UR - https://www.sciencedirect.com/science/article/pii/S0165176517301854 ER - TY - JOUR TI - Challenges in the Evaluation and Implementation of School-Based Prevention and Intervention Programs on Sensitive Topics AU - Jaycox, Lisa H. AU - McCaffrey, Daniel F. AU - Ocampo, Beverly Weidmer AU - Shelley, Gene A. AU - Blake, Susan M. AU - Peterson, Donna J. AU - Richmond, Lucinda S. AU - Kub, Joan E. T2 - American Journal of Evaluation AB - The current emphasis on best practices for school-based health and mental health programs brings with it the demand for evaluation efforts in schools. This article describes the challenges of launching a successful school program and evaluation, with lessons learned from three projects that focus on intimate partner violence. The authors discuss issues related to constraints on the research design in schools, the recruitment of schools and participants within schools, program and evaluation implementation issues, the iterative implementation-evaluation cycle, and the dissemination of programs and study findings. The authors emphasize the need for flexibility and cultural awareness during all stages of the process. DA - 2006/09/01/ PY - 2006 DO - 10.1177/1098214006291010 DP - SAGE Journals VL - 27 IS - 3 SP - 320 EP - 336 LA - en SN - 1098-2140 UR - https://doi.org/10.1177/1098214006291010 Y2 - 2022/11/23/12:29:12 ER - TY - THES TI - Challenges in the Informal Construction Artisan Training System in the Ghanaian Construction Industry AU - Damasah, SK AB - 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. DA - 2016/// PY - 2016 LA - en PB - College of Art and Built Environment UR - http://dspace.knust.edu.gh/handle/123456789/9219 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:artist KW - P:construction KW - T:Formal apprenticeship KW - T:Training KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Challenges in the training of teachers through open and distance learning: Implications for quality AU - Mubika, KA AU - Bukaliya, R T2 - Asian Journal of Social Sciences & Humanities AB - This study aimed at establishing the challenges that may have affected the training of teachers through ODL at the Zimbabwe Open University. The study was carried out in order to put in place a model that may be implemented to improve the quality teacher training programme. The study adopted the case study design for the gathering the in-depth perceptions held by the given population. Questionnaires, telephone interviews and documentary analysis were adopted for data collection. The population of the study consisted of the National Programme Leader, Regional Programme Coordinators and graduate diploma students and their former school heads. Thirty-three members of the population constituted the sample for this study. Among other findings, results of the study show that while the training of teachers was a very viable undertaking at ZOU, existing collaboration between the schools and the training institution was very informal. Teaching practice faced numerous problems such as inadequate funding and unavailability of teaching practice vehicles. The study recommended that there be collaboration among all the stakeholders. There is also need for the setting up of a Teaching Practice Department which should be fully equipped with to enable the smooth flow of teaching practice supervisory activities. DA - 2013/// PY - 2013 LA - en UR - http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.2(3)/AJSSH2013(2.3-06).pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:teachers KW - Q:ODEL KW - T:Lehrlingsausbildung KW - T:Training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Challenges of Curtin-AVU-AAU Distance Learning Program in Ethiopia: A Case Study AU - Belwal, Rakesh AU - Dawit Ayalew Kassa AU - Medhanie Gaim Asgedom T2 - MERLOT Journal of Online Learning and Teaching AB - Distance education programs are emerging globally in the form of joint ventures among higher educational institutions. This paper describes the research undertaken to explore one such joint venture program in business between Australian and African universities. This study utilizes both primary and secondary data gathered through a review of the literature, consultations with program administrators, interviews with faculty members, direct observations, and questionnaires administered to sample students. This case study explores factors affecting the program. Using quantitative and qualitative analytical tools, this study discusses the outcomes of the analyses to facilitate experiential learning. It finds that for students originating mainly from remote regions of Ethiopia, distance learning can offer good opportunities of receiving cost-effective, quality-education on their doorsteps. This experience could contribute immensely to the extension of such programs to other regions of the country. Although the joint venture reveals the potential of coordinated educational efforts, internal weaknesses and inefficiencies need serious attention to ensure the success of such initiatives in the future. DA - 2010/// PY - 2010 LA - en AN - LOCAL-PQ-1497198752 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Ethiopia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - F:outcomes KW - P:technology KW - Q:distance learning KW - Q:higher education KW - R:case study KW - R:interview KW - R:observation KW - R:qualitative KW - R:quantitative KW - R:questionnaire KW - T:distance learning program KW - Z:Alliances KW - Z:Distance learning KW - Z:Education reform KW - Z:Market entry KW - Z:Qualitative research KW - Z:Technological change KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - SLIDE TI - Challenges of life outside the dual system: VET in neo-liberal economies A2 - Hayward, Geoff DA - 2018/// PY - 2018 LA - de ER - TY - JOUR TI - Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone AU - Kamara, Alhaji Bakar T2 - Asian Journal of Interdisciplinary Research AB - As the Ministry of Education, Science and Technology focuses on the agenda for free and quality education in all stages of teaching and learning in Sierra Leone, It is obvious that Teachers are at the center of all school activities. To ease the challenges of teachers in teaching, it is important to search for the problems of teachers on teaching practices. This study was conducted to find out some of the challenges that teachers on teaching practice experience in schools in Sierra Leone. The result will help to shed light on the aspect of the training exercise that needs to be improved to increase quality in schools. The study investigated the main challenges that teachers on teaching practice from Freetown Teachers College encounter in Social Studies and Business. Even though teaching practice teachers do their best to enrich students with their wealth of experiences, yet still, they got their obstacles that hinder their ability for effective teaching. The study employs qualitative procedures with a case study design where the main actor’s informant interview, observation focus group discussion and documentary review as the main methods of data collection. The respondents covered, 10 teaching practice teachers, 10 heads of schools, 9 college lecturers and 1 teaching practice coordinator of Freetown Teachers Polytechnic. The result revealed some problems in posting of student for teaching practice to various schools, payment of salaries to teaching practice teachers, school support, teaching methods, classroom environment, and language proficiency. DA - 2020/02/06/ PY - 2020 DO - 10.34256/ajir2012 DP - journals.asianresassoc.org SP - 32 EP - 37 LA - en SN - 2581-8430 ST - Challenges of Teachers on Teaching Practice UR - https://journals.asianresassoc.org/index.php/ajir/article/view/548 Y2 - 2023/04/18/11:51:41 KW - Training College ER - TY - JOUR TI - Challenges of Technical Vocational Teacher Education and Teaching in Nigeria: The Need for Intervention AU - Kennedy, George W AU - Udoetuk, Udeme S AB - This paper reviews the critical roles of Technical Vocational teacher education and teaching in Nigeria. The paper establishes a nexus between quality Technical Vocational teacher education and national development. Critical challenges to Technical Vocational teacher education programmes and the teaching profession in Nigeria are identified to include over-crowded classes for teacher’s trainees, inequity in urban/rural deployment of teachers, poor funding and inadequate facilities, low quality Information and Communication technology (ICT) compliance and non-professionalization of teaching in Nigeria. Recommendations which include, a standard class, equity in urban/rural deployment of teachers, training/or retraining of Technical Vocational teacher in qualitative Information and Communication technology (ICT), Technical Vocational teacher mandatory membership in professional organisation, periodic attendance and active participation at conferences, seminars and workshop were made. DA - 2017/// PY - 2017 DP - Zotero VL - 3 IS - 7 SP - 12 LA - en KW - _C:China CHN KW - _C:India IND KW - _C:Japan JPN KW - _C:Nigeria NGA KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CHAP TI - Challenges of Training Motor Vehicle Mechanics for Changing World Contexts and Emergent Working Conditions: Cases of Kenya and Australia AU - Kitainge, Kisilu M T2 - Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training AB - This chapter is an extract from a study that examined how institute-based automotive training in the retail, service and repair (RS&R) sector could be made more responsive and effective to the changes in workplace demands and new technology. It dealt with the promotion of vocational relevance in the training of motor mechanics in the contexts of a changing world and emergent working conditions. It was an applied learning study that followed a comparative case study research design aimed at advancing reciprocal lessons between the two regions of Kenya and State of Victoria, Australia. The research was propelled by the fact that technology used in this area is now changing faster than at any other time in modern history and is impacting upon most of the human lifestyles. This chapter deals with a summary of the main issues that were researched. Specifically the chapter deals with relevance of institute-based automotive training, stakeholders’ involvement in programs development, and program transfer from one region to another: and learning for work and at workplace. It highlights the views if trainers, trainees and industry practitioners on equity in program development, relevance to workplace requirements and ownership of the automotive training programs. It was found that Australian trainers felt somehow sidelined in the program design while the Kenyan trainers complained of being left alone by relevant industry in the program development venture. None of these two cases produces optimal results since participation in program design should be equitably distributed among the stakeholders. C2 - Wang, Victor X. DA - 2009/// PY - 2009 DP - DOI.org (Crossref) PB - IGI Global SN - 978-1-60566-739-3 978-1-60566-740-9 UR - http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-60566-739-3 Y2 - 2020/02/02/16:19:40 ER - TY - JOUR TI - Challenges of Using Icibemba in the Learning of Initial Literacy in Selected Primary Schools in Serenje District of Zambia: An Analysis of Views of Teachers and Learners AU - Chibesakunda, Mwimba AU - Mulenga, Innocent Mutale T2 - Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736) AB - The purpose of this study was to establish views and investigate challenges faced by teachers and learners in the use of Icibemba in teaching initial literacy in primary schools in Serenje district. A descriptive research design supported by qualitative data collection techniques was employed. A purposive sampling procedure was used to select all the participants giving the study a sample size of 56 comprising of 40 grade four learners and 16 of their teachers sampled from 10 primary schools. Researchers decided to have more learners in this study since they were the direct beneficiaries of the curriculum. And thus the need to have a wider view from them. This was also done so as to have enough participants from each school. Data was collected through interviews, focus group discussions and classroom observations of literacy lessons. Lesson observation was used to get first hand information on the learning experiences and helped the researchers to triangulate with what participants expressed during interviews and focus group discussions. Focus group discussions and interviews enabled participants to provide their detailed views of the exact situation learners and teachers encountered. Thematic analysis was used to analyze all the data. It involved organizing data through use of open, axial and selective coding before presenting the emerging themes. The findings revealed that although the Ministry of General Education zoned Serenje district under Icibemba instead of Icilala in teaching initial literacy, learners’ performance was low because the language used in school was unfamiliar to learners. Additionally, findings also showed that there was a lack of teacher’s guide books and learners’ text books to use in teaching initial literacy hence teacher’s delivery of lessons was negatively affected. Researchers concluded that learners performed poorly in literacy due to the fact that the zoned language was unfamiliar to learners in that area where it was used as a medium of teaching literacy. It is therefore recommended that the Ministry of General Education through the Curriclum Development Center should develop and produce and distribute learning materials for the teaching of literacy in grades one to four. Furthermore, lessons for literacy should be taught using concrete and real teaching and learning resources that can enhance learning. Additionally, there is a need to start thinking about the possibility of rezoning the whole country. DA - 2019/06/21/ PY - 2019 DP - medicine.unza.zm VL - 2 IS - 1 SP - 143 EP - 167 LA - en SN - 2664-083X ST - Challenges of Using Icibemba in the Learning of Initial Literacy in Selected Primary Schools in Serenje District of Zambia UR - https://medicine.unza.zm/index.php/mjlsse/article/view/114 Y2 - 2023/12/05/14:29:17 KW - Familiar language KW - Initial literacy KW - Language of Instruction KW - Local language KW - ⛔ No DOI found ER - TY - JOUR TI - Challenges to the Effective Teaching and Learning of Geography through ODeL at the Zimbabwe Open University AU - Tanyanyiwa, Vincent Itai AU - Madobi, Rejoice T2 - Journal of Learning for Development AB - ODeL offers a lot of opportunities and unique challenges for adult learners. In this paper, the authors sought to examine the main problems that influence the effective teaching and learning of geography and environmental studies in Zimbabwe through ODeL as perceived by the students at the ZOU's Harare/Chitungwiza Regional Campus. This single case study employed vital informant semi-structured interviews, documentary analysis and observations to solicit information from ten students and four tutors in the Geography and Environmental Studies Department (DGES) over three months. Thematic analysis and review of qualitative gained insight into the challenges that are faced by ODeL students in the DGES. The study found out that students in the department face personal and socio-economic challenges as well as related institutional challenges. The study recommends that the ZOU DGES should offer more academic support and improve its communication to the students so that they are aware of all university-related developments that impact on their studies. Keywords: challenges, teaching, learning, ODL, ODeL DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 364 EP - 382 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/427 Y2 - 2022/04/05/12:25:02 KW - _genre:PR-primary_research KW - ⛔ No DOI found ER - TY - JOUR TI - Challenging Conventional Wisdom for Multivariate Statistical Models With Small Samples AU - McNeish, Daniel T2 - Review of Educational Research DA - 2017/12// PY - 2017 DO - 10.3102/0034654317727727 DP - DOI.org (Crossref) VL - 87 IS - 6 SP - 1117 EP - 1151 J2 - Review of Educational Research LA - en SN - 0034-6543, 1935-1046 UR - http://journals.sagepub.com/doi/10.3102/0034654317727727 Y2 - 2023/11/01/23:26:26 ER - TY - RPRT TI - Challenging Systematic Prejudices - An Investigation into Bias Against Women and Girls in Large Language Models AU - Daniel van Niekerk AU - María Pérez-Ortiz AU - John Shawe-Taylor AU - Davor Orlič AU - Ivana Drobnjak AU - Jackie Kay AU - Noah Siegel AU - Katherine Evans AU - Nyalleng Moorosi AU - Tina Eliassi-Rad AU - Leonie Maria Tanczer AU - Wayne Holmes AU - Marc Peter Deisenroth AU - Isabel Straw AU - Maria Fasli AU - Rachel Adams AU - Nuria Oliver AU - Dunja Mladenić AU - Urvashi Aneja DA - 2024/// PY - 2024 PB - UNESCO / IRCAI ER - TY - JOUR TI - Changes in student motivation during online learning AU - Kim, Kyong-Jee AU - Frick, Theodore W T2 - Journal of Educational Computing Research DA - 2011/// PY - 2011 VL - 44 IS - 1 SP - 1 EP - 23 KW - ❓ Multiple DOI ER - TY - JOUR TI - Changing classroom practice using a school-based professional development approach to introducing digital resources in Zambia AU - Haßler, Björn AU - Hennessy, S. AU - Lubasi, B. T2 - Itupale Online Journal of African Studies DA - 2011/// PY - 2011 VL - 3 SP - 17 EP - 31 J2 - ITUPALE ST - Changing classroom practice using a school-based professional development approach to introducing digital resources in Zambia UR - http://www.cambridgetoafrica.org/resources/Hassler__et_al__2011.pdf KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:b KW - ⛔ No DOI found ER - TY - JOUR TI - Changing climate change: The carbon budget and the modifying-work of the IPCC AU - Lahn, Bard AU - Lahn, Bård T2 - Social Studies of Science AB - Over the last 10 years, the concept of a global ‘carbon budget’ of allowable CO 2 emissions has become ubiquitous in climate science and policy. Since it was brought to prominence by the Fifth Assessment Report of the IPCC, the carbon budget has changed how climate change is enacted as an issue of public concern, from determining the optimal rate of future emissions to establishing a fixed limit for how much emissions should be allowed before they must be stopped altogether. Exploring the emergence of the carbon budget concept, this article shows how the assessment process of the IPCC has offered scientific experts the means to modify how the climate issue is problematized, and discusses the implications of this ‘modifying-work’ for the politics of climate change. It finds that the ‘modified climate issue’ must be seen as an outcome of the ordinary work within established scientific and political institutions, and the agency these institutions afford scientists to enact the issue differently. On this basis, it argues that the case of the carbon budget holds important insights not only for the relationship between climate science and policy, but also for the pragmatist literature on ‘issue formation’ in STS. DA - 2021/02// PY - 2021 DO - 10.1177/0306312720941933 DP - DOI.org (Crossref) VL - 51 IS - 1 SP - 3 EP - 27 J2 - Soc Stud Sci LA - en SN - 0306-3127, 1460-3659 ST - Changing climate change UR - http://journals.sagepub.com/doi/10.1177/0306312720941933 Y2 - 2023/02/25/13:52:26 ER - TY - JOUR TI - Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training AU - Hardman, Frank AU - Abd‐Kadir, Jan AU - Agg, Catherine AU - Migwi, James AU - Ndambuku, Jacinta AU - Smith, Fay T2 - Comparative Education AB - This study reports on an investigation into the impact of a national, school‐based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video‐recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole‐class teaching and group‐based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to elicit their views on the impact of the school‐based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole‐class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in‐service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered. DA - 2009/02/01/ PY - 2009 DO - 10.1080/03050060802661402 DP - DOI.org (Crossref) VL - 45 IS - 1 SP - 65 EP - 86 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 ST - Changing pedagogical practice in Kenyan primary schools UR - http://dx.doi.org/10.1080/03050060802661402 Y2 - 2015/10/15/15:40:48 KW - C:Kenya KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Ghana GHA KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CHAP TI - Chapter 00. Executive Summary AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/FHIKPI9S KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a0 ER - TY - CHAP TI - Chapter 01. Introduction AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/8S9JNUH5 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a1 ER - TY - CHAP TI - Chapter 02. Research Design AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/RJW8K8UD KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a2 ER - TY - CHAP TI - Chapter 03. Overview of the Discovered Literature AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/JW22URSA KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a3 ER - TY - CHAP TI - Chapter 04. Conception and Practice of TVET AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/NP9ACE9G KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a4 ER - TY - CHAP TI - Chapter 05. TVET Actors AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/PUJKSC8I KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a5 ER - TY - CHAP TI - Chapter 06. Themes, Perspectives and Current Debates in TVET Research AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/55F63GQP KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a6 ER - TY - CHAP TI - Chapter 07. Systematic Review of TVET Research AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/4DRTKGMG KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a7 ER - TY - CHAP TI - Chapter 08. Models for Designing, Developing and Delivering Berufsbildung AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/9PM7S9BZ KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a8 ER - TY - CHAP TI - Chapter 09. Inclusion-related Challenges and Policies AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/MEW988CJ KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a9 ER - TY - CHAP TI - Chapter 10: Analysing data and undertaking meta-analyses T2 - Cochrane Handbook for Systematic Reviews of Interventions A2 - Deeks, JJ A2 - Higgins, JPT A2 - Altman, DG C2 - Higgins, Julian C2 - Thomas, James DA - 2023/// PY - 2023 ET - 6.4 LA - en PB - Cochrane Training UR - https://training.cochrane.org/handbook/current Y2 - 2023/11/02/21:30:22 ER - TY - CHAP TI - Chapter 10 - Improving Education Outcomes in Developing Countries: Evidence, Knowledge Gaps, and Policy Implications AU - Glewwe, P. AU - Muralidharan, K. T2 - Handbook of the Economics of Education A2 - Hanushek, Eric A. A2 - Machin, Stephen A2 - Woessmann, Ludger AB - Improvements in empirical research standards for credible identification of the causal impact of education policies on education outcomes have led to a significant increase in the body of evidence available on improving education outcomes in developing countries. This chapter aims to synthesize this evidence, interpret their results, and discuss the reasons why some interventions appear to be effective and others do not, with the ultimate goal of drawing implications for both research and policy. Interpreting the evidence for generalizable lessons is challenging because of variation across contexts, duration and quality of studies, and the details of specific interventions studied. Nevertheless, some broad patterns do emerge. Demand-side interventions that increase the immediate returns to (or reduce household costs of) school enrollment, or that increase students’ returns to effort, are broadly effective at increasing time in school and learning outcomes, but vary considerably in cost-effectiveness. Many expensive “standard” school inputs are often not very effective at improving outcomes, though some specific inputs (which are often less expensive) are. Interventions that focus on improved pedagogy (especially supplemental instruction to children lagging behind grade level competencies) are particularly effective, and so are interventions that improve school governance and teacher accountability. Our broad policy message is that the evidence points to several promising ways in which the efficiency of education spending in developing countries can be improved by pivoting public expenditure from less cost-effective to more cost-effective ways of achieving the same objectives. We conclude by documenting areas where more research is needed, and offer suggestions on the public goods and standards needed to make it easier for decentralized and uncoordinated research studies to be compared across contexts. DA - 2016/01/01/ PY - 2016 DP - ScienceDirect VL - 5 SP - 653 EP - 743 PB - Elsevier ST - Chapter 10 - Improving Education Outcomes in Developing Countries UR - https://www.sciencedirect.com/science/article/pii/B9780444634597000105 Y2 - 2023/10/26/14:21:09 KW - Cost effectiveness KW - Demand for education KW - Education in developing countries KW - Learning outcomes KW - Pedagogy KW - Policy evaluation KW - School enrollment and attendance KW - School governance KW - School inputs ER - TY - CHAP TI - Chapter 10. State Authorities for TVET Management AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/PZHTKC94 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a10 ER - TY - CHAP TI - Chapter 11. Non-state TVET Providers AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/SPB2WZRW KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a11 ER - TY - CHAP TI - Chapter 12: Considerations in Costing ODL and ICTs in TVET AU - Hoosen, S AU - Butcher, N T2 - Using ICTs and Blended Learning in Transforming TVET A2 - Lachem, C DA - 2017/// PY - 2017 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Botswana KW - C:Namibia KW - C:South Africa KW - C:Zambia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:Q KW - CT:T KW - Q:OER KW - T:TVET KW - publicImportV1 ER - TY - CHAP TI - Chapter 12. National Standards and Regulations AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/KUEBHHU8 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a12 ER - TY - CHAP TI - Chapter 13. Challenges to Policy Implementation AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/97VB57CK KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a13 ER - TY - CHAP TI - Chapter 13: Planning for the Use of ICTs at the National and Institutional Levels T2 - Using ICTs and Blended Learning in Transforming TVET A2 - Latchem, C AB - Open and distance learning (ODL) and information and communication technologies (ICTs) are viewed by many policy makers, at both national and institutional levels, as a potentially cost-effective means of tackling the challenges of access, equity and quality in education. Sound and rigorous financial planning is essential for governments and institutions seeking to harness these methods, but unfortunately there has been little analysis of the costs of such provision in the Technical and Vocational Education and Training (TVET) sector. Arguably, this is because there appears to have been less of a focus on research in TVET compared to tertiary education. Also, there may be a perception among some in the sector that ODL is an inappropriate means of imparting vocational and technical skills, a perception that possibly derives from memories of the shortcomings of earlier correspondence education and the notion that technical and vocational skills can only be mastered in the workplace or training centres. With the growing ability to present simulations and modelling using ICTs, it is becoming increasingly possible to offer new forms of TVET at a distance. However, there may be misguided or ill-informed assumptions and claims about the cost savings of employing these technologies that suggest that ODL is less expensive than traditional contact education. For a start, achieving economies of scale can be a major challenge in integrating ICTs in TVET, since the training demand in most developing countries is for small numbers of graduates in a wide range of occupational profiles (UNESCO IITE, 2005). Economic concerns can raise major barriers to offering ODL programmes in TVET. This is particularly challenging in contexts where government funding for TVET is low. For example, in Zambia, the level of government subvention to TVET institutions is less than 6 per cent in some cases (Herd and Mead Richardson, 2015). This lack of funding limits the Considerations in Costing ODL and ICTs in TVET Sarah Hoosen and Neil Butcher CHAPTER 186 extent of training, the number of students who can be trained and the quality of the training, with the recruitment of teachers, modernisation of equipment and acquisition of training resources being especially affected (Siriwardene and Qureshi, 2009). With many TVET systems in the developing world now considering the adoption of ODL and ICTs because of the promised cost efficiencies, it is important to examine the costing of these new educational and training practices. Given the dearth of resources focusing specifically on costing ODL in TVET, this chapter focuses more generally on costs in the use of ODL and ICTs and extrapolates these findings to the TVET context. This chapter explores the costs of ODL and how to avoid the ramifications of weak financial planning. DA - 2017/// PY - 2017 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CLL:en KW - publicImportV1 ER - TY - CHAP TI - Chapter 14: Conclusions and Recommendations AU - Latchem, Colin T2 - Using ICTs and Blended Learning in Transforming TVET DA - 2017/// PY - 2017 SP - 221 EP - 225 LA - en PB - Commonwealth of Learning Y2 - 2019/04/13/00:00:00 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - publicImportV1 ER - TY - CHAP TI - Chapter 14. Research Interests and Topics of the SCR Participants AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/33X2BQBP KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a14 ER - TY - CHAP TI - Chapter 15. Research Networks and Capacity Building AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany SV - Berufsbildung in SSA UR - https://docs.opendeved.net/lib/RWKJ3VZH KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a15 ER - TY - CHAP TI - Chapter 16. Conclusion AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/FQNVW8J3 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a16 ER - TY - CHAP TI - Chapter 9: INVEST Africa AU - Isaacs, Shafika T2 - Using ICTs and Blended Learning in Transforming TVET A2 - Latchem, C DA - 2017/// PY - 2017 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Kenya KW - C:Zambia KW - CA:AandC KW - CLL:en KW - publicImportV1 ER - TY - JOUR TI - Characteristics of academic publications, preprints, and registered clinical trials on the COVID-19 pandemic AU - Gianola, Silvia AU - Jesus, Tiago S. AU - Bargeri, Silvia AU - Castellini, Greta T2 - PLOS ONE AB - The COVID-19 pandemic has unleashed a deluge of publications. For this cross-sectional study we compared the amount and reporting characteristics of COVID-19-related academic articles and preprints and the number of ongoing clinical trials and systematic reviews. To do this, we searched the PubMed database of citations and abstracts for published life science journals by using appropriate combinations of medical subject headings (MeSH terms), and the COVID-19 section of the MedRxiv and BioRxiv archives up to 20 May 2020 (21 weeks). In addition, we searched Clinicaltrial.gov, Chinese Clinical Trial Registry, EU Clinical Trials Register, and 15 other trial registers, as well as PROSPERO, the international prospective register of systematic reviews. The characteristics of each publication were extracted. Regression analyses and Z tests were used to detect publication trends and their relative proportions. A total of 3635 academic publications and 3805 preprints were retrieved. Only 8.6% (n = 329) of the preprints were already published in indexed journals. The number of academic and preprint publications increased significantly over time (p<0.001). Case reports (6% academic vs 0.9% preprints; p<0.001) and letters (17.4% academic vs 0.5% preprints; p<0.001) accounted for a greater share of academic compared to preprint publications. Differently, randomized controlled trials (0.22% vs 0.63%; p<0.001) and systematic reviews (0.08% vs 5%) made up a greater share of the preprints. The relative proportion of clinical studies registered at Clinicaltrials.gov, Chinese Clinical Trial Registry, and EU Clinical Trials Register was 57.9%, 49.5%, and 98.9%, respectively, most of which were still “recruiting”. PROSPERO listed 962 systematic review protocols. Preprints were slightly more prevalent than academic articles but both were increasing in number. The void left by the lack of primary studies was filled by an outpour of immediate opinions (i.e., letters to the editor) published in PubMed-indexed journals. Summarizing, preprints have gained traction as a publishing response to the demand for prompt access to empirical, albeit not peer-reviewed, findings during the present pandemic. DA - 2020/10/06/undefined PY - 2020 DO - 10.1371/journal.pone.0240123 DP - PLoS Journals VL - 15 IS - 10 SP - e0240123 J2 - PLOS ONE LA - en SN - 1932-6203 UR - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0240123 Y2 - 2021/10/05/18:37:12 KW - COVID 19 KW - Clinical trials KW - Database searching KW - Medical journals KW - Pandemics KW - Peer review KW - Randomized controlled trials KW - Systematic reviews ER - TY - RPRT TI - Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C) AU - McBurnie, Chris AU - Allier-Gagneur, Zoe AU - Haßler, Björn CY - Cambridge, UK DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 10C KW - Author:Haßler KW - Author:OpenDevEd KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - LP: English KW - _EdTechHub_Output KW - __C:filed:1 KW - _cover:v1 KW - _forthcoming KW - _r:ImportedToMyEducationEvidence KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Characteristics of effective teacher education in low- and middle-income countries: an overview (HDR10A) (forthcoming) AU - Haßler, Björn AU - McBurnie, Chris AU - Allier-Gagneur, Zoe CY - Cambridge, UK DA - 2020/12/31/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 10A KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - C:Bangladesh KW - COV:COVID and reopening of schools KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - _EdTechHub_Output KW - __C:filed:1 KW - _cover:v1 KW - _forthcoming KW - _r:ImportedToMyEducationEvidence KW - _yl:g KW - _zenodoETH KW - _zenodoODE KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? AU - Allier-Gagneur, Zoe AU - McBurnie, Chris AU - Haßler, Björn AU - Chuang, Rachel CY - Cambridge, UK DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 10B ST - Characteristics of effective teacher education in low- and middle-income countries UR - https://docs.edtechhub.org/lib/R9VVKUH5 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burundi BDI KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Myanmar MMR KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Paraguay PRY KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _forthcoming KW - _r:ImportedToMyEducationEvidence KW - _yl:h KW - _zenodoODE KW - docs.opendeved.net ER - TY - JOUR TI - Characteristics of effective teacher professional development: what we know, what we don’t, how we can find out AU - Sims, Sam AU - Fletcher-Wood, Harry AB - Several influential reviews and one meta-review have converged on the position that teacher professional development (PD) is more effective when it is: sustained, collaborative, subjectspecific, draws on external expertise, has buy-in from teachers and is practice-based. This consensus view has now been incorporated in government policy and official guidance in several countries. Despite this, several recent PD programmes incorporating these characteristics have failed to have any detectable impact on pupil attainment. This article reviews the evidence underpinning the consensus, arguing that the reviews on which it based are methodologically flawed because they employ inappropriate exclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. Researchers would make more progress on identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously-evaluated PD interventions. DA - 2018/// PY - 2018 DP - Zotero LA - en KW - C:International KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Characteristics of Effective Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature AU - Khalayleh, Abdullah AU - El-Serafy, Yomna AU - Megha-Bongnkar, Ghislaine AU - Haßler, Björn DA - 2021/02/12/ PY - 2021 PB - Open Development & Education SN - 1 UR - https://docs.opendeved.net/lib/ZBHBQT7T KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - _yl:a ER - TY - JOUR TI - Characteristics of micro, small and medium enterprises in Ghana: Gender and implications for economic growth AU - Asare, Roland AU - Akuffobea, Mavis AU - Quaye, Wilhelmina AU - Atta-Antwi, Kwasi T2 - African Journal of Science, Technology, Innovation and Development AB - © 2015 African Journal of Science, Technology, Innovation and Development. This paper sought to investigate the characteristics of MSMEs and to suggest ways of improving performance, particularly tackling constraints faced by women and youth entrepreneurs in Ghana. A total of 4 433 MSME operators were interviewed in all the ten regions of Ghana using a structured questionnaire. The study revealed that apprenticeship was the most common form of training received by the MSME operators interviewed. Disaggregating data by gender, it was observed that more men had received training in their business operations than women. Close to 90% of the MSMEs were under sole proprietorship. There was significant correlation between gender and scale of enterprises, with increasing numbers of men as scale of operations increased. Women, who dominated the agro-processing, agro-industrial and services sectors, were constrained by ineffective marketing strategies, lack of capital, inadequate equipment and machinery, lack of improved technology, inadequate training and low skill development. Marketing strategies employed by the majority of women were limited, mostly patronising markets within their respective districts of business operations. The study recommended support for women to access sizeable business credit with flexible payment plans, tailor-made skill development training and improved access to institutional markets with quality and well-packaged products. DA - 2015/// PY - 2015 DO - 10.1080/20421338.2014.979651 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:access KW - F:gender KW - F:payment KW - F:women KW - P:economy KW - P:media KW - P:services KW - P:technology KW - Q:flexible KW - R:interview KW - R:questionnaire KW - T:Lehrlingsausbildung KW - T:Training KW - Z:Businesses KW - Z:Constraints KW - Z:Development KW - Z:Gender KW - Z:Practices KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 ER - TY - CONF TI - Chatbot: An education support system for student AU - Clarizia, Fabio AU - Colace, Francesco AU - Lombardi, Marco AU - Pascale, Francesco AU - Santaniello, Domenico C3 - International Symposium on Cyberspace Safety and Security DA - 2018/// PY - 2018 DO - 10.1007/978-3-030-01689-0_23 DP - Google Scholar SP - 291 EP - 302 PB - Springer ST - Chatbot ER - TY - CONF TI - Chatbot and conversational analysis to promote collaborative learning in distance education AU - Neto, Antonio Justiniano Moraes AU - Fernandes, Márcia Aparecida C3 - 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) DA - 2019/// PY - 2019 DO - 10.1109/ICALT.2019.00102 DP - Google Scholar VL - 2161 SP - 324 EP - 326 PB - IEEE ER - TY - JOUR TI - Chatbot-facilitated Nursing Education AU - Chang, Ching-Yi AU - Kuo, Shu-Yu AU - Hwang, Gwo-Haur T2 - Educational Technology & Society DA - 2022/// PY - 2022 DP - Google Scholar VL - 25 IS - 1 SP - 15 EP - 27 KW - ⛔ No DOI found ER - TY - JOUR TI - Chatbot for education system AU - Hiremath, Guruswami AU - Hajare, Aishwarya AU - Bhosale, Priyanka AU - Nanaware, Rasika AU - Wagh, K. S. T2 - International Journal of Advance Research, Ideas and Innovations in Technology DA - 2018/// PY - 2018 DP - Google Scholar VL - 4 IS - 3 SP - 37 EP - 43 KW - ⛔ No DOI found ER - TY - JOUR TI - Chatbot technology: A possible means of unlocking student potential to learn how to learn AU - Kiptonui, Bii T2 - Educational Research AB - This paper explores the possibility of implementing a constructivist learning environment using chatbot technology as a basis of enabling students acquire global economy and technological information age skills and competencies (21st century skills) within the context of a developing country. The suggested approach is to integrate chatbot technology into the prevailing teaching-learning environment taking into consideration enabling and constraining factors. Social constructivism provides the basis for concretization of this approach, where social interaction plays a fundamental role in the development of cognition, with mediation using cultural tools and scaffolding contributing to the process of learning. DA - 2013/02/28/ PY - 2013 DP - ResearchGate VL - 4 SP - 218 EP - 221 J2 - Educational Research ST - Chatbot technology KW - ⛔ No DOI found ER - TY - CHAP TI - Chatbot, the Future of Learning? AU - Ouatu, Bogdan-Ioan AU - Gîfu, Daniela AB - Our position is that, in order to improve the quality of Romanian education, an intelligent learning system could become a substantial and versatile tool for aiding the achievement of every student’s potential, always aiding and encouraging him/her. The limits of the conventional learning process and mental health are major issues in many education systems. Chatbots are centered on assisting humans in performing their tasks efficiently and require a low amount of digital literacy to interact with. Chatbots have been shown to be effective in the fields of education and well-being. Due to the substantial difference between artificial intelligence technology waves, the interaction process can occur in several ways depending on the communication interface. How can we combine both traditional and automated educational approaches in the digital age? On one hand, an artificial intelligence tutor does not get angry or annoyed explaining the same problem at the student’s discretion and can also function as a personal therapist, while a human professor could be empathic, trying to keep a balanced teaching method adapted to all students. DA - 2020/09/01/ PY - 2020 DP - ResearchGate SP - 263 EP - 268 SN - 9789811573828 ER - TY - CONF TI - ChatGPT: Fundamentals, applications and social impacts AU - Abdullah, Malak AU - Madain, Alia AU - Jararweh, Yaser C3 - 2022 Ninth International Conference on Social Networks Analysis, Management and Security (SNAMS) DA - 2022/// PY - 2022 DO - 10.1109/SNAMS58071.2022.10062688 DP - Google Scholar SP - 1 EP - 8 PB - IEEE ST - ChatGPT UR - https://ieeexplore.ieee.org/abstract/document/10062688/ Y2 - 2024/03/01/14:13:36 KW - Final_citation ER - TY - JOUR TI - ChatGPT has entered the classroom: how LLMs could transform education AU - Extance, Andy T2 - Nature AB - Researchers, educators and companies are experimenting with ways to turn flawed but famous large language models into trustworthy, accurate ‘thought partners’ for learning. DA - 2023/11/16/ PY - 2023 DO - 10.1038/d41586-023-03507-3 DP - DOI.org (Crossref) VL - 623 IS - 7987 SP - 474 EP - 477 J2 - Nature LA - en SN - 0028-0836, 1476-4687 ST - ChatGPT has entered the classroom UR - https://www.nature.com/articles/d41586-023-03507-3 Y2 - 2023/11/16/21:41:22 KW - Computer science KW - Education KW - Machine learning KW - Mathematics and computing ER - TY - BLOG TI - ChatGPT Pricing, Explained: Plus & Tokens (2024) AU - Ch, David T2 - Guides.ai AB - ChatGPT Plus costs $20 per month ($23.80/month for EU + UK). The ChatGPT API costs $0.002 for every 1000 tokens. DA - 2023/11/17/T19:39:35+00:00 PY - 2023 LA - en-US ST - ChatGPT Pricing, Explained UR - https://guides.ai/chatgpt-pricing/ Y2 - 2024/01/21/22:01:26 ER - TY - BLOG TI - ChatGPT Pricing: How Much Does ChatGPT Cost? AU - Drapkin, Aaron T2 - Tech.co AB - ChatGPT has lots of different plans, models and services. But how much do they actually cost? We take a closer look. DA - 2023/12/11/T12:22:36+00:00 PY - 2023 LA - en-US ST - ChatGPT Pricing UR - https://tech.co/news/how-much-does-chatgpt-cost Y2 - 2024/01/21/21:59:45 ER - TY - JOUR TI - ChatGPT’s ability to classify virtual reality studies in cardiology AU - Nakaya, Yuichiro AU - Higaki, Akinori AU - Yamaguchi, Osamu T2 - European Heart Journal - Digital Health AB - We recently published a novel categorization of studies related to virtual reality (VR) in your journal, European Heart Journal—Digital Health.1 Our categorization is based on the usage of VR devices, where type A studies refer to those in which healthcare providers use VR devices and type B studies refer to those in which patients use them. Using this simple definition, we clarified the study trends and characteristics of the two research directions. In this study, we used a classical natural language processing (NLP) methodology, specifically ‘term frequency–inverse document frequency’ to develop an automatic abstract categorizer, which is available as a web application at https://ahigaki-vr-categorizer-str-app-gb1m6v.streamlit.app. Meanwhile, ChatGPT, a conversational artificial intelligence (AI) system launched by OpenAI, has had a significant impact on the field of NLP.2 Several proposed uses of ChatGPT as a scholarly tool, including systematic review literature searches, have already been suggested.3 Therefore, we sought to test whether ChatGPT can also perform the classification task that we previously conducted using traditional NLP methods. DA - 2023/05/01/ PY - 2023 DO - 10.1093/ehjdh/ztad026 DP - Silverchair VL - 4 IS - 3 SP - 141 EP - 142 J2 - European Heart Journal - Digital Health SN - 2634-3916 UR - https://doi.org/10.1093/ehjdh/ztad026 Y2 - 2024/03/12/14:44:46 ER - TY - RPRT TI - Chesterton Tablet Learning Scheme - Evaluation Report AU - Chesterton Community College DA - 2014/// PY - 2014 UR - http://chestertoncc.net/tabletlearning/the-scheme/evaluation-report/ Y2 - 2014/08/11/00:00:00 ER - TY - RPRT TI - Chiefs’ Act - Chapter 128 AU - Government of Kenya DA - 2012/// PY - 2012 UR - http://extwprlegs1.fao.org/docs/pdf/ken102000.pdf Y2 - 2021/07/16/18:01:18 ER - TY - NEWS TI - Child marriages skyrocket in Malawi as Covid-19 closes schools, figures show AU - Rigby, Jennifer T2 - The Telegraph (UK) DA - 2020/08/14/ PY - 2020 UR - https://www.telegraph.co.uk/global-health/women-and-girls/child-marriages-skyrocket-malawi-covid-19-closes-schools-figures/amp/ Y2 - 2020/08/20/10:25:49 ER - TY - NEWS TI - Child Online Protection | ITU COP Guidelines AU - ITU DA - 2020/// PY - 2020 LA - en UR - https://www.itu-cop-guidelines.com/ Y2 - 2023/01/06/00:50:25 KW - Final_citation KW - anystyle KW - existing ER - TY - ELEC TI - Child rights impact assessment T2 - European Union Agency for Fundamental Rights DA - 2014/11/24/T14:11:44+01:00 PY - 2014 LA - en UR - http://fra.europa.eu/en/content/child-rights-impact-assessment Y2 - 2024/03/20/00:02:22 KW - Final_citation ER - TY - RPRT TI - Child Rights Impact Assessment - A tool to realise children’s rights in the digital environment AU - Digital Futures Commission DA - 2021/03// PY - 2021 UR - https://digitalfuturescommission.org.uk/wp-content/uploads/2021/03/CRIA-Report.pdf Y2 - 2024/03/20/00:00:26 KW - Final_citation ER - TY - JOUR TI - Childhood development stages and learning on global issues AU - Bourn, Douglas AU - Hunt, Frances AU - Hassan, Ahmed AB - This helpdesk report provides a summary of available literature and evidence relating to childhood development stages; specifically, when is the best time to influence children’s thinking on global issues. This question is related to a second query covered in a separate helpdesk report that examines the development education landscape in the UK: specifically, what else apart from British Council’s Connecting Classrooms Programme is going on to build partnerships between schools in the UK and schools overseas? How many children/schools are part of something like this? These helpdesk reports are designed to help inform a business case and guide DFID’s thinking for a new approach to delivering development education in the UK when the current phases of Connecting Classrooms and the Global Learning Programme (GLP) ends. Key definitions and terminology can be found in Annex 1. DA - 2017/12/19/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13492 Y2 - 2022/12/18/18:13:30 KW - ⛔ No DOI found ER - TY - JOUR TI - Children and the Internet: Learning, in the Times to Come AU - Mitra, Sugata T2 - Journal of Learning for Development AB - It is proposed that the purpose of education is to enable people to live happy, healthy and useful lives — now and in the future. A curriculum and framework for children’s education is derived from the above purpose. Using the results of over twenty years of research, the pedagogical and physical environments required that will enable children to learn are discussed in the post-pandemic world. Scenarios for schools and homes are presented with a special emphasis on the role of the Internet in children’s learning. New methods for assessment and certification are described to complete a framework for children’s education that is fit for purpose for our times. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 286 EP - 305 LA - en SN - 2311-1550 ST - Children and the Internet UR - https://jl4d.org/index.php/ejl4d/article/view/445 Y2 - 2020/11/21/13:31:14 KW - Internet KW - SOLE KW - assessment KW - certification KW - children’s education KW - curriculum KW - learning environments KW - pandemic KW - pedagogy KW - self-organization KW - ⛔ No DOI found ER - TY - JOUR TI - Children can learn new facts equally well from interactive media versus face to face instruction AU - Kwok, Kristine AU - Ghrear, Siba AU - Li, Vivian AU - Haddock, Taeh AU - Coleman, Patrick AU - Birch, Susan AJ T2 - Frontiers in psychology DA - 2016/// PY - 2016 DO - 10.3389/fpsyg.2016.01603 DP - Google Scholar VL - 7 SP - 1603 KW - __C:filed:1 ER - TY - RPRT TI - Children in the digital environment: Revised typology of risks AU - OECD AB - The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives. CY - Paris DA - 2021/// PY - 2021 DP - OECD iLibrary LA - en PB - OECD ST - Children in the digital environment UR - https://www.oecd-ilibrary.org/science-and-technology/children-in-the-digital-environment_9b8f222e-en Y2 - 2022/12/28/19:45:40 KW - Final_citation KW - existing ER - TY - RPRT TI - Children, Learning and Chronic Natural Disasters: How Does the Government of Dominica Address Education During Low-Intensity Hurricanes? AU - Serrant, Ted Donaldson AB - By the time today’s Grade K students graduate high school in the Commonwealth of Dominica, they will have experienced five major and many low-intensity hurricanes (LIH). Between August and November each year, each hurricane, major or low-intensity, represents a major threat to their safety and schooling. This mixed-method case study investigated how the Government of the Commonwealth of Dominica (GOCD) addressed education during low-intensity hurricanes. I identified and discussed government’s assertions, actions and consequences associated with education and LIH. I reviewed ten official documents to identify government’s policies and assertions about education and LIH. I interviewed nine key senior or elite officers in the Ministries of Finance, Public Works and Education responsible for handling low-intensity hurricanes to identify their perspectives and actions. I also interviewed ten school principals who experienced Hurricane Dean in 2007 and Hurricane Ophelia in 2011 on their experiences and perspectives. Finally, I inspected ten school buildings to assess the extent to which repairs adhered to building codes and standards as mitigation strategy for LIH. Theoretically, this study proposed an adaptive developmental approach as an anticipatory approach that sustainably incorporates LIH into educational development, planning and operations. Results of this study indicated that government and its agencies adopted a response-recovery approach based on the perception of disasters as “Acts of God” and insufficient local funds to address them. This resulted in proposed externally-based funding strategies that have not been implemented since announced in 2006. There appears to be the desire to shift to anticipatory mitigation-risk reduction approaches rather than the present response-recovery approach. This would have to be articulated in language that is binding. Institutional and administrative frameworks for addressing low-intensity hurricanes and education were described as not meeting their mission and objectives. The result was a set of administrative failures that cascaded from the national to the ministerial level and onto schools putting children at risk as LIH events unfolded. Principals were left mostly on their own without the appropriate training, support and working communication links to address LIH; unable to safely evacuate students in the case of Hurricane Ophelia. The Ministry of education must become a lead agency in LIH management. The Ministry of Education needs to put in place policies, institutional and financial frameworks for managing education during LIH. This should include LIH professional development for teachers, principals and elite officers; development of school disaster plans; the conduct of regular disaster drills and exercises at schools, and rescheduling lost instruction days. Finally, LIH as chronic events must be incorporated into the plans, budget and operations of the Ministry of Education using the adaptive developmental approach. Keywords: education in emergencies, mixed-method case study; low-intensity hurricanes, adaptive developmental approach, disasters. DA - 2014/01/15/ PY - 2014 LA - en M3 - University of Pittsburgh ETD ST - CHILDREN, LEARNING AND CHRONIC NATURAL DISASTERS UR - http://d-scholarship.pitt.edu/20340/ Y2 - 2020/11/19/09:46:09 KW - _Added to LR KW - _G:reviewed ER - TY - ELEC TI - Children’s data protection in an education setting - Guidelines AU - Council of Europe T2 - Council of Europe Publishing AB - Children's digital footprint: guidelines to support organisations and individuals in the educational context to respect, protect and fulfil children's rights in the digital environmentThe digital environment shapes children’s lives in many ways, creating opportunities and risks to their well-being and enjoyment of Human Rights.This applies in the everyday life but also increasingly in education settings where tools designed for teaching, supervision, assessment of children are deployed without the various actors always being aware of the challenges to children’s private life and personal data protection.The introduction of digital tools to the classroom in effect opens up the school gates to a wide range and high volume of stakeholders who interact with children’s everyday activities. The majority of the devices and applications, software and learning platforms, adopted in educational settings are developed by private, commercial actors.The Guidelines on Children’s Data Protection in an Educational Setting aim at supporting organisations and individuals in the context of education to respect, protect and fulfil the data protection rights of the child in the digital environment, within the scope of Article 3 of the modernised Convention 108 (more commonly referred to as “Convention 108+”), and in accordance with the CoE instruments including the Guidelines on Children in the Digital Environment Recommendation CM/Rec(2018)7. DA - 2021/// PY - 2021 LA - en UR - https://edoc.coe.int/en/children-and-the-internet/9620-childrens-data-protection-in-an-education-setting-guidelines.html Y2 - 2022/12/28/04:53:07 KW - Final_citation KW - existing ER - TY - CONF TI - Children's Privacy: An Evaluation of EdTech Privacy Policies AU - West, Tobi AB - Due to social distancing requirements at the onset of the pandemic many schools suddenly transitioned to online learning platforms. Additionally, minors create a significant amount of digital assets, often without regard for privacy or future use. Without ill intent, adults may encourage children to create digital assets containing private information, potentially leading to future embarrassment. During the child's younger years, they have the autonomy to create digital assets, yet they do not have the legal right to determine the use or deletion of those assets. Children's Online Privacy Protection Act (COPPA) is meant to protect children's privacy and as early adopters of new education technology, eager teachers are deciding which tools to use that may circumvent their school or district's approval processes. As features of their products, Education technology (EdTech) companies may share the data collected from children with third-party service providers to perform data analysis. Those service providers may not share the same compliance level in their privacy policy, putting the privacy and security of consumer data at further risk. This study reviews the privacy policies of three EdTech tools for COPPA compliance based on the Federal Trade Commission's tips for consumers. The report includes information about the privacy implications of third-party data processing, the legal consequences of privacy violations after the collection of minors' digital assets, and an explanation of the privacy policy evaluation reports of EdTech tools provided by Common Sense Media with suggestions for parents, teachers, and school administrators. DA - 2022/11/03/ PY - 2022 DP - ResearchGate LA - en ST - Children's Privacy KW - Final_citation KW - anystyle KW - existing ER - TY - JOUR TI - Children's travel to school—the interaction of individual, neighbourhood and school factors AU - Easton, Sue AU - Ferrari, Ed T2 - Transport Policy AB - 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. DA - 2015/11/01/ PY - 2015 DO - 10.1016/j.tranpol.2015.05.023 DP - ScienceDirect VL - 44 SP - 9 EP - 18 J2 - Transport Policy LA - en SN - 0967-070X UR - https://www.sciencedirect.com/science/article/pii/S0967070X15300196 Y2 - 2021/03/25/16:24:45 KW - Active transport KW - Mode of travel KW - Motorised transport KW - Multilevel model KW - Pupils KW - Secondary KW - Sociospatial KW - Travel to school ER - TY - BOOK TI - Children's Work and Apprenticeship AU - Lancy, DF DA - 2012/// PY - 2012 LA - en UR - https://works.bepress.com/david_lancy/120/download/ KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Central Africa KW - A:East Africa KW - C:Burkina Faso KW - C:Guinea KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:learning KW - P:crafts KW - R:survey KW - T:Formal apprenticeship KW - T:Lehrlingsausbildung KW - publicImportV1 ER - TY - RPRT TI - Children with disabilities in Uganda: The hidden reality AU - The African Child Policy Forum DA - 2011/// PY - 2011 ER - TY - JOUR TI - China's cooperation in education and training with Kenya: A different model? AU - King, Kenneth T2 - International Journal of Educational Development AB - Abstract This is the first detailed study of the character and particularity of China's rapidly growing education and training cooperation with Kenya. Set against the 50-year history of Kenya's engagement with China, it pays special attention to the human resources targets of the Forum for China–Africa Cooperation (FOCAC) from 2000. It argues that the growing popularity of China as a destination for both short- and long-term training for Kenyans, and the increasing interest by Kenyans in learning Chinese, cannot be separated from the wider involvement of China in Kenya's infrastructure development, the growth of Chinese business and foreign direct investment, and Chinese migration to East Africa. DA - 2010/// PY - 2010 DO - 10.1016/j.ijedudev.2010.03.014 LA - en UR - https://www.sciencedirect.com/science/article/pii/S0738059310000362 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:learning KW - F:pay KW - T:Training KW - Z:African training in China KW - Z:China's education targets KW - Z:China–Africa KW - Z:China–Kenya KW - Z:Chinese aid KW - Z:Confucius Institutes KW - Z:Forum for China–Africa Cooperation KW - publicImportV1 ER - TY - JOUR TI - China’s peacekeeping operations in Africa: From unwilling participation to responsible contribution AU - Ayenagbo, Kossi AU - Njobvu, Tommie AU - Sossou, James V. AU - Tozoun, Biossey K. T2 - African Journal of Political Science and International Relations DA - 2012/// PY - 2012 DP - Google Scholar VL - 6 IS - 2 SP - 22 EP - 32 ST - China’s peacekeeping operations in Africa UR - https://scholar.archive.org/work/242s5yeoejgq5afrxsqukgncnu/access/wayback/http://www.operationspaix.net/DATA/DOCUMENT/7538~v~Chinas_Peacekeeping_Operations_in_Africa__From_Unwilling_Participation_to_Responsible_Contribution.pdf Y2 - 2023/12/05/11:36:42 KW - ⛔ No DOI found ER - TY - CONF TI - Chronic Under-Completion in Malawi’s Primary Schools: Its trends and determinants AU - Kadzamira, Esme C1 - Lilongwe C3 - Education Access: Opening spaces for marginalized Conference, Capital Hotel DA - 2014/// PY - 2014 LA - en KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - ELEC TI - CIRCL Primer: Design-Based Implementation Research. AU - Fishman, B AU - Cheng, B AU - Penuel, W T2 - CIRCL DA - 2019/// PY - 2019 UR - http://circlcenter.org/dbir/ ER - TY - JOUR TI - Circularity in the Built Environment; A Criteria Based Template’, (written in 2015, submitted for publication 2021) Master of Design Thesis AU - Ajadi, S.B. T2 - Department of Design and Innovation for Sustainability, Centre for Creative and Competitive Design DA - 2015/// PY - 2015 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Civic education teaching resources and teacher preparedness for secondary school competency-based curriculum in Lusaka, Zambia AU - Mulenga, Innocent Mutale AU - Ng’andu, Moonga T2 - East African Journal of Education and Social Sciences (EAJESS) DA - 2022/// PY - 2022 DO - 10.46606/eajess2022v03i02.0171 DP - Google Scholar VL - 3 IS - 2 SP - 166 EP - 177 UR - https://www.ajol.info/index.php/eajess/article/view/225260 Y2 - 2023/12/06/15:39:31 ER - TY - BOOK TI - Class I + Class II (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745149 Y2 - 2020/06/28/11:23:36 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Class III + Class IV (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745151 Y2 - 2020/06/28/11:23:37 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Class V + Class VI (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745153 Y2 - 2020/06/28/11:23:39 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - CONF TI - ClassBeacons: Designing Distributed Visualization of Teachers' Physical Proximity in the Classroom AU - An, Pengcheng AU - Bakker, Saskia AU - Ordanovski, Sara AU - Taconis, Ruurd AU - Eggen, Berry T3 - TEI '18 AB - As necessary for creating a learner-centered environment, nowadays teachers are expected to be more mindful about their proximity distribution: how to spend time in different locations of the classroom with individual learners. However feedback on this is only given to teachers by experts after classroom observation. In this paper we present the design and evaluation of ClassBeacons, a novel ambient information system that visualizes teachers' physical proximity through tangible devices distributed over the classroom. An expert review and a field evaluation with eight secondary school teachers were conducted to explore potential values of such a system and gather user experiences. Results revealed rich insights into how the system could influence teaching and learning, as well as how a distributed display can be seamlessly integrated into teachers' routines. C1 - New York, NY, USA C3 - Proceedings of the Twelfth International Conference on Tangible, Embedded, and Embodied Interaction DA - 2018/03/18/ PY - 2018 DO - 10.1145/3173225.3173243 DP - ACM Digital Library SP - 357 EP - 367 PB - Association for Computing Machinery SN - 978-1-4503-5568-1 ST - ClassBeacons UR - https://doi.org/10.1145/3173225.3173243 Y2 - 2021/03/07/00:00:00 KW - ambient information system KW - classroom KW - distributed display KW - learner-centered education KW - teacher proximity ER - TY - JOUR TI - Classifying settlement types from multi-scale spatial patterns of building footprints AU - Jochem, Warren C AU - Leasure, Douglas R AU - Pannell, Oliver AU - Chamberlain, Heather R AU - Jones, Patricia AU - Tatem, Andrew J T2 - Environment and Planning B: Urban Analytics and City Science AB - Urban settlements and urbanised populations continue to grow rapidly and much of this transition is occurring in less developed countries. Remote sensing techniques are now often applied to monitor urbanisation and changes in settlement patterns. In particular, increasing availability of very high resolution imagery (<1 m spatial resolution) and computing power is enabling complete sets of settlement data in the form of building footprints to be extracted from imagery. These settlement data provide information on the changes occurring in cities, particularly in countries which may lack other data on urbanisation. While spatially detailed, extracted building footprints typically lack other information that identify building types or can be used to differentiate intra-urban land uses or neighbourhood types. This work demonstrates an approach to classifying settlement types through multi-scale spatial patterns of urban morphology visible in building footprint data extracted from very high resolution imagery. The work uses a Gaussian mixture modelling approach to select and hierarchically merge components into clusters. The results are maps classifying settlement types on a high spatial resolution (100 m) grid. The approach is applied in Kaduna, Nigeria; Kinshasa, Democratic Republic of the Congo; and Maputo, Mozambique and demonstrates the potential of computational methods to take advantage of large spatial datasets and extract meaningful information to support monitoring of urban areas. The model-based approach produces a hierarchy of potential clustering solutions, and we suggest that this can be used in partnership with local knowledge of the context when creating settlement typologies. DA - 2020/05/01/ PY - 2020 DO - 10.1177/2399808320921208 DP - SAGE Journals SP - 2399808320921208 J2 - Environment and Planning B: Urban Analytics and City Science LA - en SN - 2399-8083 UR - https://doi.org/10.1177/2399808320921208 Y2 - 2021/03/18/19:03:23 KW - Urban morphology KW - classification KW - land use KW - spatial analysis KW - urban analytics ER - TY - JOUR TI - Classroom dialogue and digital technologies: A scoping review AU - Major, L. AU - Warwick, P. AU - Rasmussen, I. AU - Ludvigsen, S. AU - Cook, V. T2 - Education and Information Technologies AB - This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future. DA - 2018/03/20/ PY - 2018 DO - 10.1007/s10639-018-9701-y DP - link.springer.com SP - 1 EP - 34 J2 - Educ Inf Technol LA - en SN - 1360-2357, 1573-7608 ST - Classroom dialogue and digital technologies UR - https://link.springer.com/article/10.1007/s10639-018-9701-y Y2 - 2018/06/09/16:00:53 KW - _C:Australia AUS KW - _C:Denmark DNK KW - _C:Finland FIN KW - _C:France FRA KW - _C:Greece GRC KW - _C:Israel ISR KW - _C:Korea XKOR KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review ER - TY - JOUR TI - Classroom interaction in Kenyan primary schools. Compare: A AU - Ackers, J. AU - Hardman, F. T2 - Journal of Comparative and International Education DA - 2001/// PY - 2001 DO - 10.1080/03057920120053238 VL - 31 IS - 2 SP - 245 EP - 261 UR - https://doi.org/10.1080/03057920123230. ER - TY - JOUR TI - Classroom, school and home factors that negatively affect girls’ education in Malawi AU - Chimombo, Joseph AU - Chibwanna, Mike AU - Dzimadzi, Chris AU - Kadzamira, Esme AU - Kunkwenzu, Esther AU - Kunje, Demis AU - Namphota, Dorothy T2 - UNICEF, New York DA - 2000/// PY - 2000 DP - Google Scholar SP - 1 EP - 142 ST - Classroom, School and Home Factors That Negatively Affect Girls’ Education in Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - Classroom Temperature and Learner Absenteeism in Public Primary Schools in the Eastern Cape, South Africa AU - Pule, Vicky AU - Mathee, Angela AU - Melariri, Paula AU - Kapwata, Thandi AU - Abdelatif, Nada AU - Balakrishna, Yusentha AU - Kunene, Zamantimande AU - Mogotsi, Mirriam AU - Wernecke, Bianca AU - Wright, Caradee Yael T2 - International Journal of Environmental Research and Public Health AB - Children spend a significant proportion of their time at school and in school buildings. A healthy learning environment that supports children should be thermally conducive for learning and working. Here, we aimed to study the relations between indoor classroom temperatures and learner absenteeism as a proxy for children’s health and well-being. This one-year prospective study that spanned two calendar years (from June 2017 to May 2018) entailed measurement of indoor classroom temperature and relative humidity, calculated as apparent temperature (Tapp) and collection of daily absenteeism records for each classroom in schools in and around King Williams Town, Eastern Cape province, South Africa. Classroom characteristics were collected using a standardized observation checklist. Mean indoor classroom temperature ranged from 11 to 30 °C, while mean outdoor temperature ranged from 6 °C to 31 °C during the sample period. Indoor classroom temperatures typically exceeded outdoor temperatures by 5 °C for 90% of the study period. While multiple factors may influence absenteeism, we found absenteeism was highest at low indoor classroom Tapp (i.e., below 15 °C). Absenteeism decreased as indoor Tapp increased to about 25 °C before showing another increase in absenteeism. Classroom characteristics differed among schools. Analyses of indoor classroom temperature and absenteeism in relation to classroom characteristics showed few statistically significant relations—although not exceptionally strong ones—likely because of the multiple factors that influence absenteeism. However, given the possible relationship between indoor temperature and absenteeism, there is a learning imperative to consider thermal comfort as a fundamental element of school planning and design. Furthermore, additional research on factors besides temperature that affect learner absenteeism is needed, especially in rural areas. DA - 2021/// PY - 2021 DO - 10.3390/ijerph182010700 DP - www.mdpi.com VL - 18 IS - 20 SP - 10700 J2 - IJERPH LA - en SN - 1660-4601 UR - https://www.mdpi.com/1660-4601/18/20/10700 Y2 - 2022/05/28/21:00:32 KW - BE:LMIC KW - BE:RELEVANT KW - climate change KW - cold KW - environmental health KW - heat KW - humidity KW - public health KW - schoolchildren ER - TY - SLIDE TI - Climate, Enviroment and Education - Presentation for the Tanzania Education Donors-Partners working group T2 - Tanzania Education Donors-Partners working group A2 - Fab Inc A2 - Laterite A2 - Open Development and Education AB - Presentation for the Tanzania Education Donors-Partners working group – session on Education, Climate and Environment. CY - Tanzania DA - 2023/// PY - 2023 LA - EN ER - TY - JOUR TI - Climate impacts of the metaverse AU - Stoll, Christian AU - Gallersdörfer, Ulrich AU - Klaaßen, Lena T2 - Joule AB - Christian Stoll is a research affiliate at the Center for Energy Markets of the Technical University of Munich and at the Center for Energy and Environmental Policy Research of the Massachusetts Institute of Technology. He co-founded CCRI and works as a management consultant. His research focuses on the intersection of sustainability and cryptocurrencies. Ulrich Gallersdörfer is a research associate at the Department of Informatics of the Technical University of Munich. He is a co-founder and CEO of CCRI, a company providing intelligence and data for cryptocurrencies, blockchain, and related technologies. His research focuses on blockchain technology and adjacent fields. Lena Klaaßen is a PhD student at the Climate Finance and Policy group at ETH Zurich. She is also a co-founder of CCRI. Her research focuses on the role of the financial sector in acelerating investment in low-carbon energy technologies as well as the environmental impact of companies and technologies. DA - 2022/12/21/ PY - 2022 DO - 10.1016/j.joule.2022.10.013 DP - ScienceDirect VL - 6 IS - 12 SP - 2668 EP - 2673 J2 - Joule SN - 2542-4351 UR - https://www.sciencedirect.com/science/article/pii/S2542435122005220 Y2 - 2024/03/17/19:11:10 ER - TY - RPRT TI - Climate-resilient school buildings AU - Villavicencio, Xuzel AU - Hassler, Bjoern AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1031 DA - 2023/11/29/ PY - 2023 LA - en M3 - Presentation - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education SN - 14 UR - https://docs.opendeved.net/lib/FVMXNR7R KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - CONF TI - Climate Responsive Design AU - Clegg, Peter AU - Sandeman, Isabel AB - Although countries in East-Africa seem to have a perfect climate, people are not fully benefiting or making efficient use of its potential. They suffer from insufficient daylight or overheating and live on sites that are not coherently organized nor efficiently utilised. Energy is wasted. Trees are considered an abundant energy provider, especially for cooking purposes or for burning bricks. The Forum on ‘Raising Awareness for Climate Responsive Design in East Africa’ took place in Kampala (Uganda) on 27th and 28th February 2019. It was organized by Enabel, the Belgian development agency, and the Construction Management Unit of the Ministry of Education and Sports. Enabel (until 2018 called ‘BTC’ or Belgian Technical Cooperation) has been active in Uganda since 2005 mainly in the Education and Healthcare sectors. The group of organizers and speakers at the Forum decided to sustain momentum and set up a platform that would bring together a community of professionals from private and public sectors, to work towards a higher positive impact on our environment and communities. This document is the first step in this process. The topics of the Forum cover both hard and soft issues that contribute to improving people’s living conditions and environment. They include participation, using local and durable materials, passive ventilation and natural daylighting, sustainable landscapes, and water and waste-management. Architects and engineers must learn to identify the constraints and opportunities of each project site and help local communities to develop their full potential. We hope this document will achieve the critical mass necessary to instigate lasting behavioural change in the way we are living in our environment. C3 - Proceedings of a conference on raising awareness of Climate Responsive Design in East Africa DA - 2019/02/27/28 PY - 2019 DP - Zotero LA - en PB - Enabel UR - https://fcbstudios.com/practice/explore/manifesto-for-climate-responsive-design/ ER - TY - JOUR TI - Closing the achievement gap in mathematics: Evidence from a remedial program in Mexico City AU - Gutiérrez, Emilio AU - Rodrigo, Rodimiro T2 - Latin American Economic Review AB - This paper evaluates the impact of an intervention targeted at marginalized low-performance students in public secondary schools in Mexico City. The program consisted in offering free additional math courses, taught by undergraduate students from some of the most prestigious Mexican universities, to the lowest performance students in a set of marginalized schools in Mexico City. We exploit the information available in all students' (treated and not treated by the program) transcripts enrolled in participating and non-participating schools. Before the implementation of the program, participating students lagged behind non-participating ones by more than a half base point in their GPA (over 10). Using a difference-in-differences approach, we find that students participating in the program observed a higher increase in their school grades after the implementation of the program, and that the difference in grades between the two groups decreases over time. By the end of the school year (when the free extra courses had been offered, on average, for 10 weeks), participating students' grades were not significantly lower than non-participating students' grades. These results provide some evidence that short and low-cost interventions can have important effects on student achievement. DA - 2014/// PY - 2014 DO - 10.1007/s40503-014-0014-2 VL - 23 IS - 14 UR - https://link.springer.com/content/pdf/10.1007/s40503-014-0014-2.pdf Y2 - 2020/11/17/00:00:00 KW - _Added to LR KW - _G:reviewed ER - TY - JOUR TI - Closing the Attainment Gap: Collaboration between Schools in Sierra Leone AU - Mason, Miriam AU - Galloway, David AU - Joyce-Gibbons, Andrew T2 - Educational & Child Psychology AB - Background: UK government policy views collaboration with outstanding schools as a way of helping apparently less successful schools to close the attainment gap. However, there has been little debate about criteria for defining a school's success or failure. Moreover it is unclear which aspects of outstanding schools could readily transfer to other schools. These questions applied when EducAid, an NGO with schools for disadvantaged children in Sierra Leone, was asked to provide a programme of workshops for teachers in neighbouring schools. Aims: (i) To establish whether EducAid's results justified agreeing to the request; (ii) To identify key features of EducAid schools that could be transferable to neighbouring schools; (iii) To propose key features of an evaluation. Methods: Collection of national and local data and analysis of key features of EducAid schools that could, and could not, transfer to other schools. Findings: The limited available data supported a decision that EducAid schools should offer workshops for other schools. Key components of the programme are identified, with a design including an ambitious evaluation framework. Conclusions: To our knowledge, this is the first time that teachers in successful schools have been asked to provide a structured programme of workshops for teachers in neighbouring schools. Discussion focuses on the challenge of inter-school collaboration in a low-income country. This includes the tension between the models of pedagogy and interpersonal relations promoted in the CPD and the constraints imposed by the public examination system. DA - 2018/06// PY - 2018 DP - ERIC VL - 35 IS - 1 SP - 27 EP - 39 LA - en ST - Closing the Attainment Gap UR - https://shop.bps.org.uk/educational-child-psychology-vol-35-no-1-june-2018-closing-the-attainment-gap-what-gap Y2 - 2022/12/24/17:48:44 KW - Achievement Gap KW - Data Collection KW - Developing Nations KW - Disadvantaged Youth KW - Elementary School Teachers KW - Exit Examinations KW - Foreign Countries KW - Institutional Cooperation KW - Nongovernmental Organizations KW - Outcomes of Education KW - Professional Continuing Education KW - Program Design KW - Replication (Evaluation) KW - School Closing KW - School Effectiveness KW - Workshops KW - ⛔ No DOI found ER - TY - JOUR TI - Closing the gap: efficacy of a tablet intervention to support the development of early mathematical skills in UK primary school children AU - Outhwaite, Laura A. AU - Gulliford, Anthea AU - Pitchford, Nicola J. T2 - Computers & Education DA - 2017/// PY - 2017 DO - 10.1016/j.compedu.2017.01.011 DP - Google Scholar VL - 108 SP - 43 EP - 58 ST - Closing the gap KW - __C:filed:1 ER - TY - CHAP TI - Co-creation of OER by teachers and teacher educators in Colombia AU - Sáenz Rodríguez, María del Pilar AU - Pino, Ulises Hernandez AU - Hernández, Yoli Marcela T2 - Adoption and impact of OER in the Global South A2 - Hodgkinson-Williams, Cheryl A2 - Arinto, Patricia B. AB - This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities. CY - Cape Town & Ottawa DA - 2017/// PY - 2017 DP - Google Scholar SP - 143 EP - 185 PB - African Minds, International Development Research Centre & Research on Open Educational Resources for Development UR - https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/56823/IDL-56823.pdf?sequence=2&isAllowed=y KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:3123702 KW - __finaldtb ER - TY - CHAP TI - Co-design as infrastructuring with attention to power: Building collective capacity for equitable teaching and learning through design-based implementation research AU - Penuel, William R. T2 - Collaborative curriculum design for sustainable innovation and teacher learning DA - 2019/// PY - 2019 DP - Google Scholar SP - 387 EP - 401 PB - Springer, Cham ST - Co-design as infrastructuring with attention to power ER - TY - CONF TI - Co-design for a Competency Self-assessment Chatbot and Survey in Science Education AU - Durall, Eva AU - Kapros, Evangelos A2 - Zaphiris, Panayiotis A2 - Ioannou, Andri T3 - Lecture Notes in Computer Science AB - This paper describes a co-design process for a formative assessment tool in the area of core competencies such as creativity, communication, collaboration, and critical thinking. This process has been carried out in the context of non-formal science education institutions in 19 countries in Europe and the Middle East. The results of the co-design have been influential in the design of a formative assessment chatbot and survey that supports learner competency and self-regulation. We also discuss some preliminary results from the use of the tool and introduce additional considerations with regard to inclusion, technical aspects, and ethics, towards a set of best practices in this area. C1 - Cham C3 - Learning and Collaboration Technologies. Human and Technology Ecosystems DA - 2020/// PY - 2020 DO - 10.1007/978-3-030-50506-6_2 DP - Springer Link SP - 13 EP - 24 LA - en PB - Springer International Publishing SN - 978-3-030-50506-6 KW - Chatbots KW - Co-design KW - Competencies ER - TY - BOOK TI - Cochrane Handbook for Systematic Reviews of Interventions AU - Higgins, JPT AU - Green, S CY - Chichester, UK DA - 2008/// PY - 2008 LA - en PB - John Wiley & Sons, Ltd ER - TY - BOOK TI - Cochrane Handbook for Systematic Reviews of Interventions AU - Higgins, Julian P. T. AU - Green, Sally AB - Healthcare providers, consumers, researchers and policy makers are inundated with unmanageable amounts of information, including evidence from healthcare research. It has become impossible for all to have the time and resources to find, appraise and interpret this evidence and incorporate it into healthcare decisions. Cochrane Reviews respond to this challenge by identifying, appraising and synthesizing research-based evidence and presenting it in a standardized format, published in The Cochrane Library (www.thecochranelibrary.com). The Cochrane Handbook for Systematic Reviews of Interventions contains methodological guidance for the preparation and maintenance of Cochrane intervention reviews. Written in a clear and accessible format, it is the essential manual for all those preparing, maintaining and reading Cochrane reviews. Many of the principles and methods described here are appropriate for systematic reviews applied to other types of research and to systematic reviews of interventions undertaken by others. It is hoped therefore that this book will be invaluable to all those who want to understand the role of systematic reviews, critically appraise published reviews or perform reviews themselves. This title is also available as a mobile App from MedHand Mobile Libraries. Buy it now from Google Play or the MedHand Store. DA - 2011/08/24/ PY - 2011 DP - Google Books SP - 659 LA - en PB - John Wiley & Sons SN - 978-1-119-96479-7 UR - http://handbook-5-1.cochrane.org/ KW - Medical / General ER - TY - BOOK TI - Cochrane Handbook for Systematic Reviews of Interventions AU - Higgins, Julian AU - Thomas, James DA - 2023/// PY - 2023 ET - 6.4 LA - en PB - Cochrane Training UR - https://training.cochrane.org/handbook/current Y2 - 2023/11/02/21:30:22 ER - TY - ELEC TI - Cochrane Handbook for Systematic Reviews of Interventions: Eligibility criteria AU - Higgins, Julian P. T. AU - Thomas, James AU - Chandler, Jacqueline AU - Crumpston, Miranda AU - Li, Tianjing AU - Page, Matthew AU - Welch, Vivan DA - 2019/// PY - 2019 UR - https://handbook-5-1.cochrane.org/chapter_5/5_1_2_eligibility_criteria.htm Y2 - 2020/08/24/11:08:45 ER - TY - RPRT TI - Cochrane Rapid Reviews. Interim Guidance from the Cochrane Rapid Reviews Methods Group​ AU - Garritty, C. AU - Gartlehner, G. AU - Kamel, C. AU - King, V.J. AU - Nussbaumer-Streit, B. AU - Stevens, A. AU - Hamel, C. AU - Affengruber, L. DA - 2020/// PY - 2020 ER - TY - RPRT TI - Codebook for Systematic Literature Review on Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils AU - McBurnie, Chris AU - Walker, Hannah AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1076 DA - 2024/03/02/T00:00:00.000Z PY - 2024 LA - en M3 - Other PB - Open Development & Education UR - https://docs.opendeved.net/lib/MMFGEJ2B KW - Internal KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - JOUR TI - Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity AU - Feldon, David F. T2 - Educational Psychologist DA - 2007/07/27/ PY - 2007 DO - 10.1080/00461520701416173 DP - DOI.org (Crossref) VL - 42 IS - 3 SP - 123 EP - 137 J2 - Educational Psychologist LA - en SN - 0046-1520, 1532-6985 ST - Cognitive Load and Classroom Teaching UR - https://www.tandfonline.com/doi/full/10.1080/00461520701416173 Y2 - 2022/07/28/14:39:28 ER - TY - JOUR TI - Cognitive performance was reduced by higher air temperature even when thermal comfort was maintained over the 24–28°C range AU - Lan, Li AU - Tang, Jieyu AU - Wargocki, Pawel AU - Wyon, David P AU - Lian, Zhiwei T2 - Indoor Air AB - This study managed to create thermal comfort conditions at three temperatures (24°C-­T24, 26°C-­T26, and 28°C-­T28) by adjusting clothing and air velocity. Thirty-­ six subjects (18 males and 18 females) were exposed to each of the three conditions for 4.5 h in a design balanced for order of presentation of conditions. During each exposure, they rated the physical environment, their comfort, the intensity of acute subclinical health symptoms, and their mental load, and they performed a number of cognitive tasks. Their physiological reactions were monitored. The subjects rated T24 to be comfortably cool, T26 to be comfortably neutral, and T28 to be comfortably warm. Their self-­estimated performance did not differ between conditions but 12 of 14 objective metrics of cognitive performance decreased significantly at the elevated temperatures: compared with T24, their average cognitive performance decreased by 10% at T26 and by 6% at T28. At the elevated temperatures, their parasympathetic nervous system activity (as indicated by PNN50) and their arterial blood oxygen saturation level (SpO2) were both lower, which would be expected to result in reduced cognitive performance. The subjects also rated their acute subclinical health symptoms as more intense and their workload as higher at the elevated temperatures. These results suggest that where cognitive performance is the priority, it is wise to ensure a comfortably cool environment. The present study also supports the use of fans or natural ventilation to reduce the need for mechanical cooling. DA - 2022/01// PY - 2022 DO - 10.1111/ina.12916 DP - DOI.org (Crossref) VL - 32 IS - 1 J2 - Indoor Air LA - en SN - 0905-6947, 1600-0668 UR - https://onlinelibrary.wiley.com/doi/10.1111/ina.12916 Y2 - 2022/05/29/15:13:33 KW - BE:RELEVANT ER - TY - JOUR TI - Cognitive Science in the Field: A Preschool Intervention Durably Enhances Intuitive But Not Formal Mathematics. AU - Dillon, Moira R. AU - Kannan, Harina AU - Dean, Joshua T. AU - Spelke, Elizabeth S. AU - Duflo, Esther DA - 2017/// PY - 2017 SP - 47 EP - 55 UR - https://science.sciencemag.org/content/357/6346/47/tab-figures-data ER - TY - JOUR TI - Coherence and the positioning of teachers in professional development programs. A systematic review AU - Lindvall, Jannika AU - Ryve, Andreas T2 - Educational Research Review DA - 2019/// PY - 2019 DO - 10.1016/j.edurev.2019.03.005 DP - Google Scholar VL - 27 SP - 140 EP - 154 UR - https://www.sciencedirect.com/science/article/pii/S1747938X18302641 KW - Important KW - Read ER - TY - RPRT TI - COL in the Commonwealth: Sierra Leone AU - Commonwealth of Learning DA - 2020/// PY - 2020 UR - http://oasis.col.org/bitstream/handle/11599/3546/2018-2020_Africa_Sierra_Leone_Country_Highlights.pdf?sequence=1&isAllowed=y Y2 - 2020/06/25/18:21:50 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Collaboration and self-regulation in teachers' professional development AU - Butler, D.L. AU - Lauscher, H.N. AU - Jarvis-Selinger, S. AU - Beckingham, B. T2 - Teaching and Teacher Education DA - 2004/// PY - 2004 DO - 10.1016/j.tate.2004.04.003 VL - 20 IS - 5 SP - 435 EP - 455 ST - Collaboration and self-regulation in teachers' professional development ER - TY - JOUR TI - Collaborative activities enabled by GroupScribbles: An exploratory study of learning effectiveness AU - Looi, C. AU - Chen, W. AU - Ng, F. T2 - Computers and Education DA - 2010/// PY - 2010 DO - 10.1016/j.compedu.2009.07.003 VL - 54 IS - 1 SP - 14 EP - 26 ST - Collaborative activities enabled by GroupScribbles: An exploratory study of learning effectiveness ER - TY - JOUR TI - Collaborative construction of artificial intelligence curriculum in primary schools AU - Dai, Yun AU - Liu, Ang AU - Qin, Jianjun AU - Guo, Yanmei AU - Jong, Morris Siu‐Yung AU - Chai, Ching‐Sing AU - Lin, Ziyan T2 - Journal of Engineering Education AB - Abstract Background The recent discussion of introducing artificial intelligence (AI) knowledge to K–12 students, like many engineering and technology education topics, has attracted a wide range of stakeholders and resources for school curriculum development. While teachers often have to directly interact with external stakeholders out of the public schooling system, few studies have scrutinized their negotiation process, especially teachers' responses to external influences, in such complex environments. Purpose Guided by an integrated theoretical framework of social constructionism, this research examined the process of how a teacher‐initiated AI curriculum was constructed with external influences. The research focused on teachers' perspectives and responses in mediating external influences into local schools and classrooms. Methods A 3‐year ethnographic study was conducted in relation to an AI curriculum project among 23 Computer Science (CS) teachers from primary schools. Data collected from ethnographic observation, teacher interviews, and artifacts, were analyzed using open coding and triangulation rooted in the ethnographic, interpretivist approach. Results Three sets of external influences were found salient for teachers' curriculum decisions, including the orientation of state‐level educational policies, AI faculty at a partner university, and students' media and technology environments. The teachers' situational logics and strategic actions were reconstructed with thick descriptions to uncover how they navigated and negotiated the external influences to fulfill local challenges and expectations in classrooms and schools. Conclusions The ethnographic study uncovered the dynamic and multifaceted negotiation involved in the collaborative curriculum development, and offers insights to inform policymaking, teacher education, and student support in engineering education. DA - 2023/01// PY - 2023 DO - 10.1002/jee.20503 DP - DOI.org (Crossref) VL - 112 IS - 1 SP - 23 EP - 42 J2 - J of Engineering Edu LA - en SN - 1069-4730, 2168-9830 UR - https://onlinelibrary.wiley.com/doi/10.1002/jee.20503 Y2 - 2024/02/24/08:53:41 ER - TY - JOUR TI - Collaborative inquiry as a professional learning structure for educators: a scoping review AU - DeLuca, Christopher AU - Shulha, Jason AU - Luhanga, Ulemu AU - Shulha, Lyn M. AU - Christou, Theodore M. AU - Klinger, Don A. T2 - Professional Development in Education DA - 2015/08/08/ PY - 2015 DO - 10.1080/19415257.2014.933120 DP - DOI.org (Crossref) VL - 41 IS - 4 SP - 640 EP - 670 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 ST - Collaborative inquiry as a professional learning structure for educators UR - https://www.researchgate.net/publication/271874474_Collaborative_inquiry_as_a_professional_learning_structure_for_educators_a_scoping_review Y2 - 2021/05/28/13:50:36 ER - TY - CONF TI - Collaborative workshops for sustainable teacher development. In Proceedings of AFRICME5 AU - Golding J. T2 - AFRICME5 C1 - Aga Khan University, Dar es Salaam, Tanzania DA - 2018/08// PY - 2018 SP - 173 EP - 177 UR - https://www.aku.edu/events/africme/Documents/AFRICME%205%20Proceedings.pdf ER - TY - RPRT TI - Collective action and the deployment of teachers in Niger: a political economy analysis AU - Cummings, Clare AB - This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution. DA - 2016/// PY - 2016 LA - en-gb ST - Collective action and the deployment of teachers in Niger UR - https://odi.org/en/publications/collective-action-and-the-deployment-of-teachers-in-niger-a-political-economy-analysis/ Y2 - 2022/01/05/21:21:31 KW - C:Niger ER - TY - JOUR TI - Collective impacts on a global education emergency: The power of network response AU - Moriarty, Kate T2 - Prospects DA - 2020/// PY - 2020 DO - 10.1007/s11125-020-09483-0 DP - Google Scholar VL - 49 IS - 1 SP - 81 EP - 85 ST - Collective impacts on a global education emergency ER - TY - JOUR TI - College-Level Sex Education Courses: A Systematic Literature Review AU - Manning-Ouellette, Amber AU - Shikongo-Asino, Josephine T2 - American Journal of Sexuality Education AB - Understanding college-level sex education can help campus stakeholders understand student knowledge, inform policies, and influences on culture. Although there is a large amount of research on sexual health programming, little is known about the types of sex education curriculum on college campuses. This systematic literature review evaluates the breadth of postsecondary sex education research over the last 10 years. Three sex education course themes indicate research spans the following areas: philosophical and pedagogical considerations, perceived student knowledge and learning, and cultural and feminist-informed sex education. Finally, the results also indicate there are six types of courses taught at the college-level. DA - 2022/02/11/ PY - 2022 DO - 10.1080/15546128.2022.2026850 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 26 SN - 1554-6128 ST - College-Level Sex Education Courses UR - https://doi.org/10.1080/15546128.2022.2026850 Y2 - 2022/04/05/20:28:46 KW - College KW - higher education KW - sex education ER - TY - JOUR TI - Collegial interaction and reflective practice AU - Manouchehri, A. T2 - Action In Teacher Education DA - 2007/11//15th PY - 2007 DO - 10.1080/01626620.2001.10463032 VL - 22 IS - 4 SP - 86 EP - 97 ST - Collegial interaction and reflective practice ER - TY - CONF TI - Colloque de Libreville au Gabon Éducation technologique, formation professionnelle et développement durable AB - Dans notre série “Médiatisation des communications des membres du RAIFFET”, nous ouvrons aujourd’hui le livre d’histoire pour publier les actes du premier colloque qui s’est tenu en 2005 à LIBREVILLE au GABON . Bonne lecture… Jean Sylvain Bekale Nze, Jacques Ginestié, Bernard Hostein, Christian Mouity éditeurs Sous le haut patronage de son Excellence, Monsieur le Président de la République Gabonaise, Chef … C3 - RAIFFET DA - 2005/// PY - 2005 LA - fr-FR ST - 2005 UR - https://raiffet.org/2005-colloque-de-libreville-au-gabon-education-technologique-formation-professionnelle-et-developpement-durable/ Y2 - 2020/02/02/11:19:58 KW - ⛔ No DOI found ER - TY - JOUR TI - Combined effects of ventilation rates and indoor temperatures on cognitive performance of female higher education students in a hot climate AU - Ahmed, Riham AU - Mumovic, Dejan AU - Bagkeris, Emmanouil AU - Ucci, Marcella T2 - Indoor air DA - 2022/// PY - 2022 DO - 10.1111/ina.13004 DP - Google Scholar VL - 32 IS - 2 SP - e13004 KW - BE:RELEVANT ER - TY - JOUR TI - Combined life cycle assessment and artificial intelligence for prediction of output energy and environmental impacts of sugarcane production AU - Kaab, Ali AU - Sharifi, Mohammad AU - Mobli, Hossein AU - Nabavi-Pelesaraei, Ashkan AU - Chau, Kwok-wing T2 - Science of the Total Environment DA - 2019/// PY - 2019 DO - 10.1016/j.scitotenv.2019.02.004 DP - Google Scholar VL - 664 SP - 1005 EP - 1019 UR - https://www.sciencedirect.com/science/article/pii/S0048969719304838 Y2 - 2024/02/24/11:17:34 ER - TY - JOUR TI - Combining innovation systems and global value chains for development: Towards a research agenda AU - Jurowetzki, Roman AU - Lema, Rasmus AU - Lundvall, Bengt-Åke T2 - The European Journal of Development Research DA - 2018/// PY - 2018 DO - 10.1057/s41287-018-0137-4 DP - Google Scholar VL - 30 IS - 3 SP - 364 EP - 388 ST - Combining innovation systems and global value chains for development ER - TY - RPRT TI - COMET South Africa: Final Report and Documentation of Test Results of Electricians, Mechatronics, Motor Mechanics, and Welders AU - Hauschildt, Ursel DA - 2016/// PY - 2016 UR - http://www.merseta.org.za/KnoRep/ARTISAN%20DEVELOPMENT/Final%20COMET%20Report%20-%20December%202016.pdf Y2 - 2020/05/28/13:56:03 ER - TY - RPRT TI - (coming soon) AU - Martin, Anna AU - Grace, Macharia AU - Ombeta, Magwari Charles AB - An output of the Open Development & Education, https://.opendeved.net/ CN - 1012 DA - 2023/// PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/GB7RGIS8 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - (coming soon) AU - Martin, Anna AU - Grace, Macharia AU - Ombeta, Magwari Charles AB - An output of the Open Development & Education, https://.opendeved.net/ CN - 1013 DA - 2023/// PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/BHSCJPVS KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - Commercialising higher education in the UK: The state, industry and peer review AU - Willmott, Hugh T2 - Studies in Higher Education DA - 2003/// PY - 2003 DO - 10.1080/0307507032000058127 DP - Google Scholar VL - 28 IS - 2 SP - 129 EP - 141 ST - Commercialising higher education in the UK ER - TY - ELEC TI - Common Types of SEN - Best SEN Schools - special educational needs schools in the UK AU - Education Advisers DA - 2018/// PY - 2018 UR - https://www.best-sen-schools.co.uk/page.asp?t=SEN-Types Y2 - 2021/03/25/15:04:32 ER - TY - BOOK TI - Commonsense methods for children with special educational needs AU - Westwood, Peter DA - 2007/// PY - 2007 DP - Google Scholar PB - Routledge UR - https://api.taylorfrancis.com/content/books/mono/download?identifierName=doi&identifierValue=10.4324/9780203964361&type=googlepdf Y2 - 2024/03/27/15:18:28 ER - TY - RPRT TI - Commonwealth Collaboration to Achieve The Sustainable Development Goals AU - Haßler, Björn CN - 0290 DA - 2023/05/11/ PY - 2023 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/N9Q6CJIS KW - _comingsoon KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - CONF TI - Commonwealth Collaboration to Build Back Better AU - Haßler, Björn T2 - 21CCEM C1 - Nairobi, Kenya CN - 0275 DA - 2022/04/27/ PY - 2022 DO - 10.53832/opendeved.0275 UR - https://docs.opendeved.net/lib/DABFT2LD KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _bjoern_cv KW - _yl:c ER - TY - BOOK TI - Commonwealth Educational Leadership Handbook AU - Osman, Amina AU - Miller, Paul AB - Commonwealth Education Ministers and stakeholders have consistently stressed the need to improve school leadership giventhe impact that it can have on school performance and learning outcomes. In 2018, at the 20th Commonwealth Conference of Education Ministers (20CCEM), ministers acknowledged that good governanceand effective educational management practices are central to realising equitable access to quality education. Ministers agreedthat high-quality teaching is a priority, and that the Member States should focus on how teachers and school leaders are trained,recruited and motivated and how the profession is governed. Effective and knowledgeable leaders and managers are essentialthroughout all areas of school management practice because they have an impact on the learning outcomes of children, youngpeople, families and the wider community. This handbook is a practical, immediate response to expressed needs in school leadership development. It aims to supportefforts to integrate school leadership development in the professional development of the education work force, includingthrough reflective practice and conversations about professional development and personal growth. DA - 2022/07/25/ PY - 2022 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/963 Y2 - 2023/05/12/09:24:28 ER - TY - RPRT TI - Commonwealth Secretariat Strategic Plan 2021/22 – 2024/25 AU - Commonwealth Secretariat DA - 2021/09/29/ PY - 2021 UR - https://commonwealthchamber.com/commonwealth-secretariat-strategic-plan-2021-22-2024-25/ ER - TY - JOUR TI - Communicating Scientific Uncertainty in an Age of COVID-19: An Investigation into the Use of Preprints by Digital Media Outlets AU - Fleerackers, Alice AU - Riedlinger, Michelle AU - Moorhead, Laura AU - Ahmed, Rukhsana AU - Alperin, Juan Pablo T2 - Health Communication AB - In this article, we investigate the surge in use of COVID-19-related preprints by media outlets. Journalists are a main source of reliable public health information during crises and, until recently, journalists have been reluctant to cover preprints because of the associated scientific uncertainty. Yet, uploads of COVID-19 preprints and their uptake by online media have outstripped that of preprints about any other topic. Using an innovative approach combining altmetrics methods with content analysis, we identified a diversity of outlets covering COVID-19-related preprints during the early months of the pandemic, including specialist medical news outlets, traditional news media outlets, and aggregators. We found a ubiquity of hyperlinks as citations and a multiplicity of framing devices for highlighting the scientific uncertainty associated with COVID-19 preprints. These devices were rarely used consistently (e.g., mentioning that the study was a preprint, unreviewed, preliminary, and/or in need of verification). About half of the stories we analyzed contained framing devices emphasizing uncertainty. Outlets in our sample were much less likely to identify the research they mentioned as preprint research, compared to identifying it as simply “research.” This work has significant implications for public health communication within the changing media landscape. While current best practices in public health risk communication promote identifying and promoting trustworthy sources of information, the uptake of preprint research by online media presents new challenges. At the same time, it provides new opportunities for fostering greater awareness of the scientific uncertainty associated with health research findings. DA - 2021/01/03/ PY - 2021 DO - 10.1080/10410236.2020.1864892 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 13 SN - 1041-0236 ST - Communicating Scientific Uncertainty in an Age of COVID-19 UR - https://doi.org/10.1080/10410236.2020.1864892 Y2 - 2021/10/05/18:38:09 ER - TY - RPRT TI - Communication in Sierra Leone: an Analysis of Media and Mobile Resources AU - Wittels, Annabelle AU - Maybanks, Nick CY - London DA - 2016/05// PY - 2016 LA - EN PB - BBC Media Action UR - http://downloads.bbc.co.uk/rmhttp/mediaaction/pdf/research/mobile-media-landscape-sierra-leone-report.pdf KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Community-Directed Interventions for Priority Health Problems in Africa: Results of a Multicountry Study AU - Group, The C.D.I.Study T2 - Bulletin of World Health Organization DA - 2009/// PY - 2009 VL - 88 IS - 509 SP - 518 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Community-directed interventions for priority health problems in Africa: results of a multicountry study AU - Group, The C.D.I.Study T2 - Bulletin of the World Health Organization DA - 2010/// PY - 2010 VL - 88 IS - 509 SP - 518 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Community-Directed Treatment of onchocerciasis with Ivermectin in Takum, Nigeria AU - Akogun, Oladele B AU - Audu, Z. AU - Weiss, M.G. AU - Adelakun, A.O. AU - Akoh, J.I. AU - Akogun, M.K. AU - Remme, H. AU - Kale, O.O. T2 - Tropical Medicine and International Health. Mar DA - 2001/// PY - 2001 DO - 10.1046/j.1365-3156.2001.00696.x VL - 6 IS - 3 SP - 232 EP - 43 LA - en ER - TY - BOOK TI - Community & Family Engagement. Principals Share What Works AU - Berg, Amy C AU - Melaville, Atelia AU - Blank, Martin J AU - Coalition for Community Schools, Washington, DC AU - National Association of Secondary School Principals, Reston, VA AU - National Association of Elementary School Principals, Washington, DC AB - This paper explores ways in which principals of community schools--and other principals who, though they may not yet identify their schools as community schools, are responding in a very similar manner--work successfully with community partners, families, and other key stakeholders to improve student outcomes. By reflecting on the topic from the perspective of principals, the text offers insights about why they engage community, why doing so is hard, and what strategies and approaches they find most effective. This information could be valuable to principals who devote their energy and passion to the education of America's children. It also will inform the work of school systems, which must support their principals in this work, and of those involved in developing the next generation of principals. (Contains 5 figures and 20 notes.) [This report sponsored by the MetLife Foundation.]. CY - Place of publication not identified DA - 2006/// PY - 2006 DP - Open WorldCat LA - en PB - Distributed by ERIC Clearinghouse SN - 978-1-933493-08-4 ER - TY - RPRT TI - Community Information Policing Booklet AU - National Police Service CY - Kenya DA - 2017/// PY - 2017 UR - https://www.nationalpolice.go.ke/downloads/category/20-nps-community-policing-information-booklet.html Y2 - 2021/07/16/18:19:29 ER - TY - JOUR TI - Community Involvement and Teacher Attendance in Basic Schools: The Case of East Mamprusi District in Ghana AU - Donkor, Anthony Kudjo AU - Waek, Biliman Izal T2 - International Journal of Education and Practice DA - 2018/// PY - 2018 DO - 10.18488/journal.61.2018.62.50.63 DP - DOI.org (Crossref) VL - 6 IS - 2 SP - 50 EP - 63 J2 - International Journal of Education and Practice SN - 23116897, 23103868 ST - Community Involvement and Teacher Attendance in Basic Schools UR - https://archive.conscientiabeam.com/index.php/61/article/view/561 Y2 - 2022/01/06/16:32:07 ER - TY - JOUR TI - Community perceived benefits of ivermectin treatment in northeastern Nigeria AU - Akogun, Oladele B AU - Akogun, M.K. AU - Audu, Z. T2 - Social Science & Medicine DA - 2000/// PY - 2000 DO - 10.1016/S0277-9536(99)00336-6 VL - 50 IS - 10 SP - 1451 EP - 1456 LA - en ER - TY - ELEC TI - Community | Safe Supportive Learning AU - American Institutes for Research T2 - National Center on Safe Supportive Learning Environments DA - 2021/// PY - 2021 UR - https://safesupportivelearning.ed.gov/training-technical-assistance/roles/community Y2 - 2021/03/26/23:07:14 ER - TY - BOOK TI - Community Sensitization and Mobilization Study AU - Chimombo, J. P. G. AU - Kadzamira, Esme C. DA - 2002/// PY - 2002 DP - Google Scholar PB - Centre for Educational Research and Training KW - _C:Malawi MWI ER - TY - JOUR TI - Comparative Advantages of Offline Digital Technology for Remote Indigenous Classrooms in Guatemala (2019-2020) AU - Wiebe, Adrienne AU - Crisostomo, Luis Javier AU - Perez, Ruben Feliciano AU - Anderson, Terry T2 - Journal of Learning for Development AB - Technology has been viewed as a means to improve the quality of education for children globally, particularly in remote and marginal communities. This study examines the comparative advantages of the use of appropriate technology (off-line servers with digital libraries connected to a classroom set of laptops) in ten intervention schools in Indigenous communities in Guatemala for one school year. The study was too short (due to pandemic restrictions) to demonstrate statistically significant differences for learning outcomes. However, using an instructional core model as a framework, qualitative findings supported four previously identified comparative advantages, and identified four additional ones relevant to remote Indigenous communities. The intervention validated the ability of technology to improve standardized instruction, differentiated instruction, opportunities for practice, and learner engagement. Newly identified advantages are: access to high-quality educational resources (substitution for print materials), teacher capacity-building, student technical skills and digital literacy, and sharing cultural knowledge. DA - 2022/03/15/ PY - 2022 DP - jl4d.org VL - 9 IS - 1 SP - 55 EP - 72 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/607 Y2 - 2022/04/05/12:27:36 KW - Guatemala bilingual and intercultural education KW - Maya-Mam education KW - _genre:PR-primary_research KW - appripriate technology for education in Guatemala KW - ⛔ No DOI found ER - TY - JOUR TI - COMPARATIVE ANALYSIS FOR DEVELOPENT OF A HARMONISED PROTECTED AREAS MANAGEMENT FRAMEWORK WITHIN THE OECS REGION AU - Gardner, Lloyd DA - 2007/// PY - 2007 DP - Google Scholar KW - ⛔ No DOI found ER - TY - GEN TI - Comparative Analysis Summary Report of Digital Literacy Skills Frameworks. AU - Macharia, Grace AU - Martin, Anna AU - Omboto, Charles AU - Waziri, Nafisa AU - Walker, Hannah AU - Haßler, Björn DA - 2023/01/11/ PY - 2023 PB - Open Development and Education UR - https://docs.opendeved.net/lib/RGUASR2N Y2 - 2024/01/12/00:00:00 ER - TY - JOUR TI - Comparative cost‐ effectiveness analysis to inform policy in developing countries: a general framework with applications for education AU - Dhaliwal, Iqbal AU - Duflo, Esther AU - Glennerster, Rachel AU - Tulloch, Caitlin T2 - Education Policy in Developing Countries DA - 2013/// PY - 2013 DO - 10.7208/chicago/9780226078854.003.0008 VL - 285 IS - 338 ER - TY - JOUR TI - Comparative cross-cultural study in digital literacy AU - GEMIKONAKLI, Orhan AU - GEZGIN, Deniz Mertkan AU - HAMUTOGLU, Nazire Burcin AU - DE RAFFAELE, Clifford T2 - Eurasian Journal of Educational Research DA - 2020/// PY - 2020 DP - Google Scholar VL - 20 IS - 88 SP - 121 EP - 148 UR - https://dergipark.org.tr/en/pub/ejer/issue/57483/815335 Y2 - 2023/11/01/20:26:53 KW - ⛔ No DOI found ER - TY - JOUR TI - Comparative Education Review Guide to Searching for World Literature 2021 AU - Anderson-Levitt, Kathryn T2 - Comparative Education Review DA - 2021/11// PY - 2021 DO - 10.1086/716415 DP - journals.uchicago.edu (Atypon) VL - 65 IS - 4 SP - 807 EP - 816 SN - 0010-4086 UR - https://www.journals.uchicago.edu/doi/abs/10.1086/716415 Y2 - 2022/04/18/11:21:43 ER - TY - JOUR TI - Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania AU - Vavrus, Frances AU - Bartlett, Lesley T2 - Comparative Education Review DA - 2012/11// PY - 2012 DO - 10.1086/667395 DP - DOI.org (Crossref) VL - 56 IS - 4 SP - 634 EP - 658 J2 - Comparative Education Review LA - en SN - 0010-4086, 1545-701X ST - Comparative pedagogies and epistemological diversity UR - https://www.researchgate.net/publication/259711400_Comparative_Pedagogies_and_Epistemological_Diversity_Social_and_Materials_Contexts_of_Teaching_in_Tanzania Y2 - 2021/05/26/17:43:58 ER - TY - RPRT TI - Comparative Summary Report of Digital Literacy Skills Frameworks AU - Macharia, Grace AU - Martin, Anna AU - Waziri, Nafisa AU - Walker, Hannah AU - Haßler, Björn AB - An output of the Open Development & Education, https://.opendeved.net/ CN - opendeved.1027 DA - 2023/11/01/T00:00:00.000Z PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/RGUASR2N KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - Comparing traditional and digital learning methods to improve the learning outcomes of young children AU - Hendriks, Daniëlle DA - 2016/// PY - 2016 DP - Google Scholar KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping AU - Lin, C.-P. AU - Wong, L.-H. AU - Shao, Y.-J. T2 - Journal of Computer Assisted Learning DA - 2012/// PY - 2012 DO - 10.1111/j.1365-2729.2011.00421.x VL - 28 IS - 2 SP - 99 EP - 113 J2 - JCAL SN - 1365-2729 UR - http://dx.doi.org/10.1111/j.1365-2729.2011.00421.x ER - TY - THES TI - Comparison of Errorless Learning and Response Cost to simple Trial and Error learning in an automated learning environment AU - Ólafsson, Brynjar DA - 2017/// PY - 2017 DP - Google Scholar M3 - PhD Thesis KW - _C:Iceland ISL KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Comparison of Thermal Comfort Levels of Learning Spaces during Mid-season in Bayero University, Kano AU - Ali, S.M. T2 - AJEES, African Journal of Earth and Environmental Sciences DA - 2019/// PY - 2019 VL - 1 IS - 1 SP - 311 EP - 322 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Comparisons of Citations in Web of Science, Scopus, and Google Scholar for Articles Published in General Medical Journals AU - Kulkarni, Abhaya V. T2 - JAMA DA - 2009/09/09/ PY - 2009 DO - 10.1001/jama.2009.1307 DP - DOI.org (Crossref) VL - 302 IS - 10 SP - 1092 J2 - JAMA LA - en SN - 0098-7484 UR - http://jama.jamanetwork.com/article.aspx?doi=10.1001/jama.2009.1307 Y2 - 2021/05/24/12:00:09 ER - TY - RPRT TI - Compás Millennial: La generación Y en la era de la integración 4.0 AU - Basco, Ana Inés AU - Carballo, Marita AU - Pernas, Mariana AU - Alzualde, Paula AU - Codoni, Soledad AU - Conte Grand, Ramiro AU - Wulff, Alejandra AU - Basco, Ana Inés AU - Carballo, Marita DA - 2017/07// PY - 2017 DP - DOI.org (Crossref) PB - Inter-American Development Bank ST - Compás Millennial UR - https://publications.iadb.org/handle/11319/8347 Y2 - 2021/12/20/14:45:55 ER - TY - JOUR TI - Compassionate transitions: Reconnecting school communities post-Covid-19 closures AU - Crawford, Alison AU - Currie, Laura-Ann AU - Hannah, Beth AU - Ward, Jacqui AU - Wooton, Imogen DA - 2020/06/22/ PY - 2020 DP - discovery.dundee.ac.uk LA - English ST - Compassionate transitions UR - https://discovery.dundee.ac.uk/en/publications/compassionate-transitions-reconnecting-school-communities-post-co Y2 - 2020/08/12/16:56:26 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - CHAP TI - Competence and TVET Innovation in Sub-Saharan Africa: The Case of Rwanda AU - van Halsema, Wybe T2 - Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education A2 - Mulder, Martin T3 - Technical and Vocational Education and Training: Issues, Concerns and Prospects AB - In many African countries, technical and vocational education and training (TVET) is considered a means to stimulate strategic economic growth. In order to render TVET more in line with market demands, governments increasingly promote the competence-based education (CBE) approach. In this chapter, the Central African country Rwanda is studied as an exemplary case for sub-Saharan Africa in how they apply CBE. Through competence-based curriculum development and teacher training, a centralised form of workforce planning is envisaged that would shape the TVET reform in the Central African country.In Rwanda, the Belgian Technical Cooperation (BTC) follows a systems approach to implement CBE in TVET. Having done so over the past 4 years, it becomes apparent that in the transitional phases of the systems, there is much ‘transitional noise’ that hampers implementation. This fact challenges the centralist view on CBE and its scope for national workforce planning. However, some positive features emerge from CBE implementation in that it stimulates practical learning and creativity in TVET.It is argued that by adapting the concept of competence to a more decentralised, intrinsic and generic form of TVET, a more capable, innovative and employable workforce can be formed. Government should thereby not just focus on formal employment but follow a diversified and inclusive approach of TVET for youth employment in all segments of the economy. CY - Cham DA - 2017/// PY - 2017 DP - Springer Link SP - 487 EP - 504 LA - en SN - 978-3-319-41713-4 ST - Competence and TVET Innovation in Sub-Saharan Africa UR - https://doi.org/10.1007/978-3-319-41713-4_23 Y2 - 2018/12/09/00:00:00 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Rwanda KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - Competence Development KW - Competency Statement KW - Informal Sector KW - Master Trainer KW - Pilot School KW - T:TVET KW - publicImportV1 ER - TY - BOOK TI - Competence Development and Assessment in TVET (COMET): Theoretical Framework and Empirical Results AU - Rauner, Felix AU - Heinemann, Lars AU - Maurer, Andrea AU - Haasler, Bernd T2 - Technical and Vocational Education and Training: Issues, Concerns and Prospects AB - The transferability of vocational education and training qualifications across international borders is a live issue in this heterogeneous field. Key to this goal is defining a common methodology for measuring vocational competences. This publication sets out a proposal for just that, based on the results of a pilot project known as ‘COMET’ on competence diagnostics in the field of electrical engineering. The study deploys longitudinal analysis to explore issues of competence development, the development of vocational identity, and occupational commitment. It focuses on two discrete occupational profiles in electrical engineering in an ambitious test of a model currently applied to other professions as well. The model’s success in its first phase is detailed in the second part of the volume, where the authors show that the transfer of the competence framework into an empirical model was successful. They also demonstrate that the methodology can be applied to designing and evaluating vocational education and training processes, making the material relevant to VET teachers and trainers as well as academics. With its first section comprising a full description of the theoretical framework, this book is a significant step forward in an urgent task facing administrations, labor forces and employers around the world. The achievement is in proportion to the notorious complexities of a field whose diversity makes tough demands on large-scale methods of assessment. DA - 2013/// PY - 2013 DP - www.springer.com LA - en PB - Springer Netherlands SN - 978-94-007-4724-1 ST - Competence Development and Assessment in TVET (COMET) UR - https://www.springer.com/gb/book/9789400747241 Y2 - 2018/12/09/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - GEN TI - Competency-based curriculum - Summary of curriculum framework pre-primary to upper secondary AU - Rwanda Ministry of Education AU - Rwanda Education Board DA - 2015/// PY - 2015 UR - http://bit.ly/RwandaCurriculumFramework ER - TY - JOUR TI - Complement or substitute?: The effect of technology on student achievement in India AU - Linden, Leigh L. T2 - Working Paper DA - 2008/// PY - 2008 KW - ⛔ No DOI found ER - TY - JOUR TI - Comprehensive review of solar radiation modeling based on artificial intelligence and optimization techniques: future concerns and considerations AU - Attar, Nasrin Fathollahzadeh AU - Sattari, Mohammad Taghi AU - Prasad, Ramendra AU - Apaydin, Halit T2 - Clean Technologies and Environmental Policy DA - 2023/05// PY - 2023 DO - 10.1007/s10098-022-02434-7 DP - DOI.org (Crossref) VL - 25 IS - 4 SP - 1079 EP - 1097 J2 - Clean Techn Environ Policy LA - en SN - 1618-954X, 1618-9558 ST - Comprehensive review of solar radiation modeling based on artificial intelligence and optimization techniques UR - https://link.springer.com/10.1007/s10098-022-02434-7 Y2 - 2024/02/24/11:17:36 KW - _z:no_pdf ER - TY - JOUR TI - Comprehensive sexuality education in sub-Saharan Africa: adaptation and implementation challenges in universal access for children and adolescents AU - Wangamati, Cynthia Khamala T2 - Sexual and Reproductive Health Matters DA - 2020/// PY - 2020 DO - 10.1080/26410397.2020.1851346 DP - Google Scholar VL - 28 IS - 2 SP - 1851346 ST - Comprehensive sexuality education in sub-Saharan Africa UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7887764/ ER - TY - JOUR TI - Computational Grounded Theory: A Methodological Framework AU - Nelson, Laura K. T2 - Sociological Methods & Research AB - This article proposes a three-step methodological framework called computational grounded theory, which combines expert human knowledge and hermeneutic skills with the processing power and pattern recognition of computers, producing a more methodologically rigorous but interpretive approach to content analysis. The first, pattern detection step, involves inductive computational exploration of text, using techniques such as unsupervised machine learning and word scores to help researchers to see novel patterns in their data. The second, pattern refinement step, returns to an interpretive engagement with the data through qualitative deep reading or further exploration of the data. The third, pattern confirmation step, assesses the inductively identified patterns using further computational and natural language processing techniques. The result is an efficient, rigorous, and fully reproducible computational grounded theory. This framework can be applied to any qualitative text as data, including transcribed speeches, interviews, open-ended survey data, or ethnographic field notes, and can address many potential research questions. DA - 2020/02/01/ PY - 2020 DO - 10.1177/0049124117729703 DP - SAGE Journals VL - 49 IS - 1 SP - 3 EP - 42 LA - en SN - 0049-1241 ST - Computational Grounded Theory UR - https://doi.org/10.1177/0049124117729703 Y2 - 2024/01/18/22:32:02 KW - _Added-ailr-2024 ER - TY - JOUR TI - Computational literature reviews: method, algorithms, and roadmap AU - Antons, D. AU - Breidbach, C.F. AU - Joshi, A.M. T2 - Organizational Research Methods DA - 2021/// PY - 2021 VL - 1094428121991230 LA - id KW - _Added-ailr-2024 KW - ⛔ No DOI found ER - TY - JOUR TI - Computational thinking in higher education: A review of the literature AU - Lyon, Joseph A. AU - J. Magana, Alejandra T2 - Computer Applications in Engineering Education AB - Computational thinking is of growing interest to the science, technology, engineering, and mathematics (STEM) education research community. Calls from national agencies look to increase computation in STEM education. This review identifies key areas for future study by reviewing recent empirical studies that investigate computational thinking in teaching and learning contexts within higher education. Using a systematic process, this review identified four different databases for peer-reviewed research articles using keywords. Results were evaluated against inclusion and exclusion criteria. Studies were analyzed for types of methods, target population, the role of computational thinking, pedagogical designs used, and significant findings of the study. This process resulted in a final set of 13 studies. The results indicate that computational thinking research in higher education is growing, yet there are opportunities for more research. The findings of this study highlight the need for more concrete definitions and implementations of computational thinking within higher education spaces. DA - 2020/// PY - 2020 DO - 10.1002/cae.22295 DP - Wiley Online Library VL - 28 IS - 5 SP - 1174 EP - 1189 LA - en SN - 1099-0542 ST - Computational thinking in higher education UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/cae.22295 Y2 - 2022/04/05/20:29:52 KW - STEM education KW - computational thinking KW - higher education ER - TY - CHAP TI - Computationally Intensive Methods AU - Ewens, Warren J. AU - Grant, Gregory R. T2 - Statistical Methods in Bioinformatics: An Introduction A2 - Ewens, Warren J. A2 - Grant, Gregory R. T3 - Statistics for Biology and Health AB - An important trend in statistical inference over the last twenty years has been the introduction of computationally intensive methods. These have been made possible by the availability of convenient and greatly increased computing power, and these methods are useful in bioinformatics and computational biology. Aspects of some computationally intensive methods used for both estimation and hypothesis testing are outlined in this chapter. Computationally intensive methods arise in both classical and Bayesian inference: We concentrate here on computationally intensive methods in classical inference. CY - New York, NY DA - 2001/// PY - 2001 DP - Springer Link SP - 349 EP - 363 LA - en PB - Springer SN - 978-1-4757-3247-4 UR - https://doi.org/10.1007/978-1-4757-3247-4_12 Y2 - 2022/12/28/16:56:48 KW - Bootstrap Estimate KW - Bootstrap Procedure KW - Bootstrap Sample KW - Final_citation KW - Null Hypothesis KW - Permutation Procedure KW - cited KW - existing ER - TY - JOUR TI - Computer assisted learning as extracurricular tutor? Evidence from a randomised experiment in rural boarding schools in Shaanxi AU - Lai, Fang AU - Zhang, Linxiu AU - Hu, Xiao AU - Qu, Qinghe AU - Shi, Yaojiang AU - Qiao, Yajie AU - Boswell, Matthew AU - Rozelle, Scott T2 - Journal of Development Effectiveness AB - This paper uses a clustered randomised field experiment to explore the effects of a computer assisted learning (CAL) programme on student academic and non-academic outcomes in poor, rural public schools in China. Our results show that a remedial, game-based CAL programme in math held outside of regular school hours with boarding students in poor rural public schools improved standardised math scores by 0.12 standard deviations. Students from poorer families tended to benefit more from the programme. However, CAL did not have any significant impact on either Chinese language standardised test scores or non-academic outcomes. DA - 2013/06/01/ PY - 2013 DO - 10.1080/19439342.2013.780089 DP - Taylor and Francis+NEJM VL - 5 IS - 2 SP - 208 EP - 231 SN - 1943-9342 ST - Computer assisted learning as extracurricular tutor? UR - https://doi.org/10.1080/19439342.2013.780089 Y2 - 2020/07/27/13:09:01 KW - China KW - _Added to LR KW - _G:reviewed KW - computer assisted learning KW - development KW - education KW - random assignment KW - rural schools KW - test scores ER - TY - JOUR TI - Computer literacy among practical arts teachers in swaziland vocational schools AU - Hlophe, Zanele F. AU - Mindebele, CBS T2 - Journal of Vocational Education and Training AB - This article reports findings of a study conducted in Swaziland to determine computer literacy skills of teachers of agriculture, commerce, home economics and technical studies in 16 pilot vocational schools. These teachers are expected to teach the new vocationalised curriculum of the four subjects. Findings revealed that the teachers lacked the basic computer knowledge and skills needed in the newly vocationalised curriculum that was to be mounted in the year 2000 with the financial assistance (loan) from the African Development Bank. However, the teachers indicated a strong interest in taking computer technology courses. © 2001 Taylor & Francis Group, LLC. DA - 2001/// PY - 2001 DO - 10.1080/13636820100200161 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:eSwatini KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:curriculum KW - P:agriculture KW - P:economy KW - P:services KW - P:teachers KW - P:technology KW - Q:educational technology KW - T:TVET KW - T:Training KW - T:vocational school KW - publicImportV1 ER - TY - JOUR TI - Computer simulations - technological advances in inquiry learning AU - de Jong, T. T2 - Science DA - 2006/// PY - 2006 DO - 10.1126/science.1127750 VL - 312 IS - 5773 SP - 532 EP - 533 ST - Computer simulations - technological advances in inquiry learning ER - TY - JOUR TI - Computer usage for learning how to read and write in primary school AU - Arndt, Petra A. T2 - Trends in Neuroscience and Education DA - 2016/// PY - 2016 DO - 10.1016/j.tine.2016.07.003 DP - Google Scholar VL - 5 IS - 3 SP - 90 EP - 98 KW - __C:filed:1 ER - TY - JOUR TI - Computerized Speechreading Training for Deaf Children: A Randomized Controlled Trial AU - Pimperton, Hannah AU - Kyle, Fiona AU - Hulme, Charles AU - Harris, Margaret AU - Beedie, Indie AU - Ralph-Lewis, Amelia AU - Worster, Elizabeth AU - Rees, Rachel AU - Donlan, Chris AU - MacSweeney, Mairéad T2 - Journal of Speech, Language, and Hearing Research AB - Purpose We developed and evaluated in a randomized controlled trial a computerized speechreading training program to determine (a) whether it is possible to train speechreading in deaf children and (b) whether speechreading training results in improvements in phonological and reading skills. Previous studies indicate a relationship between speechreading and reading skill and further suggest this relationship may be mediated by improved phonological representations. This is important since many deaf children find learning to read to be very challenging. Method Sixty-six deaf 5- to 7-year-olds were randomized into speechreading and maths training arms. Each training program was composed of a 10-min sessions a day, 4 days a week for 12 weeks. Children were assessed on a battery of language and literacy measures before training, immediately after training, and 3 months and 11 months after training. Results We found no significant benefits for participants who completed the speechreading training, compared to those who completed the maths training, on the speechreading primary outcome measure. However, significantly greater gains were observed in the speechreading training group on one of the secondary measures of speechreading. There was also some evidence of beneficial effects of the speechreading training on phonological representations; however, these effects were weaker. No benefits were seen to word reading. Conclusions Speechreading skill is trainable in deaf children. However, to support early reading, training may need to be longer or embedded in a broader literacy program. Nevertheless, a training tool that can improve speechreading is likely to be of great interest to professionals working with deaf children. Supplemental Material https://doi.org/10.23641/asha.8856356 DA - 2019/08/15/ PY - 2019 DO - 10.1044/2019_JSLHR-H-19-0073 DP - DOI.org (Crossref) VL - 62 IS - 8 SP - 2882 EP - 2894 J2 - J Speech Lang Hear Res LA - en SN - 1092-4388, 1558-9102 ST - Computerized Speechreading Training for Deaf Children UR - http://pubs.asha.org/doi/10.1044/2019_JSLHR-H-19-0073 AN - 10.1044/2019_JSLHR-H-19-0073;503888:T2S73TG9 Y2 - 2020/03/02/15:42:40 KW - _C:Netherlands NLD KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Concept Note for the Implementation of the Academic Recovery Programme AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/06/ PY - 2021 M3 - OECS Academic Recovery Programme Report PB - Open Development & Education SN - 5 UR - https://docs.opendeved.net/lib/FMVT2NIB KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - _r:ImportedToMyEducationEvidence KW - _yl:f KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - CONF TI - Conceptual design science research? How and why untested meta-artifacts have a place in *IS* AU - Gleasure, R. C1 - Miami, FL, USA C3 - Proceedings of the international conference on design science research in information systems and technology DA - 2014/// PY - 2014 SP - 99 EP - 114 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Conceptual Modeling: Topics, Themes, and Technology Trends AU - Storey, Veda C. AU - Lukyanenko, Roman AU - Castellanos, Arturo T2 - ACM Computing Surveys AB - Conceptual modeling is an important part of information systems development and use that involves identifying and representing relevant aspects of reality. Although the past decades have experienced continuous digitalization of services and products that impact business and society, conceptual modeling efforts are still required to support new technologies as they emerge. This paper surveys research on conceptual modeling over the past five decades and shows how its topics and trends continue to evolve to accommodate emerging technologies, while remaining grounded in basic constructs. We survey over 5,300 papers that address conceptual modeling topics from the 1970s to the present, which are collected from 35 multidisciplinary journals and conferences, and use them as the basis from which to analyze the progression of conceptual modeling. The important role that conceptual modeling should play in our evolving digital world is discussed, and future research directions proposed. DA - 2023/12/31/ PY - 2023 DO - 10.1145/3589338 DP - DOI.org (Crossref) VL - 55 IS - 14s SP - 1 EP - 38 J2 - ACM Comput. Surv. LA - en SN - 0360-0300, 1557-7341 ST - Conceptual Modeling UR - https://dl.acm.org/doi/10.1145/3589338 Y2 - 2023/11/28/12:34:22 KW - _Added-ailr-2024 ER - TY - JOUR TI - Conceptual understanding of definite integral with GeoGebra AU - Tatar, Enver AU - Zengin, Yilmaz T2 - Computers in the Schools AB - This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum. DA - 2016/// PY - 2016 DO - 10.1080/07380569.2016.1177480 VL - 33 IS - 2 SP - 120 EP - 132 LA - English SN - 07380569 UR - https://www.researchgate.net/publication/304002585_Conceptual_Understanding_of_Definite_Integral_with_GeoGebra AN - 1797266405 KW - Computer Assisted Instruction KW - Computer Software KW - Computer assisted instruction--CAI KW - Computer-assisted instruction (CAI) KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Computer Applications KW - Educational Technology KW - Foreign Countries KW - GeoGebra KW - Mathematics KW - Mathematics Education KW - Mathematics teachers KW - Mixed Methods Research KW - Program Effectiveness KW - Questionnaires KW - Secondary Education KW - Secondary School Mathematics KW - Student Attitudes KW - Teacher Education Programs KW - Turkey KW - Wilcoxon Matched Pairs Signed Ranks Test KW - __:import:01 KW - __:match:final KW - __:study_id:2098412 KW - __finaldtb KW - achievement KW - definite integral ER - TY - JOUR TI - Conceptualization and Definition of a Curriculum AU - Mulenga, Innocent Mutale T2 - Journal of Lexicography and Terminology (Online ISSN 2664-0899. Print ISSN 2517-9306). DA - 2018/// PY - 2018 DP - Google Scholar VL - 2 IS - 2 SP - 1 EP - 23 UR - https://law.unza.zm/index.php/jlt/article/download/76/76 Y2 - 2023/12/06/15:21:39 KW - ⛔ No DOI found ER - TY - JOUR TI - Conceptualization of competency based curricula in pre-service nursing and midwifery education: A grounded theory approach AU - Muraraneza, Claudine AU - Mtshali, Gloria Ntombifikile T2 - Nurse Education in Practice AB - In health professional education, the competency-based curriculum concept has been an important driver of reform in the training of competent graduates for the 21st century. In African countries, although there has been implementing it in pre-service nursing and midwifery education and the literature reports a lack of understanding of what is it on the part of the implementers. This article explores the meaning of competency based curriculum in pre-service nursing and midwifery education in Rwanda. A grounded theory approach, following Corbin and Strauss, was used. Following ethical clearance by the university ethical committee, data was collected from 17 participants through in-depth individual interviews of staff. Four categories emerged: (a) transformation, (b) tool for primary health care philosophy, (c) technological approach to education, (d) and modular system. Competency-based curriculum is confirmed as an appropriate educational tool in producing competent graduates for today and the future. DA - 2018/// PY - 2018 DO - 10.1016/j.nepr.2017.09.018 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Rwanda KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:curriculum KW - F:leadership KW - F:learning KW - P:health KW - P:health professionals KW - P:media KW - P:nurse KW - P:services KW - P:technology KW - R:grounded theory KW - R:interview KW - R:qualitative KW - T:TVET KW - T:Training KW - Z:Approaches KW - Z:Clinical competence KW - Z:Competency based learning KW - Z:Core curriculum KW - Z:Curriculum KW - Z:Curriculum development KW - Z:Data collection KW - Z:Education reform KW - Z:Grounded theory KW - Z:Health professionals KW - Z:Leadership KW - Z:Learning KW - Z:Meaning KW - Z:Medical education KW - Z:Medical ethics KW - Z:Midwifery KW - Z:Midwifery education KW - Z:Nursing KW - Z:Nursing education KW - Z:Primary health care KW - Z:Professional competence KW - Z:Qualitative research KW - Z:Students KW - Z:Transformation KW - publicImportV1 ER - TY - CHAP TI - Conceptualizations and Measures of Student Engagement: A Worked Example of Systematic Review AU - Tai, Joanna AU - Ajjawi, Rola AU - Bearman, Margaret AU - Wiseman, Paul T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - This chapter provides a commentary on the potential choices, processes, and decisions involved in undertaking a systematic review. It does this through using an illustrative case example, which draws on the application of systematic review principles at each stage as it actually happened. The chapter firstly introduces the topic of ‘student engagement’ and explains why a review was decided appropriate for this topic. The chapter then provides an exploration of the methodological choices and methods we used within the review. Next, the issues of results management and presentation are discussed. Reflections on the process, and key recommendations for undertaking systematic reviews on education topics are made, on the basis of this review, as well as the authors’ prior experiences as researchers and authors of review papers. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 91 EP - 110 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Conceptualizations and Measures of Student Engagement UR - https://doi.org/10.1007/978-3-658-27602-7_6 Y2 - 2020/11/26/15:49:34 ER - TY - JOUR TI - Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries AU - Penuel, William R. AU - Allen, Anna-Ruth AU - Coburn, Cynthia E. AU - Farrell, Caitlin T2 - Journal of Education for Students Placed at Risk (JESPAR) AB - This paper presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research-practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural-historical account of learning across boundaries (Akkerman & Bakker, 2011) and evidence from a study of two longterm partnerships, we highlight the value of the concepts of boundary practices in organizing joint work and boundary crossing as a way to understand how differences are recognized and navigated. The framework has implications for how partnerships can surface and make productive use of difference in organizing joint work and for how funders can better support the work of research-practice partnerships. DA - 2015/04/03/ PY - 2015 DO - 10.1080/10824669.2014.988334 DP - DOI.org (Crossref) VL - 20 IS - 1-2 SP - 182 EP - 197 J2 - Journal of Education for Students Placed at Risk (JESPAR) LA - en SN - 1082-4669, 1532-7671 UR - http://www.tandfonline.com/doi/full/10.1080/10824669.2014.988334 Y2 - 2022/12/25/00:35:58 ER - TY - JOUR TI - Conceptualizing teacher professional learning AU - Opfer, V. Darleen AU - Pedder, David T2 - Review of Educational Research DA - 2011/// PY - 2011 DO - 10.3102/0034654311413609 DP - Google Scholar VL - 81 IS - 3 SP - 376 EP - 407 UR - https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.874.8856&rep=rep1&type=pdf KW - Important KW - Read ER - TY - RPRT TI - Concurrent Validity and Inter-rater Reliability DA - 2015/06// PY - 2015 PB - R4D UR - https://www.acer.org/gb/gem/key-areas/reviews-and-analysis/assessment-reviews/citizen-led-assessments-evaluation-reports ER - TY - JOUR TI - Conducive Attributes of Physical Learning Environment at Preschool Level for Slow Learners AU - Ahmad, Sabarinah Sh AU - Shaari, Mariam Felani AU - Hashim, Rugayah AU - Kariminia, Shahab T2 - Procedia - Social and Behavioral Sciences T3 - AcE-Bs 2015 Tehran (6th Asian Conference on Environment-Behaviour Studies), Iran University of Science & Technology, Tehran, Iran, 20 - 22 February 2015 AB - Conducive attributes of physical learning environment of schools play a dominant role in the successful delivery of lessons for slow learners. This study aims to propose a framework towards achieving conducive attributes of preschool learning environment suitable for slow learners through literature review. In summary, the physical conditions including human comfort (visual, thermal, acoustic), spatial planning, quality of furnishing and finishing and safety features are important attributes to consider for conducive learning environment. Findings are useful for designers, service providers and policy makers of special needs preschools when making decisions to provide conducive facilities for the slow learners. DA - 2015/08/22/ PY - 2015 DO - 10.1016/j.sbspro.2015.08.138 DP - ScienceDirect VL - 201 SP - 110 EP - 120 J2 - Procedia - Social and Behavioral Sciences LA - en SN - 1877-0428 UR - https://www.sciencedirect.com/science/article/pii/S1877042815047862 Y2 - 2022/05/28/21:23:22 KW - BE:RELEVANT KW - Slow learners KW - conducive attributes KW - physical learning environment KW - preschool ER - TY - JOUR TI - Conducting a systematic review in six weeks – experiences with and evaluation of an intensive team pilot project AU - Ames, Heather AU - Kornør, Hege AU - Evensen, Line Holtet AU - Lidal, Ingeborg Beate AU - Hafstad, Elisabet AU - Hestevik, Christine Hillestad AU - Jardim, Patricia Sofia Jacobsen AU - Hval, Gyri T2 - Research Square (Research Square) AB - Abstract Background Evidence synthesis organisations worldwide are trying to meet commissioners’ need for rapid responses to their evidence synthesis commissions. In this project we piloted an intensive process, working to complete an evidence synthesis within six-weeks, rather than the standard lead time of 4-6 months. There were three objectives: 1) To develop a plan for and conduct an evidence synthesis in six weeks or less (“intensive pilot”) 2) To register time used for the intensive pilot 3) To evaluate the intensive pilot process and identify barriers, facilitators, learning points, areas for improvement or future implementation ideas. Methods The two project teams divided the pilot into three phases: Pre-planning, planning and intensive. During the pre-planning phase commissions were identified and researchers were recruited. During the planning phase the team interacted with the commissioner, completed the evidence synthesis protocol, and planned how they were going to work together during the intensive phase. During the intensive phase the team implemented their plan and completed the evidence synthesis they were assigned. We held reflective meetings and kept evaluator notes throughout the process. Results The team was able to achieve the project objectives. They developed and implemented a plan for conducting an evidence synthesis in six weeks. They registered their times use. During the pilot process the team reflected on and evaluated the process itself to identify barriers, facilitators, learning points, areas for improvement or future implementation ideas. The involved researchers preferred working in this intensive way. They felt that time use was more effective, and they were more focused. However, there are implications for project leadership and implementation that should be considered before implementing an intensive approach in future evidence synthesis projects. Conclusions The involved researchers preferred working intensively with one evidence synthesis over being involved with many projects at the same time. They felt that time use was more effective, and they were able to complete the tasks in a focused way. However, there are several implications for project management, leadership and further implementation that should be considered before implementing an intensive approach in future evidence syntheses. CN - openalex: W4383371218 DA - 2023/07/06/ PY - 2023 DO - 10.21203/rs.3.rs-3058440/v1 SP - - UR - https://doi.org/10.21203/rs.3.rs-3058440/v1 KW - openalex:citedBy KW - openalex:import KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - RPRT TI - Conducting surveys in Tanzanian schools – Second pilot AU - Villavicencio, Xuzel AU - Haßler, Björn AU - Toyinbo, Oluyemi AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1036 DA - 2023/09/11/ PY - 2023 LA - en PB - Open Development & Education SN - 9 UR - https://docs.opendeved.net/lib/EZ9EFDFS KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - Conjecture Mapping: An Approach to Systematic Educational Design Research AU - Sandoval, William T2 - Journal of the Learning Sciences AB - Design research is strongly associated with the learning sciences community, and in the 2 decades since its conception it has become broadly accepted. Yet within and without the learning sciences there remains confusion about how to do design research, with most scholarship on the approach describing what it is rather than how to do it. This article describes a technique for mapping conjectures through a learning environment design, distinguishing conjectures about how the design should function from theoretical conjectures that explain how that function produces intended outcomes. DA - 2014/01/02/ PY - 2014 DO - 10.1080/10508406.2013.778204 DP - Taylor and Francis+NEJM VL - 23 IS - 1 SP - 18 EP - 36 SN - 1050-8406 ST - Conjecture Mapping UR - https://doi.org/10.1080/10508406.2013.778204 Y2 - 2022/11/23/13:24:35 ER - TY - CHAP TI - Connecting early language and literacy to later reading disabilities: Evidence, theory, and practice AU - Scarborough, H S T2 - Handbook for research in early literacy A2 - Neuman, S A2 - Dickinson, D CY - New York, NY DA - 2001/// PY - 2001 SP - 97 EP - 110 PB - Guildford Press ER - TY - JOUR TI - Connecting reflective practice, dialogic protocols, and professional learning AU - Nehring, J. AU - Laboy, W.T. AU - Catarius, L. T2 - Professional Development in Education DA - 2010/09// PY - 2010 DO - 10.1080/19415250903102432 VL - 36 IS - 3 SP - 399 EP - 420 ST - Connecting reflective practice, dialogic protocols, and professional learning ER - TY - JOUR TI - Connecting the dots between PubMed abstracts AU - Hossain, M.S. AU - Gresock, J. AU - Edmonds, Y. T2 - PLoS One DA - 2012/// PY - 2012 DO - 10.1371/journal.pone.0029509 VL - 7 IS - 1 SP - 1 EP - 23 LA - en ER - TY - JOUR TI - Connecting the Dots: Digitizing Teaching and Learning in Rural Schools in Uganda AU - Aduno, Freda DA - 2019/// PY - 2019 DP - Google Scholar ST - Connecting the Dots KW - _C:Malaysia MYS KW - _C:Uganda UGA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Consequences for Adolescents When They Become Pregnant, and Become Mothers AU - Tull, Kerina AB - When an adolescent becomes pregnant, her life can change radically – especially if the pregnancy is unplanned. This rapid review presents information on consequences of adolescent pregnancy and adolescent motherhood in low-income countries, low- and middle-income countries (LMICs), and middle-income countries from Africa, Asia, and Latin America and the Caribbean (LAC). Treatment and effects on the adolescent in terms of health, education, employment opportunities, as well as after-effects on their family members are noted. This review finds that Evidence on the consequences of girls returning to school after they become pregnant is limited. Available information focuses more on whether pregnant girls go back to school after giving birth, but not so much on whether the conditions are favourable for adolescent mothers to re-enter school and concentrate on their studies. DA - 2020/09/30/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15727 Y2 - 2022/12/18/18:13:33 KW - ⛔ No DOI found ER - TY - JOUR TI - Considerations for School Reopening in Ontario: Building a more resilient education system for recovery AU - Srivastava, Prachi T2 - Education Publications DA - 2020/06/01/ PY - 2020 ST - Considerations for School Reopening in Ontario UR - https://ir.lib.uwo.ca/edupub/173 KW - ⛔ No DOI found ER - TY - RPRT TI - Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans AU - Adam, Taskeen AU - Koomar, Saalim AU - Haßler, Björn AB - This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the US$300 million is allocated and spent most effectively. DA - 2020/08/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 09 UR - https://docs.edtechhub.org/lib/7AFXFRPC KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Constraints and strategies for effective use of social networking sites (snss) for collaborative learning in tertiary institutions in nigeria: perception of tvet lecturers AU - Olelewe, Chijioke Jonathan AU - Orji, Chibueze Tobias AU - Osinem, Emmanuel C. AU - Rose-Keziah, Ikemelu Chinelo T2 - Education and Information Technologies T3 - Journal AB - © 2019, Springer Science+Business Media, LLC, part of Springer Nature. The popularity of using social networking sites (SNSs) as an educational tool is increasing every day. Many educators are now trying to integrate these online teaching platforms that were provided by commercial services such as Google, LinkedIn and Facebook into learning environment. Despite the importance of SNSs, a lot of constraints seem to hinder its effective use for collaborative learning in Nigeria by TVET lecturers. Therefore, the main purpose of this paper is to ascertain the perception of TVET lecturers on the constraints and possible strategies to effective use of SNSs for collaborative learning in tertiary institutions in Nigeria. The study adopted a descriptive design. A questionnaire was used to collect data from 128 TVET lecturers purposively drawn from the four tertiary institutions in Enugu State that offers vocational and technical education programme. Mean, standard deviation, exploratory factor analysis and t-test statistics were used in realizing the objectives. The finding of the study showed among others that, 13 SNSs were commonly used by TVET lecturers, 13 major constraints hinder effective use of SNSs for collaborative learning by TVET lecturers, while 10 strategies were proffered to promote the effective use of SNSs for collaborative learning. This paper therefore calls for continuous professional development (CPD) of TVET lecturers particularly to enable them acquire the needed soft skills required for effective utilization of SNSs in their teaching practices. DA - 2019/// PY - 2019 DO - 10.1007/s10639-019-09963-7 ER - TY - JOUR TI - Constructing 21st-Century Teacher Education AU - Darling-Hammond, Linda T2 - Journal of Teacher Education AB - Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs. Three critical components of such programs include tight coherence and integration among courses and between course work and clinical work in schools, extensive and intensely supervised clinical work integrated with course work using pedagogies that link theory and practice, and closer, proactive relationships with schools that serve diverse learners effectively and develop and model good teaching. The article also urges that schools of education should resist pressures to water down preparation, which ultimately undermine the preparation of entering teachers, the reputation of schools of education, and the strength of the profession. DA - 2006/05/01/ PY - 2006 DO - 10.1177/0022487105285962 DP - SAGE Journals VL - 57 IS - 3 SP - 300 EP - 314 J2 - Journal of Teacher Education LA - en SN - 0022-4871 UR - https://doi.org/10.1177/0022487105285962 Y2 - 2020/09/10/18:22:12 ER - TY - JOUR TI - Construction craft skills requirements in sub-Saharan Africa: A focus on Zambia AU - Muya, Mundia AU - Price, Andrew D.f. AU - Edum-Fotwe, Francis T. T2 - Engineering, Construction and Architectural Management AB - Purpose – As the development agenda for sub-Sahara Africa (SSA) gains momentum, it has become necessary to refocus attention on effective and sustainable human resource development strategies for the construction sector in the region that include craft skills. Aims to provide insight into the availability and quality of construction craft skills in Zambia, and the SSA region in general. Design/methodology/approach – Using Zambia as a country case study, results of a survey that was designed to assess the construction industry's perceptions of the quality and availability of construction craft skills in Zambia are presented. The surveyed contractors' support for the introduction of a sector-specific training levy in Zambia was also investigated and is reported. Findings – Findings point to both poor quality and shortage of construction craft skills in Zambia. Results suggest that construction sector-specific training levy would be the most viable, sustainable and industry-wide supported option for supplementing government funding in the training of construction craft skills in Zambia, and probably in the SSA region. Research limitations/implications – The survey was exploratory in nature and depth, and SSA is a vast and diverse region. The results of the case study may not correctly reflect construction skills exigencies across the whole SSA region. Originality/value – The results provide information and advice for both policy makers and contractors concerned with construction crafts skills issues in Zambia, and SSA in general. © 2006, Emerald Group Publishing Limited DA - 2006/// PY - 2006 DO - 10.1108/09699980610669660 LA - en AN - LOCAL-SCOPUS_ID:33745087759 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Zambia KW - CA:AandC KW - CCZ:Zambia KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:policy KW - P:construction KW - P:crafts KW - P:nature KW - R:case study KW - R:survey KW - T:Training KW - Z:Construction industry KW - Z:Skills KW - Z:Sub Saharan Africa KW - Z:Training KW - publicImportV1 ER - TY - CONF TI - Constructionism, ethics, and creativity: Developing primary and middle school artificial intelligence education AU - Ali, Safinah AU - Payne, Blakeley H. AU - Williams, Randi AU - Park, Hae Won AU - Breazeal, Cynthia C3 - International workshop on education in artificial intelligence k-12 (eduai’19) DA - 2019/// PY - 2019 DP - Google Scholar VL - 2 SP - 1 EP - 4 ST - Constructionism, ethics, and creativity UR - https://robots.media.mit.edu/wp-content/uploads/sites/7/2019/08/Constructionism__Ethics__and_Creativity.pdf Y2 - 2024/02/24/10:04:58 KW - ⛔ No DOI found ER - TY - JOUR TI - Constructivism learning theory: A paradigm for teaching and learning AU - Bada, Steve Olusegun AU - Olusegun, Steve T2 - Journal of Research & Method in Education DA - 2015/// PY - 2015 DP - Google Scholar VL - 5 IS - 6 SP - 66 EP - 70 ST - Constructivism learning theory KW - ⛔ No DOI found ER - TY - CONF TI - Constructivist or instructivist: pedagogical concepts practically applied to a computer learning environment AU - McKenna, Peter AU - Laycock, Ben C3 - Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education DA - 2004/// PY - 2004 DO - 10.1145/1007996.1008041 DP - Google Scholar SP - 166 EP - 170 ST - Constructivist or instructivist ER - TY - JOUR TI - Consumer toy or corporate tool: the iPad enters the workplace AU - Geyer, Megan AU - Felske, Frances T2 - interactions DA - 2011/// PY - 2011 DO - 10.1145/1978822.1978832 VL - 18 IS - 4 SP - 45 EP - 49 ER - TY - CHAP TI - Contemporary Approaches to Teacher Professional Development AU - Borko, H. AU - Jacobs, J. AU - Koellner, K. T2 - International Encyclopedia of Education DA - 2010/// PY - 2010 DP - CrossRef SP - 548 EP - 556 LA - en PB - Elsevier SN - 978-0-08-044894-7 UR - http://linkinghub.elsevier.com/retrieve/pii/B9780080448947006540 Y2 - 2016/03/26/15:33:55 ER - TY - JOUR TI - Contemporary patterns and issues of school segregation and white flight in U.S. metropolitan areas: towards spatial inquiries AU - Zhang, Charlie H. AU - Ruther, Matt T2 - GeoJournal DA - 2020/01/11/ PY - 2020 DO - 10.1007/s10708-019-10122-1 DP - DOI.org (Crossref) J2 - GeoJournal LA - en SN - 0343-2521, 1572-9893 ST - Contemporary patterns and issues of school segregation and white flight in U.S. metropolitan areas UR - http://link.springer.com/10.1007/s10708-019-10122-1 Y2 - 2021/03/07/17:11:52 KW - Lebanon_event_2021 KW - _C:Chile CHL KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CONF TI - Context and Appropriate Technology: The Unavoidable Partnership AU - Onguko, Brown AB - Teachers in rural parts of Kenya lack opportunities for professional development (PD). In addition, the teachers have no access to eLearning opportunities like their colleagues in urban parts. Among the factors that do not favor Kenyan rural teachers’ access to PD through eLearning include: lack of access to relevant technologies and lack of electricity. This paper shares research findings on provision of teachers’ PD through a blended learning approach, utilizing appropriate technologies in a rural school in western Kenya. Ten teachers and two Professional Development Teachers (PDTs) participated in this research. In the study, teachers’ needs assessment was done, to inform the instructional design on the topic: How to teach a large class of mixed ability students. The PD was implemented by engaging teachers in a variety of activities including: pairs of teachers collaboratively using a tablet to access self-study content; teachers studying through multimedia content; teachers planning and delivering lessons using activity-based learning and cooperative learning approaches; and PDTs and teachers participating in fortnightly face-to-face meetings. The findings of the study suggest that teaching practices of rural educators can be improved working with local experts to create locally-relevant content for needs-based PD, implemented in a blended learning approach while providing technology stewardship. Teachers accessed and studied through offline content; planned for and implemented cooperative learning and activity-based learning in lessons, using locally available materials; engaged in reflective conversations on successes and challenges; and spontaneously engaged in very lively professional dialogues. While teachers appreciated that it took long to prepare for active learning lessons, it was less strenuous to implement the lessons, because the students took responsibility for their own learning. C3 - Proceedings of the European Conference on e-Government, ECEG DA - 2012/// PY - 2012 DP - Zotero SP - 502 EP - 509 LA - en ST - Context and appropriate technology UR - https://www.researchgate.net/publication/289049429_Context_and_appropriate_technology_The_unavoidable_partnership KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096499 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Context-driven entrepreneurial education in vocational schools AU - Sandirasegarane, S AU - Sutermaster, S AU - Gill, A T2 - International Journal for Research in Vocational Education and Training AB - Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is proposed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa. DA - 2016/// PY - 2016 DO - 10.13152/ijrvet.3.2.3 LA - en UR - https://www.econstor.eu/handle/10419/146395 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Botswana KW - C:Guinea KW - C:Kenya KW - C:Mozambique KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:achievement KW - T:Lehrlingsausbildung KW - T:TVET KW - T:dual TVET KW - T:vocational school KW - _C:Uganda UGA KW - publicImportV1 ER - TY - JOUR TI - Contextualizing the twin concepts of systematicity and transparency in information systems literature reviews AU - Par‍‍‍é, G. AU - Tate, M. AU - Johnstone, D. T2 - European Journal of Information Systems DA - 2016/// PY - 2016 DO - 10.1057/s41303-016-0020-3 VL - 25 IS - 6 SP - 493 EP - 508 LA - en ER - TY - GEN TI - Continental Education Strategy for Africa 2016-2025 AU - African Union AB - First and foremost, CESA 16-25 is a continental strategy that matches the 2016-2025 framework of the African Union 2063 Agenda, meets the Common African Position (CAP) on the Post-2015 Development Agenda and draws lessons from previous continental plans and strategies with regard to the role and place of the AUC (AU) which, unlike member states, has no territory for the implementation of strategies in the field. Furthermore, it capitalizes on numerous and active players ready to mobilize financial, human and technical resources within national, regional and continental coalitions for education, science and technology. Thus, CESA 16-25 seeks to provide each education stakeholder the opportunity to make his or her best contribution to education and training in Africa. DA - 2015/// PY - 2015 LA - English UR - https://au.int/sites/default/files/documents/29958-doc-cesa_-_english-v9.pdf Y2 - 2018/11/02/18:16:41 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - RPRT TI - Contingency plan AU - Villavicencio, Xuzel AU - Vijil-Morin, Alejandra AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1050 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/6GSURR2T KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Contingency plan AU - Villavicencio, Xuzel AU - Vijil-Morin, Alejandra AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education UR - https://docs.opendeved.net/lib/6GSURR2T Y2 - 2023/12/06/18:18:36 ER - TY - RPRT TI - Continue or reboot? Overarching options for education responses to COVID-19 in low- and middle-income countries AU - Haßler, Björn AB - Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513 DA - 2020/04/16/ PY - 2020 DP - Zenodo PB - Zenodo ST - Continue or reboot? UR - https://zenodo.org/record/3753513 Y2 - 2020/04/18/10:09:31 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _C:Germany DEU KW - _COVID-Continuity-Blogpost-01 KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:p ER - TY - THES TI - Continuing Professional Development (CPD) of Teacher Educators (TEs) within the ecological environment of the island territories of the Organisation of Eastern Caribbean States (OECS) AU - Antonio, Desiree DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - University of Liverpool ER - TY - THES TI - Continuing technology professional development: A technology learning preferences instrument to support teacher educators’ workplace learning AU - Maurice Schols, B. A. DA - 2015/// PY - 2015 DP - Google Scholar M3 - PhD Thesis PB - Roehampton University ST - Continuing technology professional development KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:China CHN KW - _C:Cuba CUB KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Ireland IRL KW - _C:Luxembourg LUX KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Portugal PRT KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Continuous professional development in Sierra Leone: Scoping Phase Overview AU - McBurnie, Chris AU - Plaut, Daniel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/02/01/ PY - 2021 LA - en M3 - Internal papers PB - EdTech Hub UR - https://docs.edtechhub.org/lib/EKMQD8WQ KW - Author:OpenDevEd KW - _C:Sierra Leone SLE KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen ER - TY - JOUR TI - Continuous professional learning in private higher education: Making a case for distributed leadership AU - Bitzer, E. M. AU - Cronje, F. T2 - South African Journal of Higher Education DA - 2019/// PY - 2019 VL - 33 IS - 2 SP - 52 EP - 68 KW - ⛔ No DOI found ER - TY - JOUR TI - Continuous Teacher Learning Circles in Learner-Centered Pedagogy: A Case Study in the Democratic Republic of the Congo AU - Lund, Jennifer Anne AB - This dissertation explores how continuous teacher learning circles (TLCs) support the implementation of a learner-centered pedagogy in grades 5-10 at a school in a long-term refugee community located in the Democratic Republic of the Congo (DRC). Learner-centered pedagogy has gained notice as a means to improve educational outcomes in sub-Saharan Africa (Vavrus & Bartlett, 2012). Learner-centered pedagogy may be defined as education rooted in the interests of students, their prior knowledge, and pedagogy based on student inquiry with the goal of solving real-world problems (Dewey, 1916). TLCs are increasingly used by international educational development organizations, including in the DRC (Frisoli, 2014; Inter-Agency Network for Education in Emergencies, 2015). Focusing on sustained teacher and student learning, one U.S. non-profit has worked since 2011 to co-create learner-centered modules based on locally identified assets and problems. This qualitative case study seeks to illuminate how teacher learning and well-being are supported through the TLCs and what teachers and staff understand about learner-centered pedagogy as a teaching and learning paradigm in the context. Drawing from Kanu's (2005) precept that pedagogical ideas crossing borders are continually reinterpreted and reinvented, this study takes a closer look at how indigenous practices may influence or mediate teacher learning. By using Lave and Wenger’s (1991) concept of communities of practice as the principal theoretical framework, the study relied on data from onsite individual interviews, focus groups, classroom observations, and TLC observations as well as archival documents such as lesson plans, teacher reflections, and transcripts of cross-cultural Skype conversations between Congolese and American staff. Findings suggest that the TLCs viii help teachers gain confidence in learner-centered teaching tools that support safe, inclusive, and engaging classrooms while offering a supportive space to voice problems and receive feedback from peers as they engage in planning and implementing the innovative curriculum. Findings also highlight the need for increased teacher autonomy in lesson planning. Implications of these findings encourage future research to determine whether it is feasible for learner-centered pedagogy and TLCs to be operationalized and sustained over time in other similar settings. DA - 2020/// PY - 2020 LA - en ST - Continuous Teacher Learning Circles in Learner-Centered Pedagogy UR - https://search.proquest.com/openview/a953e7f330384e6531912f3dc927f71d/1?pq-origsite=gscholar&cbl=18750&diss=y Y2 - 2021/02/11/12:31:25 KW - _C:Algeria DZA KW - _C:Angola AGO KW - _C:Azerbaijan AZE KW - _C:Belgium BEL KW - _C:Botswana BWA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Greece GRC KW - _C:Guinea GIN KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Serbia SRB KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Contract of Apprenticeship and Employment Generation in Nigeria AU - Olulu, Robinson Monday AU - Udeorah, Sylvester Alor F. T2 - International Journal of Scientific Research in Education DA - 2018/// PY - 2018 VL - 11 IS - 3 UR - http://www.ijsre.com/assets/vol.%2C-11(3)-olulu---udeorah.pdf Y2 - 2020/05/28/12:16:09 KW - ⛔ No DOI found ER - TY - JOUR TI - Contract Type and Teacher Absenteeism in Benin: The Role of Teacher’s Supplemental Income AU - Senou, Barthelemy Mahugnon AB - Absenteeism is a phenomenon that has been noted in professional circles with consequences on the income of the wage earner as well as the profits of the firm, consequences that led, according to statistics from 2005, to losses in public finance amounting to close to 70 billion francs for the Government of Benin. Despite such losses, very few studies in economics have focused on the subject in order to try and give an understanding of the real causes of absenteeism and its consequences. The objective of this study is to explore the relationship between the status of the teacher, supplemental income of the teacher, and the absenteeism of the teacher. Using data from PASEC-CONFEMEN 2005, that will be applied to a theoretical model that we are developing, and through the use of a Tobit empirical method, after having taken the endogeneity bias on the practice of supplemental income generating activities by the teacher into account, this study demonstrates that the practice of income generating activities by teachers positively influences their absenteeism, with contract teachers being more frequently absent than those who are on permanent and pensionable employment contracts. Through linking the level of prices in a locality with absenteeism behaviours, we make it clear that the reasons for absenteeism are mostly related to low purchasing power in the context of earning relatively meagre salaries. These results elicit a set of recommendations that essentially suggest that there should be an improvement in the salaries and working conditions of teachers. DA - 2021/07/15/ PY - 2021 DP - publication.aercafricalibrary.org LA - en ST - Contract Type and Teacher Absenteeism in Benin UR - http://publication.aercafricalibrary.org/handle/123456789/2216 Y2 - 2022/01/05/22:08:06 KW - C:Benin KW - ⛔ No DOI found ER - TY - JOUR TI - Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis AU - Pullenayegem, Judy AU - Silva, K. Radhika M. De AU - Buddhini, Gayathri Jayatilleke T2 - Journal of Learning for Development AB - This paper reports on the use of Engeström’s (1987) Activity Theory (AT) framework to gain insights into the contradictions that emerge within the activity system of the online component of an advanced writing skills course, delivered in a blended-learning mode using the Process Approach.  Activity theory, with its principle of contradictions, has been used successfully to identify tensions that arise in interactions between and among participates in online environments. The focus of this mixed-method study was to identify challenges participants experienced due to externally imposed conditions when engaging in the online activities. Data was collected through semi-structured interviews and the online log reports from the Learning Management System (LMS). Contradictions emerged between and among the elements of two activity triangles within the activity system of the online writing course. Implications of these contradictions were noted to take steps to improve the design of the online component of the writing course. DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 327 EP - 345 LA - en SN - 2311-1550 ST - Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context UR - https://jl4d.org/index.php/ejl4d/article/view/496 Y2 - 2022/04/05/12:25:09 KW - Activity theory KW - Open and Distance learning KW - _genre:PR-primary_research KW - advanced writing skills KW - blended learning KW - contradictions KW - ⛔ No DOI found ER - TY - JOUR TI - Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Preschool Education in Rural Indonesia. AU - Hasan, Amer AU - Jung, Haeil AU - Kinnell, Angela AU - Maika, Amelia AU - Nakajima, Nozomi AU - Pradhan, Menno DA - 2019/// PY - 2019 DO - 10.1596/1813-9450-9060 UR - http://documents1.worldbank.org/curated/en/689351574170836739/pdf/Contrasting-ExperiencesUnderstanding-the-Longer-Term-Impact-of-Improving-Access-to-Preschool-Education-in-Rural-Indonesia.pdf ER - TY - JOUR TI - Contrasting Screen-Time and Green-Time: A Case for Using Smart Technology and Nature to Optimize Learning Processes AU - Schilhab, Theresa S. S. AU - Stevenson, Matt P. AU - Bentsen, Peter T2 - Frontiers in Psychology DA - 2018/06/01/ PY - 2018 DO - 10.3389/fpsyg.2018.00773 DP - Crossref VL - 9 LA - en SN - 1664-1078 ST - Contrasting Screen-Time and Green-Time UR - https://www.frontiersin.org/article/10.3389/fpsyg.2018.00773/full Y2 - 2018/06/08/19:54:16 KW - _C:Denmark DNK KW - _C:Norway NOR KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CHAP TI - Conversational AI Applications in Ed‐Tech Industry: An Analysis of Its Impact and Potential in Education AU - Chauhan, Deepika AU - Singh, Chaitanya AU - Rawat, Romil AU - Chouhan, Mukesh T2 - Conversational Artificial Intelligence A2 - Rawat, Romil A2 - Chakrawarti, Rajesh Kumar A2 - Sarangi, Sanjaya Kumar A2 - Vyas, Piyush A2 - Alamanda, Mary Sowjanya A2 - Srividya, Kotagiri A2 - Sankaran, Krishnan Sakthidasan DA - 2024/02/19/ PY - 2024 DP - DOI.org (Crossref) ET - 1 SP - 411 EP - 433 LA - en PB - Wiley SN - 978-1-394-20056-6 978-1-394-20080-1 ST - Conversational AI Applications in Ed‐Tech Industry UR - https://onlinelibrary.wiley.com/doi/10.1002/9781394200801.ch25 Y2 - 2024/02/24/10:03:09 ER - TY - GEN TI - “Conversing” with Qualitative Data: Enhancing Qualitative Sociological Research through Large Language Models (LLMs) AU - Hayes, Adam S. DA - 2023/// PY - 2023 DO - 10.31235/osf.io/yms8p DP - Google Scholar LA - en PB - SocArXiv ST - “Conversing” with Qualitative Data UR - https://files.osf.io/v1/resources/yms8p/providers/osfstorage/6489955fbee36d01f90e5a12?format=pdf&action=download&direct&version=2 Y2 - 2024/02/23/17:08:52 ER - TY - RPRT TI - Core Keywording Strategy AU - EPPI Centre DA - 2003/// PY - 2003 UR - https://eppi.ioe.ac.uk/CMS/Portals/0/PDF%20reviews%20and%20summaries/EPPI_Keyword_strategy.pdf Y2 - 2023/10/30/17:42:18 ER - TY - ELEC TI - Core principles of agile AU - gov.uk T2 - GOV.UK AB - Focus on user needs, deliver iteratively, improve continuously, fail fast, learn quickly. DA - 2016/// PY - 2016 LA - en UR - https://www.gov.uk/service-manual/agile-delivery/core-principles-agile Y2 - 2022/10/17/03:38:40 KW - Final_citation KW - cited KW - existing ER - TY - NEWS TI - Coronavirus 'could undo 30 years of UK's international development work' AU - McVeigh, Karen T2 - The Guardian AB - Impact of pandemic could be felt by world’s poorest for years to come, international development secretary tells MPs DA - 2020/04/29/T06:30:08.000Z PY - 2020 DP - www.theguardian.com LA - en-GB SE - Global development SN - 0261-3077 UR - https://www.theguardian.com/global-development/2020/apr/29/coronavirus-could-undo-30-years-of-uks-international-development-work Y2 - 2020/06/22/13:49:38 KW - Aid KW - Anne-Marie Trevelyan KW - Department for International Development (DfID) KW - Foreign policy KW - Global development KW - Humanitarian response ER - TY - ELEC TI - CORONAVIRUS: OP-ED: Why it can’t be education as usual AU - Collective, Bua-lit T2 - Daily Maverick AB - In this time of the Covid-19 pandemic and school closures, we need to plan and strategise creatively so that ALL South African children – not just those with access to digital devices, data, and network coverage – can continue to learn. DA - 2020/04/14/ PY - 2020 LA - en ST - CORONAVIRUS UR - https://www.dailymaverick.co.za/article/2020-04-14-why-it-cant-be-education-as-usual/ Y2 - 2020/04/20/21:13:54 ER - TY - JOUR TI - Corporate governance principles and practices disclosed in the South African technical vocational education and training colleges' annual reports AU - Moloi, Tankiso AU - University of Johannesburg AU - Adelowotan, Michael T2 - Journal of Legal, Ethical and Regulatory Issues A2 - Moloi, Tankiso; University of Johannesburg T3 - Feature AB - The motivation for the development of corporate governance codes in South Africa was to ensure that companies and other organisations are managed so as to ensure ethical leadership, accountability, transparency and sustainability of these organisations. However, observers of the South African Corporate environment noted that the development of King I code of corporate governance was particularly focused on corporate bodies and not to other organisations. In order to address this imbalance and considering the significant role of these educational institutions to the development of the nation's economy, the subsequent King codes were designed in a manner that permitted them to apply to any organisation regardless of manner or form of incorporation. The Heher Commission of Inquiry that investigated the process of administration in the Higher Education Sector observed that there are so many challenges (ranging from leadership and administration; funding and accountability; infrastructure and equipment) confronting TVET colleges, which is an indication that governance in general is a challenge in this environment. Through the document analysis methodology, this work explored the nature of corporate governance principles and practices disclosed in South Africa's Technical, Vocational, Educational, and Training colleges' annual reports so as to determine whether the challenges could also be attributable to the lack of application of principles thereby filling gap in many studies focusing on the application of King code to companies alone. We hypothesize that the application of King codes will lead to improved performance by TVET colleges. Our research question is "To what extent will the application of King codes resolve the challenges facing TVET colleges in South Africa?" Our findings suggest that the majority of the observed institutions had not disclosed the key corporate governance practices in their annual reports. It could then be argued that the challenges that are plaguing these institutions as highlighted by the Heher Commission of Inquiry could also be attributable to the lack of application of principles, leading to the unstable leadership and administration; lack of funding and accountability; decaying infrastructure and equipment, which ultimately renders these organisations incapable of delivering on its core mandate. DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - JOUR TI - Corporate social responsibility reports: a thematic analysis related to supply chain management AU - Tate, W.L. AU - Ellram, LM AU - Kirchoff, J.F. T2 - Journal of Supply Chain Management DA - 2010/// PY - 2010 DO - 10.1111/j.1745-493X.2009.03184.x VL - 46 IS - 1 SP - 19 EP - 44 LA - en ER - TY - CHAP TI - Correction to: Mathematics Education in East Africa AU - Halai, Anjum AU - Tennant, Geoff T2 - Mathematics Education in East Africa: Towards Harmonization and Enhancement of Education Quality A2 - Halai, Anjum A2 - Tennant, Geoff T3 - SpringerBriefs in Education AB - All chapters in the book are licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. CY - Cham DA - 2016/// PY - 2016 DP - Springer Link SP - C1 EP - C1 LA - en PB - Springer International Publishing SN - 978-3-319-27258-0 ST - Correction to UR - https://doi.org/10.1007/978-3-319-27258-0_7 Y2 - 2023/02/15/18:14:31 ER - TY - JOUR TI - Correlation of ambient air temperature and cognitive performance: A systematic review and meta-analysis AU - Yeganeh, Armin Jeddi AU - Reichard, Georg AU - McCoy, Andrew P. AU - Bulbul, Tanyel AU - Jazizadeh, Farrokh T2 - Building and Environment AB - Despite their impact on work performance, cognitive responses to thermal variations in buildings have not been accurately quantified. Practical limitations in individual laboratory experiments with limited participants often cause low statistical power and restrict generalizability. Thus, inconsistencies in individual studies motivate summary reviews and meta-analyses. The objective of this study is to estimate the correlation between ambient air temperature and cognitive performance through a systematic literature review. We identified laboratory experiment reports published between 1980 and 2018, out of which 45 passed the targeted inclusion and exclusion criteria set forward by the scope of this study. To obtain summary effect statistics, 28 reports were included in a single analysis conducted by the use of the Comprehensive Meta-Analysis software. Under laboratory conditions with fixed clothing values, studies with the weighted mean of 4.34 °C, 10.04 °C, and 26.68 °C increase in the control air temperature show about % 0.40, % 5.37, and % 7.97 reductions in cognitive performance, respectively. Heat stress causes the most significant decline in the most attention-demanding tasks. The results show an overall decline in both speed and accuracy measures due to changes in ambient air temperature. Accuracy measures and longer exposures are associated with relatively more decline in heat and cold. The estimated temperature-performance correlation follows a bell-shaped curve centered around the average control temperature. The results help inform policy and design decisions concerned with thermal comfort and upper limits for occupational exposure to cold and heat. DA - 2018/10/01/ PY - 2018 DO - 10.1016/j.buildenv.2018.07.002 DP - ScienceDirect VL - 143 SP - 701 EP - 716 J2 - Building and Environment SN - 0360-1323 ST - Correlation of ambient air temperature and cognitive performance UR - https://www.sciencedirect.com/science/article/pii/S0360132318304104 Y2 - 2024/03/16/17:30:10 KW - Cold KW - Comfort KW - Heat KW - Indoor KW - Productivity KW - Work ER - TY - CHAP TI - Corruption and its Threat to the Consolidation of Democracy in Nigeria: The Sharia’ah Perspective T2 - Bako,S.(ed), Socio-Economic Reforms and Political Development in Nigeria, Vol.2,Political Science Association DA - 2008/// PY - 2008 SP - 78 EP - 88 LA - en ER - TY - CHAP TI - Corruption in the Administration of Local Government” T2 - Rural and Community Strategy: The Local Government Perspective A2 - Dalhatu, S. DA - 2009/// PY - 2009 SP - 200 EP - 216 LA - en PB - Kano Benchmark Publisher Ltd ER - TY - RPRT TI - Cost- and Learning-Adjusted Years of Schooling AU - Haßler, Björn CN - 0279 DA - 2022/06/01/ PY - 2022 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/TQIE4SXP KW - Author:OpenDevEd KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? AU - World Bank AB - Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English) CY - Washington DC, USA DA - 2020/// PY - 2020 LA - en M3 - Text/HTML ST - Cost-Effective Approaches to Improve Global Learning UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/719211603835247448/cost-effective-approaches-to-improve-global-learning-what-does-recent-evidence-tell-us-are-smart-buys-for-improving-learning-in-low-and-middle-income-countries Y2 - 2020/12/08/14:06:56 KW - _genre:LR-literature_review ER - TY - RPRT TI - Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf AU - GEEAP DA - 2020/// PY - 2020 PB - Global Education Evidence Advisory Panel UR - https://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf Y2 - 2022/12/25/00:35:29 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Cost-Effective EdTech Paper 1: A position piece on how the sector can make progress AU - Mitchell, Joel AU - D'Rozario, Jonny DA - 2022/09/15/ PY - 2022 LA - en PB - EdTech Hub ST - Cost-Effective EdTech Paper 1 UR - https://docs.edtechhub.org/lib/RPR47JXT KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Cost-Effectiveness and EdTech: Considerations and case studies AU - Chuang, Rachel AU - Burnett, Nicholas AU - Robinson, Elizabeth DA - 2021/06/30/ PY - 2021 LA - en PB - EdTech Hub ST - Cost-Effectiveness and EdTech ER - TY - RPRT TI - Cost-effectiveness with equity: Raising learning for marginalised girls through Camfed's programme in Tanzania AU - Sabates, Ricardo AU - Rose, Pauline AU - Delprato, Marcos AU - Alcott, Benjamin AB - This policy paper provides a cost-effectiveness analysis of Camfed’s programme in Tanzania. Camfed’s programme adopts a multidimensional approach that is aimed at reaching marginalised girls at risk of dropping out from secondary schools by using interventions that are aimed at both increasing their chances of staying in school and learning. DA - 2018/// PY - 2018 DP - Zenodo PB - Policy Paper No. 18/2 (REAL Centre, University of Cambridge, 2018) ST - Cost-effectiveness with equity UR - https://zenodo.org/record/1247315#.YAlyUOj7Q1I Y2 - 2021/01/21/12:23:52 ER - TY - RPRT TI - Cost efficiency analysis: teacher professional development AU - International Rescue Committee (IRC) AB - This brief explores the relative costs of running these different professional development activities across nine programs in Afghanistan, Iraq, Lebanon, and Pakistan. DA - 2016/// PY - 2016 UR - https://www.rescue.org/sites/default/files/document/961/ttdesignedbrieffinal.pdf Y2 - 2021/02/11/15:11:43 KW - __C:filed:1 ER - TY - ELEC TI - Cost efficiency: teacher professional development T2 - International Rescue Committee (IRC) AB - This brief explores the relative costs of running these different professional development activities across nine programs in Afghanistan, Iraq, Lebanon, and Pakistan. DA - 2016/09/09/T10:02:25-04:00 PY - 2016 LA - en ST - Cost efficiency UR - https://www.rescue.org/report/cost-efficiency-teacher-professional-development Y2 - 2021/02/11/15:14:59 ER - TY - RPRT TI - Cost evaluation guidance for EEF evaluations AU - Education Endowment Foundation DA - 2019/// PY - 2019 UR - https://educationendowmentfoundation.org.uk/public/files/Evaluation/Setting_up_an_Evaluation/Cost_Evaluation_Guidance_2019.12.11.pdf Y2 - 2022/02/22/15:19:15 ER - TY - RPRT TI - Cost Measurement Guidance Note for Donor-Funded Education Programming. AU - Walls, Elena AU - Tulloch, Caitlin AU - Holla, Alaka AB - The guidance note’s fundamental objective is to facilitate the adoption of robust cost measurement practices and for the results to improve the effectiveness of global investments in education development among funders and national governments. The closing section of the note presents recommended steps for instituting cost measurement practices in an international donor agency. Harmonizing cost measurement across the entire global sector will increase its value by allowing for comparisons of cost-efficiency and cost-effectiveness of interventions funded by different donors. Similar to international standards for evaluation studies, adopting clear standards for cost studies would allow us to build and use the knowledge base and ultimately improve the efficiency and effectiveness of international investments in education. CY - Washington, DC DA - 2020/// PY - 2020 LA - en PB - United States Agency for International Development, prepared for Building Evidence in Education (BE2) ST - BE2 Guidance Note UR - https://www.youthpower.org/resources/be2-guidance-note-measuring-costs-donor-funded-education-programming Y2 - 2022/12/17/22:30:26 ER - TY - RPRT TI - Costed Implementation Plan AU - Vijil, Alejandra AU - Haßler, Björn CN - 0263 CY - St. Lucia DA - 2022/02// PY - 2022 M3 - Academic Recovery Programme Phase II PB - Organisation of Eastern Caribbean States SN - 8 UR - https://docs.opendeved.net/lib/ADZ57F4H KW - Author:OpenDevEd ER - TY - RPRT TI - Costed plan tool AU - Teixeira, Beatriz AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education UR - https://docs.opendeved.net/lib/VA89GNMC Y2 - 2023/12/06/18:18:19 ER - TY - RPRT TI - Costed plan tool AU - Teixeira, Beatriz AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1051 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/VA89GNMC KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - Costing the implementation of public health interventions in resource-limited settings: a conceptual framework AU - Sohn, Hojoon AU - Tucker, Austin AU - Ferguson, Olivia AU - Gomes, Isabella AU - Dowdy, David T2 - Implementation Science AB - Background: Failing to account for the resources required to successfully implement public health interventions can lead to an underestimation of costs and budget impact, optimistic cost-effectiveness estimates, and ultimately a disconnect between published evidence and public health decision-making. Methods: We developed a conceptual framework for assessing implementation costs. We illustrate the use of this framework with case studies involving interventions for tuberculosis and HIV/AIDS in resource-limited settings. Results: Costs of implementing public health interventions may be conceptualized as occurring across three phases: design, initiation, and maintenance. In the design phase, activities include developing intervention components and establishing necessary infrastructure (e.g., technology, standard operating procedures). Initiation phase activities include training, initiation of supply chains and quality assurance procedures, and installation of equipment. Implementation costs in the maintenance phase include ongoing technical support, monitoring and evaluation, and troubleshooting unexpected obstacles. Within each phase, implementation costs can be incurred at the site of delivery (“site-specific” costs) or more centrally (“above-service” or “central” costs). For interventions evaluated in the context of research studies, implementation costs should be classified as programmatic, researchrelated, or shared research/program costs. Purely research-related costs are often excluded from analysis of programmatic implementation. Conclusions: In evaluating public health interventions in resource-limited settings, accounting for implementation costs enables more realistic estimates of budget impact and cost-effectiveness and provides important insights into program feasibility, scale-up, and sustainability. Assessment of implementation costs should be planned prospectively and performed in a standardized manner to ensure generalizability. DA - 2020/12// PY - 2020 DO - 10.1186/s13012-020-01047-2 DP - DOI.org (Crossref) VL - 15 IS - 1 SP - 86 J2 - Implementation Sci LA - en SN - 1748-5908 ST - Costing the implementation of public health interventions in resource-limited settings UR - https://implementationscience.biomedcentral.com/articles/10.1186/s13012-020-01047-2 Y2 - 2022/02/22/15:18:40 ER - TY - GEN TI - COTVET Act nº 718, 2006 - The Council for Technical and Vocational Education and Training Act AU - Government of Ghana DA - 2006/// PY - 2006 LA - English KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ghana KW - publicImportV1 ER - TY - ELEC TI - Country Dashboard AU - G3ICT DA - 2020/// PY - 2020 UR - https://g3ict.org/country-profile Y2 - 2020/08/24/10:49:30 ER - TY - RPRT TI - Country Gender Assessment (CGA): St. Vincent & the Grenadines AU - Vassell, Linnette AU - Baksh, Rawwida CY - St. Micheal, Barbados DA - 2015/// PY - 2015 DP - Zotero LA - English PB - Caribbean Development Bank UR - https://www.caribank.org/sites/default/files/publication-resources/CountryGenderAssessment_StVincentandtheGrenadines.pdf Y2 - 2020/11/20/00:00:00 KW - ⛔ No DOI found ER - TY - JOUR TI - Country-Level Research Review: EdTech in Bangladesh AU - Zubairi, Asma AU - Kreimeia, Adam AU - Kaye, Tom AU - Ashlee, Amy DA - 2021/// PY - 2021 DP - Google Scholar ST - Country-Level Research Review UR - https://www.researchgate.net/profile/Tom-Kaye-2/publication/353243661_Country-Level_Research_Review_EdTech_in_Bangladesh/links/60eef0c9fb568a7098ae4be5/Country-Level-Research-Review-EdTech-in-Bangladesh.pdf Y2 - 2023/11/08/16:15:34 KW - ⛔ No DOI found ER - TY - JOUR TI - Country-Level Research Review: EdTech in Ghana AU - Tsapali, Maria AU - Major, Louis AU - Damani, Kalifa AU - Mitchell, Joel AU - Taddese, Abeba DA - 2021/// PY - 2021 DP - Google Scholar ST - Country-Level Research Review KW - ⛔ No DOI found ER - TY - RPRT TI - Country-Level Research Review: EdTech in Pakistan AU - Zubairi, Asma AU - Halim, Waqas AU - Kaye, Tom AU - Wilson, Sam DA - 2021/// PY - 2021 M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/NZUHTJBG KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Country-level research review: EdTech in Pakistan AU - Zubairi, Asma AU - Halim, Waqas AU - Kaye, Tom AU - Wilson, Samuel DA - 2021/// PY - 2021 DP - Google Scholar ST - Country-level research review UR - https://www.researchgate.net/profile/Tom-Kaye-2/publication/351747839_Country-Level_Research_Review_EdTech_in_Pakistan/links/60a781ba299bf1031fba31fb/Country-Level-Research-Review-EdTech-in-Pakistan.pdf Y2 - 2023/11/08/16:14:56 KW - ⛔ No DOI found ER - TY - RPRT TI - Country-level research review: Sierra Leone AU - Kallon Kelly, Christiana AU - Koomar, Saalim AU - Kreimeia, Adam AU - McBurnie, Chris AU - Mitchell, Joel AU - Myers, Christina DA - 2020/// PY - 2020 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/HNVAP5QB KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Country-level research review: Sierra Leone AU - Kallon Kelly, Christiana AU - Koomar, Saalim AU - Kreimeia, Adam AU - McBurnie, Chris AU - Mitchell, Joel AU - Myers, Christina DA - 2020///unpublished PY - 2020 KW - _C:Sierra Leone SLE KW - dode_eth-src-eth ER - TY - RPRT TI - Country list with HDI, iHDI, MPI and Gini (version 1) AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah T2 - EdTech Hub Research Instruments CY - Cambridge and London, UK DA - 2019/01/09/ PY - 2019 M3 - EdTech Hub research instruments PB - EdTech Hub SN - 1 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:q ER - TY - RPRT TI - Cover Note for COVID-19 Accelerated Funding Request AU - OECS DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/sites/default/files/document/file/2020%2007%20COVID-19%20AFF%20Request%20OECS%20-%20Verified.pdf Y2 - 2020/07/25/18:15:10 ER - TY - JOUR TI - Coverage of highly-cited documents in Google Scholar, Web of Science, and Scopus: a multidisciplinary comparison AU - Martín-Martín, Alberto AU - Orduna-Malea, Enrique AU - López-Cózar, Emilio Delgado T2 - Scientometrics DA - 2018/// PY - 2018 DO - 10.1007/s11192-018-2820-9 DP - Google Scholar VL - 116 IS - 3 SP - 2175 EP - 2188 ST - Coverage of highly-cited documents in Google Scholar, Web of Science, and Scopus ER - TY - GEN TI - COVIBOOK AU - Molina Cruz, Manuela DA - 2020/// PY - 2020 PB - n.p. UR - https://660919d3-b85b-43c3-a3ad-3de6a9d37099.filesusr.com/ugd/64c685_0a595408de2e4bfcbf1539dcf6ba4b89.pdf ER - TY - JOUR TI - COVID-19: An Accelerated Learning Challenge for Developing & Developed Countries Alike AU - Bella, Professor Hassan T2 - Sudan Journal of Medical Sciences (SJMS) AB - Covid-19 is the fastest evolving and most horrific pandemic in the recent global history. It is perhaps the greatest and most daunting challenge humanity has faced since World War II and could bring on so many sequelae and a ‘recession with no parallel in the recent past’ [1]. The editors of the Sudan Journal of Medical Sciences have commissioned this timely issue of the journal to assess the implications of this unprecedented event on Sudan’s healthcare sector. Researching the literature for the purpose of this editorial, using Google Scholar and other authentic search engines, produced a seemingly infinite number of titles. Never in my career as medical teacher and researcher I have encountered such a vast volume of literature produced on one subject in such a very short time. DA - 2020/04/23/ PY - 2020 DO - 10.18502/sjms.v15i5.6880 DP - knepublishing.com SP - 1 EP - 4 J2 - 1 LA - en SN - 1858-5051 ST - COVID-19 UR - https://knepublishing.com/index.php/SJMS/article/view/6880 Y2 - 2020/06/19/05:49:23 KW - _AcademicRecoveryOECS ER - TY - JOUR TI - COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration AU - Watermeyer, Richard AU - Crick, Tom AU - Knight, Cathryn AU - Goodall, Janet T2 - Higher Education AB - COVID-19 has caused the closure of university campuses around the world and migration of all learning, teaching, and assessment into online domains. The impacts of this on the academic community as frontline providers of higher education are profound. In this article, we report the findings from a survey of n = 1148 academics working in universities in the United Kingdom (UK) and representing all the major disciplines and career hierarchy. Respondents report an abundance of what we call ‘afflictions’ exacted upon their role as educators and in far fewer yet no less visible ways ‘affordances’ derived from their rapid transition to online provision and early ‘entry-level’ use of digital pedagogies. Overall, they suggest that online migration is engendering significant dysfunctionality and disturbance to their pedagogical roles and their personal lives. They also signpost online migration as a major challenge for student recruitment, market sustainability, an academic labour-market, and local economies. DA - 2020/06/04/ PY - 2020 DO - 10.1007/s10734-020-00561-y DP - DOI.org (Crossref) J2 - High Educ LA - en SN - 0018-1560, 1573-174X ST - COVID-19 and digital disruption in UK universities UR - http://link.springer.com/10.1007/s10734-020-00561-y Y2 - 2020/08/12/17:24:51 KW - __C:filed:1 ER - TY - RPRT TI - Covid-19 and disadvantage gaps in England 2021 AU - Tuckett, Sam AU - Hunt, Emily AU - Robinson, David AU - Cruikshanks, Robbie AB - The Education Policy Institute has published a major report, funded by the Nuffield Foundation, examining disadvantage gaps in England during 2021. The “disadvantage gap” – the gap in grades between disadvantaged students and their peers – is a leading measure…Read more Covid-19 and disadvantage gaps in England 2021 › DA - 2022/// PY - 2022 LA - en-GB UR - https://epi.org.uk/publications-and-research/covid-19-and-disadvantage-gaps-in-england-2021/ Y2 - 2023/10/26/16:37:11 KW - _Not used in LR ER - TY - JOUR TI - COVID-19 and education: restructuring after the pandemic AU - Bellini, Maria Irene AU - Pengel, Liset AU - Potena, Luciano AU - Segantini, Luca AU - Group, ESOT COVID-19 Working T2 - Transplant International AB - COVID-19 challenges to keep a valuable educational offer with lockdown measures and social distancing are reviewed. Scientific Societies had to think of new alternatives to maintain meetings with conversion to a virtual format and development of online resources, rapidly available and broadly accessible. Other in person activities as face-to-face clinics have been substituted by telemedicine; the same happened with surgical training in theatre, given the suspension of most of the operations. Finally, the need to share and communicate in a continuous evolving scenario, has impacted negatively the integrity of peer review process, not following the normal procedures to ensure scientific integrity and reproducibility in the earliest phases of the pandemic. DA - 2021/// PY - 2021 DO - 10.1111/tri.13788 DP - Wiley Online Library VL - 34 IS - 2 SP - 220 EP - 223 LA - en SN - 1432-2277 ST - COVID-19 and education UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/tri.13788 Y2 - 2021/10/05/11:42:43 KW - COVID-19 KW - _genre:LR-literature_review KW - education KW - pandemic KW - telemedicine KW - webinar ER - TY - JOUR TI - COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy AU - Murphy, Michael P. A. T2 - Contemporary Security Policy AB - The COVID-19 pandemic quickly led to the closure of universities and colleges around the world, in hopes that public health officials’ advice of social distancing could help to flatten the infection curve and reduce total fatalities from the disease. Drawing on Copenhagen school securitization theory and analyzing 25 declarations of emergency eLearning at American universities, I argue that in addition to COVID-19 being framed as a general threat, face-to-face schooling was also presented as a threat through these policies. A review of securitization theory—with particular attention to the question of advocacy and the relationship of desecuritization to emancipation—grounds the investigation theoretically. I argue that securitization theory is an important tool for educators not only for observing (and understanding) the phenomenon of emergency eLearning, but also for advocating the desecuritization of schooling after the COVID-19 crisis passes. DA - 2020/07/02/ PY - 2020 DO - 10.1080/13523260.2020.1761749 DP - Taylor and Francis+NEJM VL - 41 IS - 3 SP - 492 EP - 505 SN - 1352-3260 ST - COVID-19 and emergency eLearning UR - https://doi.org/10.1080/13523260.2020.1761749 Y2 - 2020/08/12/17:00:57 KW - COVID-19 KW - Securitization KW - __C:filed:1 KW - desecuritization KW - emancipation KW - state of exception ER - TY - JOUR TI - COVID-19 and Social Mobility Impact Brief #1: School Shutdown AU - Cullinane, Carl AU - Montacute, Rebecca DA - 2020/// PY - 2020 DP - Zotero SP - 11 LA - en KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - COVID-19 and teacher education: a literature review of online teaching and learning practices AU - Carrillo, Carmen AU - Flores, Maria Assunção T2 - European Journal of Teacher Education AB - The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined. DA - 2020/08/07/ PY - 2020 DO - 10.1080/02619768.2020.1821184 DP - Taylor and Francis+NEJM VL - 43 IS - 4 SP - 466 EP - 487 SN - 0261-9768 ST - COVID-19 and teacher education UR - https://doi.org/10.1080/02619768.2020.1821184 Y2 - 2021/04/26/15:21:06 KW - Covid-19 KW - Online learning KW - online practices KW - teacher education ER - TY - JOUR TI - COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania AU - Mtebe, Joel S. AU - Fulgence, Katherine AU - Gallagher, Michael T2 - Journal of Learning for Development AB - This article aims to share an experience on the process taken by the University of Dar es Salaam to adopt and deliver technology-enhanced teaching and learning during the COVID-19 crisis.  The university started by forming a team which conducted an audit to identify existing ICT infrastructure, skills gaps amongst instructors, and information systems that could be quickly adopted to deliver various courses during the COVID-19 crisis. The Moodle system, Zoom video conferencing system, and Postgraduate Information Management System were identified and recommended. After the audit, 340 instructors were trained on identified systems and 369 new courses were developed. Although face-to-face classes resumed a few months after the training and preparations, postgraduate courses continued to be offered via the blended mode with the Zoom and Moodle systems being used. The experience gathered from this study contributes towards knowledge of ICT integration in teaching and learning and can be integrated into teaching during the COVID-19 crisis in resource-constrained universities in sub-Saharan Africa and beyond. DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 383 EP - 397 LA - en SN - 2311-1550 ST - COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa UR - https://jl4d.org/index.php/ejl4d/article/view/483 Y2 - 2022/04/05/12:23:48 KW - CoVID-19 Pandemic KW - _genre:PR-primary_research KW - online learning KW - technology enhnaced teaching and learning KW - ⛔ No DOI found ER - TY - JOUR TI - COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa? AU - Mhlanga, David AU - Moloi, Tankiso T2 - Education Sciences AB - The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a standstill due to the lockdown necessitated by COVID-19. To assess the impact, the study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote (online) learning. These observations reflect that South Africa generally has some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, it has presented an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access. DA - 2020/07/09/ PY - 2020 DO - 10.3390/educsci10070180 DP - www.mdpi.com VL - 10 IS - 7 SP - 180 LA - en SN - 22277102 ST - COVID-19 and the Digital Transformation of Education UR - https://www.mdpi.com/2227-7102/10/7/180 Y2 - 2020/08/12/17:06:50 KW - 4IR KW - COVID-19 KW - South Africa KW - __C:filed:1 KW - digital transformation KW - education ER - TY - JOUR TI - COVID-19 and the Digital Transformation of Education: What We Are Learning in South Africa AU - Mhlanga, David AU - Moloi, Tankiso AB - The study sought to gauge the impact of COVID-19 pandemic in unleashing digital transformation in the education sector in South Africa. In order to gauge the impact, the study tracked the rate at which the 4IR tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources, mainly newspaper articles, magazines and peer-reviewed journals. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote learning (online learning). These observations point to the fact that South Africa generally has, some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, there is an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access. DA - 2020/04/12/ PY - 2020 DO - 10.20944/preprints202004.0195.v1 DP - www.preprints.org LA - en ST - COVID-19 and the Digital Transformation of Education UR - https://www.preprints.org/manuscript/202004.0195/v1 Y2 - 2020/08/12/17:04:11 KW - __C:filed:1 ER - TY - JOUR TI - Covid- 19 and the future of practicum in teacher education in Zimbabwe: Rethinking the ‘new normal’ in quality assurance for teacher certification AU - Moyo, Nathan T2 - Journal of Education for Teaching DA - 2020/08/07/ PY - 2020 DO - 10.1080/02607476.2020.1802702 DP - DOI.org (Crossref) VL - 46 IS - 4 SP - 536 EP - 545 J2 - Journal of Education for Teaching LA - en SN - 0260-7476, 1360-0540 ST - Covid- 19 and the future of practicum in teacher education in Zimbabwe UR - https://www.tandfonline.com/doi/full/10.1080/02607476.2020.1802702 Y2 - 2021/11/10/05:59:02 ER - TY - BLOG TI - COVID-19 and the Learning Crisis in Latin America and the Caribbean: How Can We Prevent a Tragedy? AU - Saavedra, Jaime AU - Di Gropello, Emanuela DA - 2021/03/17/ PY - 2021 LA - en ST - COVID-19 and the Learning Crisis in Latin America and the Caribbean UR - https://blogs.worldbank.org/education/covid-19-and-learning-crisis-latin-america-and-caribbean-how-can-we-prevent-tragedy Y2 - 2021/08/25/19:30:38 ER - TY - ELEC TI - COVID-19: Are children able to continue learning during school closures? AU - UNICEF T2 - UNICEF DATA DA - 2020/08/26/ PY - 2020 LA - en-US ST - COVID-19 UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2022/12/15/23:19:08 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - COVID-19: Are children able to continue learning during school closures? AU - United Nations Children’s Fund CY - New York DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US PB - UNICEF ST - COVID-19 UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2020/08/31/12:53:13 ER - TY - ELEC TI - COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings AU - World Bank T2 - World Bank DA - 2020/// PY - 2020 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/news/press-release/2020/06/18/covid-19-could-lead-to-permanent-loss-in-learning-and-trillions-of-dollars-in-lost-earnings Y2 - 2020/07/27/13:14:53 ER - TY - JOUR TI - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses: Introduction AU - Wodon, Quentin T2 - COVID-19 and Catholic Schools DA - 2020/05/15/ PY - 2020 ST - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses UR - https://digitalcommons.lmu.edu/ce_covid/3 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part 1: Developed Countries with Focus on the United States AU - Wodon, Quentin T2 - COVID-19 and Catholic Schools DA - 2020/05/15/ PY - 2020 ST - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part 1 UR - https://digitalcommons.lmu.edu/ce_covid/2 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part II: Developing Countries with Focus on Sub-Saharan Africa AU - Wodon, Quentin T2 - COVID-19 and Catholic Schools DA - 2020/05/15/ PY - 2020 ST - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part II UR - https://digitalcommons.lmu.edu/ce_covid/1 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - COVID-19, Distance Learning and Educational Inequality in Rural Ethiopia. AU - Belay, Degwale Gebeyehu T2 - Pedagogical Research DA - 2020/// PY - 2020 DO - 10.29333/pr/9133 DP - Google Scholar VL - 5 IS - 4 ER - TY - RPRT TI - COVID-19 Education Emergency Response Plan AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra-leone-covid19-education-response-plan-pdf.pdf Y2 - 2020/06/25/18:31:37 ER - TY - ELEC TI - COVID-19 Educational Disruption and Response AU - UNESCO T2 - UNESCO AB - A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19. DA - 2020/03/04/T15:52:28+00:00 PY - 2020 LA - en UR - https://en.unesco.org/covid19/educationresponse Y2 - 2020/04/20/21:10:37 ER - TY - RPRT TI - COVID-19 employment stress and child vulnerability.pdf AU - Noble, K. AU - Hurley, P. AU - Macklin, S. DA - 2020/// PY - 2020 UR - http://vuir.vu.edu.au/40603/1/COVID-19%20employment%20stress%20and%20child%20vulnerability.pdf Y2 - 2020/08/12/17:19:49 ER - TY - JOUR TI - COVID-19 in Higher Education Literature Database (CHELD V1): An open access systematic literature review database with coding rules AU - Butler-Henderson, K. AU - Crawford, J. AU - Rudolph, J. AU - Lalani, K. AU - Sabu, K. M. T2 - Journal of Applied Learning & Teaching AB - The novel coronavirus (COVID-19) pandemic has affected every sectoracross every corner of the world. The higher education sector is notimmune from the pandemic and is facing significant learning and teachingchallenges. The existing literature databases on COVID-19 are focusedon the medical elements of the pandemic. This manuscript documentsthe method for the creation of the first version of the COVID-19 in HigherEducation Literature Database (CHELD). Our aspiration is to provide anopen access resource to support future learning and teaching scholars togain timely access to pre-examined literature on higher education duringCOVID-19. This first version documents 138 manuscripts published oronline-first between 1 January 2020 to 30 June 2020. Using a rigoroussystematic review method, engaging in the PRISMA approach, qualityassessment using the Mixed Method Appraisal Tool (MMAT) and QualityAssessment Tool for Theory and Literature (QATTL), we offer a first glanceat the metadata of articles published on COVID-19 in higher educationduring the first six months of 2020. By providing an open access database,we see the opportunities for future research as boundless. DA - 2020/// PY - 2020 DO - 10.37074/jalt.2020.3.2.11 DP - eprints.utas.edu.au VL - 3 IS - 2 SP - 1 EP - 6 LA - en SN - 2591-801X ST - COVID-19 in Higher Education Literature Database (CHELD V1) UR - https://eprints.utas.edu.au/34687/ Y2 - 2022/04/05/20:30:04 ER - TY - BLOG TI - COVID-19 Nonprofit Resources AU - April 10 AU - email, 2020 jQuery ready{ jQuery on{ e preventDefault; return false; }); }); Share share on twitter share on facebook share on linkedin share on T2 - Hewlett Foundation AB - We are compiling resources that may be helpful to our nonprofit partners during this difficult time. Below are links to a selection of COVID-19 resources and curated sites. We will update this list as new information becomes available. DA - 2020/04/10/T17:23:12+00:00 PY - 2020 LA - en-US UR - https://hewlett.org/covid-19-nonprofit-resources/ Y2 - 2021/05/28/18:23:50 ER - TY - JOUR TI - COVID‐19 pandemic and adolescent health and well‐being in sub‐Saharan Africa: Who cares? AU - Addae, Evelyn Aboagye T2 - The International Journal of Health Planning and Management DA - 2020/08/27/ PY - 2020 DO - 10.1002/hpm.3059 DP - PubMed Central J2 - Int J Health Plann Manage SN - 0749-6753 ST - COVID‐19 pandemic and adolescent health and well‐being in sub‐Saharan Africa UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7460931/ Y2 - 2020/11/10/13:13:58 ER - TY - GEN TI - COVID-19: Pathways for the Return to Learning AU - UNHCR AEWG DA - 2020/// PY - 2020 LA - English PB - UNHCR Accelerated Education Working Group UR - https://inee.org/system/files/resources/AEWG_COVID19_Pathways%20for%20the%20Return%20to%20Learning-screen_0.pdf Y2 - 2020/11/26/00:00:00 ER - TY - ELEC TI - Covid-19 Practice in Primary Schools in Ireland Report: A Two-month Follow-up AU - Dempsey, Majella AU - Burke, Jolanta AB - This research report looks at leadership and wellbeing in Primary Schools two months after the COVID-19 school closures, in total 939 leaders completed the survey. It follows a previous report on practice in Primary Schools two weeks after school closures (Burke and Dempsey, 2020). It reports on the changes in communication, concerns and wellbeing from week two to month two after the COVID-19 school closure; the wellbeing of school leaders in the middle of the COVID-19 school closure; and, investigates the intricacies in wellbeing between teaching and administrative principals, given that their daily duties differ significantly. Quantitative data was analysed using SPSS, and qualitative data was analysed using MAXQDA. It found that principals are adapting to the impact of the pandemic, both professionally and personally, however there have been significant challenges noted. It was noted that social wellbeing is the biggest challenge for principals, however seven out of 10 principals have taken specific actions to address this challenge during the lockdown. Lack of time was an issue for those principals who have not taken positive action regarding their wellbeing, with some fulfilling multiple professional and personal roles. While there have been challenges associated with the adaptation and implementation of new online practices, and some schools lack technology, there has been a positive move to online learning. DA - 2020/// PY - 2020 LA - en M3 - Monograph ST - Covid-19 Practice in Primary Schools in Ireland Report UR - http://mural.maynoothuniversity.ie/13001/ Y2 - 2020/08/12/17:25:08 ER - TY - RPRT TI - COVID-19 Preprints and Their Publishing Rate: An Improved Method AU - Lachapelle, Francois AB - Context As the COVID-19 pandemic persists around the world, the scientific community continues to produce and circulate knowledge on the deadly disease at an unprecedented rate. During the early stage of the pandemic, preprints represented nearly 40% of all English-language COVID-19 scientific corpus (6, 000+ preprints | 16, 000+ articles). As of mid-August 2020, that proportion dropped to around 28% (13, 000+ preprints | 49, 000+ articles). Nevertheless, preprint servers remain a key engine in the efficient dissemination of scientific work on this infectious disease. But, giving the ‘uncertified’ nature of the scientific manuscripts curated on preprint repositories, their integration to the global ecosystem of scientific communication is not without creating serious tensions. This is especially the case for biomedical knowledge since the dissemination of bad science can have widespread societal consequences. Scope In this paper, I propose a robust method that allows the repeated monitoring and measuring of COVID-19 preprints’ publication rate. I also introduce a new API called Upload-or-Publish. It is a free micro-API service that enables a client to query a specific preprint manuscript’s publication status and associated meta-data using a unique ID. The beta-version is currently working and deployed. Data I use Covid-19 Open Research Dataset (CORD-19) to calculate COVID-19 preprint corpus’ conversion rate to peer-reviewed articles. CORD-19 dataset includes 10,454 preprints from arXiv, bioRxiv, and medRxiv. Methods I utilize conditional fuzzy logic to link preprints with their published counterparts. My approach is an important departure from previous studies that rely exclusively on bio/medRxiv API to ascertain preprints’ publication status. This is problematic since the level of false negatives in bio/medRxiv non-COVID-19 metadata could be as high as 37%. My analysis suggests bio/medRxiv API accurately captures about only 50% of its published preprints. My improved method clocked an F1-score of 0.96. Findings My analysis reveals that 19.6% (n=2048) of COVID-19 preprint manuscripts in the CORD-19 dataset uploaded on arXiv, bioRxiv, and medRxiv between January and early September 2020 were published in peer-reviewed venues. When compared to the most recent measure available, this represents a two-fold increase in a period of two months. My discussion review and theorize on the potential explanations for COVID-19 preprints’ overall low conversion rate. DA - 2020/10/10/ PY - 2020 DP - medRxiv SP - 2020.09.04.20188771 LA - en ST - COVID-19 Preprints and Their Publishing Rate UR - https://www.medrxiv.org/content/10.1101/2020.09.04.20188771v2 Y2 - 2021/10/05/18:36:47 ER - TY - BLOG TI - COVID-19 put 1.6 billion children out of school. Here's how to upgrade education post-pandemic AU - Karboul, Amel T2 - World Economic Forum AB - Outcomes-based education, where funding is dependent on results, could help ensure quality schooling for millions in a post-pandemic world where social budgets are constrained. DA - 2020/12/04/ PY - 2020 LA - en UR - https://www.weforum.org/agenda/2020/12/covid19-education-innovation-outcomes/ Y2 - 2023/10/26/15:49:38 ER - TY - JOUR TI - COVID-19’s Effect on Students: How School Counselors Rise to the Rescue AU - Pincus, Robert AU - Hannor-Walker, TeShaunda AU - Wright, Leonis S AU - Justice, Judith T2 - NASSP Bulletin AB - The COVID-19 global pandemic has brought about many changes to our society, which will have long-term effects for our youth and adolescents. Due to social isolation and adverse childhood experiences, there are concerns of suicidality, technology addiction, and school safety as schools attempt to transition to a state of normalcy in the months to come. This crisis will require coordinated efforts to assist students in not only getting back on track academically but also in helping students cope with the trauma they have and are continuing to experience. As a result, insights from school counselors can be used to obtain a better understanding of the social and emotional effects of COVID-19 by collaborating with administrators to emphasize using school counselors as a mental health provider in schools. The authors highlight school counselors’ mental health training and their role in combating this issue and provide practical applications that can employed to create a systemic approach for social and emotional prevention and intervention during and after the pandemic. DA - 2020/// PY - 2020 DO - 10.1177/0192636520975866 VL - 104 IS - 4 SP - 241 EP - 256 Y2 - 2021/03/22/00:00:00 ER - TY - RPRT TI - COVID-19's spring 2020 school closures: The effect on teacher candidates AU - DeFeo, Dayna AU - Tran, Trang AB - In response to the COVID-19 pandemic, Governor Dunleavy mandated that Alaska’s K12 schools closed to in-person instruction; later, these school closures were extended until the end of the 2019-2020 academic year. Across the state, educators worked not only to ensure they met their responsibilities for instruction, but also other key school functions including parent resources, meal services, and social-emotional learning. Concurrently, senior college students in teacher licensure programs at the University of Alaska (UA) were in classrooms fulfilling their clinical experience (student teaching) requirements. During the school closures, students were still “placed” in schools, but the nature of their internship experience changed fundamentally as classes were moved to distance delivery. On March 20, Alaska’s Education Commissioner Michael Johnson announced that the state of Alaska would grant emergency certification to teachers who were unable to complete the required number of clinical placement hours due to COVID-19 school closures. Many of these new graduates will qualify for licensure, but how will the pandemic affect them as they become teachers? In this paper, we explore how teacher candidates perceive their readiness for teaching in the fall, and their career intentions. By comparing survey responses collected from spring 2020 graduates against graduates of spring 2019 (the students who had a “typical” student teaching experience), we find that the 2020 graduating class feels ready for the classroom. However, these new teachers – and those hired from teacher education programs (TEPs) outside of Alaska – will need supports as they transition to teaching. DA - 2020/06/30/ PY - 2020 DP - scholarworks.alaska.edu LA - en_US M3 - Report PB - Institute of Social and Economic Research ST - COVID-19's spring 2020 school closures UR - https://scholarworks.alaska.edu/handle/11122/11173 Y2 - 2020/08/12/17:11:54 ER - TY - JOUR TI - Covid-19 School Closures in Low- and Middle-income Countries: Emergent Perspectives on the Role of Educational Technology AU - Jordan, Katy T2 - Journal of Learning for Development AB - The Covid-19 pandemic ushered in school closures at an unprecedented scale and prompted educational systems to find alternative teaching models at short notice. The role for educational technology in low- and middle-income countries (LMICs) has recently become the focus of much discussion. While prompted by the pandemic, the discussions surface latent issues in educational systems, and the perspectives and ambitions of organisations in relation to educational technology and LMICs. The influence of the discussions during this period is likely to extend beyond the initial crisis, and warrants investigation. This paper presents a thematic analysis, using a grounded theory approach, of documents published online between February and April 2020. Five themes emerge, in relation to access, responses, support from carers, teachers and communities, educational quality and the future. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 399 EP - 415 LA - en SN - 2311-1550 ST - Covid-19 School Closures in Low- and Middle-income Countries UR - https://jl4d.org/index.php/ejl4d/article/view/433 Y2 - 2020/11/21/13:31:43 KW - COVID-19 KW - digital divide KW - education in emergencies. education systems KW - educational technology KW - ⛔ No DOI found ER - TY - RPRT TI - COVID-19, Schooling and Learning AU - Asadullah, Niaz DA - 2020/// PY - 2020 DP - Zotero LA - en PB - BRAC UR - https://bigd.bracu.ac.bd/wp-content/uploads/2020/06/COVID-19-Schooling-and-Learning_June-25-2020.pdf KW - _COVID-Continuity-Blogpost-01 KW - _COVID_DEAA-List KW - ⛔ No DOI found ER - TY - RPRT TI - COVID-19: Supporting the Government of Sierra Leone with mobility data AU - Flowminder Foundation DA - 2020/// PY - 2020 UR - https://www.flowminder.org/media/vg5ov5s5/sle_africell_report_v1-2_dec20.pdf KW - _C:Sierra Leone SLE ER - TY - RPRT TI - COVID-19 Weekly Epidemiological Update, 1st Dec 2020 AU - WHO CY - Geneva DA - 2020/// PY - 2020 LA - English M3 - Emergency Situational Update PB - WHO UR - https://www.who.int/publications/m/item/weekly-epidemiological-update---1-december-2020 Y2 - 2020/12/07/00:00:00 ER - TY - ELEC TI - Covid has eroded progress by disadvantaged pupils in England, finds study AU - Peter Walker T2 - The Guardian AB - Research shows regional disparities, with some children in the north losing twice as much learning DA - 2021/06/04/T17:38:40.000Z PY - 2021 LA - en UR - http://www.theguardian.com/education/2021/jun/04/covid-has-eradicated-disadvantaged-pupils-progress-finds-study Y2 - 2021/06/04/21:24:58 ER - TY - NEWS TI - Covid has eroded progress by disadvantaged pupils in England, finds study AU - Walker, Peter T2 - The Guardian AB - Research shows regional disparities, with some children in the north losing twice as much learning DA - 2021/06/04/T17:38:40.000Z PY - 2021 DP - The Guardian LA - en-GB SE - Education SN - 0261-3077 UR - https://www.theguardian.com/education/2021/jun/04/covid-has-eradicated-disadvantaged-pupils-progress-finds-study Y2 - 2022/04/18/12:55:50 KW - Coronavirus KW - Education KW - Inequality KW - North of England KW - Primary schools KW - Schools KW - Secondary schools KW - Teaching KW - UK news ER - TY - JOUR TI - COVID's Lessons for Global Higher Education: Coping with the Present While Building a More Equitable Future. AU - Salmi, Jamil T2 - Lumina foundation DA - 2020/// PY - 2020 DP - Google Scholar ST - COVID's Lessons for Global Higher Education UR - https://eric.ed.gov/?id=ED611329 Y2 - 2024/03/04/15:16:44 KW - Final_citation KW - ⛔ No DOI found ER - TY - RPRT TI - Creating and sustaining effective professional learning communities AU - Bolam, Ray AU - McMahon, Agnes AU - Stoll, Louise AU - Thomas, Sally AU - Wallace, Mike AU - Greenwood, Angela AU - Hawkey, Kate AU - Ingram, Malcolm AU - Atkinson, Adele AU - Smith, Michele DA - 2005/// PY - 2005 PB - Research report ER - TY - JOUR TI - Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning. AU - Pritchett, Lant T2 - Research on Improving Systems of Education DA - 2015/// PY - 2015 UR - https://riseprogramme.org/sites/default/files/publications/RISE_WP-005_Pritchett_0.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning AU - Pritchett, Lant T2 - Research on Improving Systems of Education DA - 2015/12// PY - 2015 SP - 47 LA - en PB - Rise Programme ST - Creating Education Systems Coherent for Learning Outcomes KW - Final_citation KW - existing ER - TY - BOOK TI - Creating effective teaching and learning environments: first results from TALIS A3 - OECD CY - Paris DA - 2009/// PY - 2009 DP - Gemeinsamer Bibliotheksverbund ISBN SP - 305 LA - en PB - OECD SN - 978-92-64-05605-3 ST - Creating effective teaching and learning environments KW - C:OECD countries ER - TY - RPRT TI - Creating Effective Teaching and Learning Environments: First Results from TALIS AU - Organisation for Economic Co-operation and Development [OECD] CY - Paris DA - 2009/// PY - 2009 SP - 310 PB - OECD ST - Creating Effective Teaching and Learning Environments: First Results from TALIS ER - TY - JOUR TI - Creating Flexible and Inclusive Learning Paths in Post-Primary Education and Training in Africa: NQFs and Recognition of non-formal and informal learning The Key to Lifelong Learning AU - Singh, Madhu DA - 2008/// PY - 2008 DP - Zotero LA - en UR - https://uil.unesco.org/fileadmin/keydocuments/Africa/en/paper_UIL_recognition_2008_EN.pdf KW - HDR25 KW - ⛔ No DOI found ER - TY - BOOK TI - Creating learning without limits AU - Swann AB - "'Creating Learning without Limits' takes on one of the most important issues in education today. In the last decade schools in England have taken a path towards putting all children into boxes, attaching a level to their heads and deciding what they are capable of achieving. This book shows the possibility of a different educational path, one in which all students are encouraged to achieve the greatest they can. Importantly the book also documents ways in which courageous teachers can do this - promoting fair and engaging learning environments for all students. This is a must-read for educators, policy makers and parents alike."Jo Boaler, Professor of Mathematics Education, Stanford University, California. Formerly a teacher and researcher at the Universities of London and Sussex."This will undoubtedly turn out to be amongst the most important educational books of the decade. Our capacity to respond, both individually and collectively, to its key insights and messages will profoundly affect not just the quality of our schools, but of our society for years to come. Engagingly and eloquently written, it exposes the intellectual bankruptcy and human destructiveness of widely held concepts of 'ability' and offers a richly textured, practical account of how one school moved from 'failure' to OfSTED 'outstanding' by committing itself to the practicability of a morally inspiring, educationally convincing alternative.If you want to know why 'the standards agenda' must inevitably fail and what we might do instead, read this book."Professor Michael Fielding, Institute of Education, University of London, UK"This is an inspiring and reviving book. It reminds us why people come into education - to make a difference for children. To make a deep difference we have to organize education differently. It describes a school that vibrates with learning in an atmosphere of deep humanity and care. Its practices are light years away from the measuring, labelling, targeting, and testing structures that have become our recent national norm. The school as a whole community transforms people."Anne Watson, Professor of Mathematics Education, University of Oxford, UK"This book provides a grounded demonstration of the importance of educational principles, the most important of which is the understanding that each child's potential for learning is limitless. The authors describe new school and classroom practices through which learning can be transformed. Their argument has influenced government thinking on the review of the National Curriculum in England. I urge you to let it influence your thinking too!"Professor Andrew Pollard, Institute of Education, University of London, UK"This is a brilliant study of a small and very successful primary school in Hertfordshire where the teachers have rejected ideas of fixed innate ability and believe instead in the limitless potential of all young people. At a time when the Ofsted inspection process employs dubious and limited notions of 'standards' and 'achievement', it would be good to think that there could be many more schools like this one showing the way towards a new and liberating view of human development. The book deserves a really wide readership."Professor Clyde Chitty, Institute of Education, University of London, UK"This book is slim in size but hefty in significance. It tells the story of a school driven by ambition, hope and the self-confidence that comes from a profound faith in the capacity of every child to be a passionate and engaged learner. This in the face of powerful and societally dominant messages that explicitly or more insidiously tell a different and more deterministic tale: that children (and schools) are fit and proper subjects for classification, measurement and management. And there's more - the careful scholarship on which this story is based prevents this book from being merely a description of what happens when a unique constellation of propitious circumstances meets a charismatic leader: this 'other way' is open to all who will take it - but it will demand the laying of solid and value-rich foundations, the exercising of autonomy for staff and pupils, the rethinking of relationships, a focus on learning (letting performance come as a secondary gift), and the taking of collective action. It's become a cliché to say of a book that it 'Should be read by every teacher (or parent, or whoever ...).' This one, and its predecessor 'Learning without Limits' merits that injunction." Barry Hymer, Professor of Psychology in Education, Education Faculty, University of Cumbria, UK"'Creating Learning without Limits' provides a welcome tonic that can help to offset the beleaguering effects of a performativity and standards agenda that reinforces the ability based practices so pervasive in schools today. Building on the compelling pedagogy first presented in 'Learning without Limits', this inspiring book shows how an alternative school improvement agenda can produce high academic attainment and enhanced capacity to learn for everybody. A classic for our time, it should be read by all who seek approaches to teaching and learning that are free from externally imposed views of ability and potential.”Professor Lani Florian, School of Education, University of Aberdeen, UK"If you share the convictions of the authors: 'That human potential is not predictable, that children's futures are unknowable, and that education has the power to enhance the lives of all', read the book! You will however need to proceed with caution; it will make some ofyou reflect on what you do and why you are doing it. This book could be the catalyst for the educational change that we are all praying for."Julie Lilly, Head Teacher, UKThis book tells the story of how one primary school community worked to build a learning environment that is inclusive, humane and enabling for everybody, a place free from the damaging effects of fixed ability thinking and practices. Drawing on compelling accounts of everyday life in the school, it describes how, in just a few years, the school (once in special measures) grew into a thriving community, with distinctive views of learning, curriculum and pedagogy, monitoring and accountability that found expression in every aspect of school life. The work of the school community was guided by the findings of a previous project, 'Learning without Limits' (Hart, Dixon, Drummond and McIntyre 2004), an empirical study of the classroom practice of individual teachers who had rejected the concept of fixed ability. 'Creating Learning without Limits' explores what becomes possible when the same ideas and principles are used creatively to guide and inspire whole school improvement. This book is not simply a celebration of the success of the school; it engages with the struggles and difficulties encountered by the staff as they set about learning to reshape pedagogy and curriculum by reference to their shared values of inclusion, social justice and human educability. It gives a detailed analysis of how the headteacher harnessed the power of collective action. The insights generated by this study have enduring relevance and applicability to people in other contexts - for staff groups craving for more equitable school improvement; for individual teachers wondering how best to foster children's learning capacity; for school leaders and teacher educators who find their values increasingly compromised. CY - Maidenhead DA - 2012/04/01/ PY - 2012 DP - Amazon SP - 168 LA - English PB - Open University Press SN - 978-0-335-24211-5 ER - TY - CHAP TI - Creating new forms of teacher education: Open Educational Resources (OERs) and the Teacher Education in Sub-Saharan Africa (TESSA) programme AU - Moon, Bob T2 - Teacher education through open and distance learning A2 - Danaher, Patrick Alan A2 - Abdurrahman, Umar T3 - Perspectives on distance education CY - Vancouver DA - 2010/// PY - 2010 DP - Google Scholar SP - 121 EP - 142 PB - Commonwealth of Learning (COL) ST - Creating new forms of teacher education UR - https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.9604&rep=rep1&type=pdf#page=134 KW - ⛔ No DOI found ER - TY - BOOK TI - Creating Research Practice Partnerships in Education. AU - Penuel, William R. AU - Gallagher, Daniel J. DA - 2017/// PY - 2017 DP - Google Scholar PB - ERIC UR - https://eric.ed.gov/?id=ED573803 Y2 - 2024/02/29/16:32:33 KW - Final_citation ER - TY - JOUR TI - Creating Spaces for Filling the Gender Gap in university leadership and management: The case for Zambian Women Professors AU - Njobvu, T. AU - Yang, Y. X. T2 - International Journal of Education and Research Vol. 2 No. 12 December 2014, 249 DA - 2014/// PY - 2014 DP - Google Scholar VL - 264 ST - Creating Spaces for Filling the Gender Gap in university leadership and management UR - https://scholar.google.com/scholar?cluster=16839624617591585288&hl=en&oi=scholarr Y2 - 2023/12/05/11:36:49 KW - ⛔ No DOI found ER - TY - JOUR TI - Creating the golden triangle of evidence-informed education technology with EDUCATE AU - Cukurova, Mutlu AU - Luckin, Rosemary AU - Clark-Wilson, Alison T2 - British Journal of Educational Technology AB - EDUCATE is a London-based programme that supports the development of research-informed educational technology (EdTech), allowing entrepreneurs and start-ups to create their products and services, and simultaneously grow their companies in a more evidence-informed manner. The programme partners businesses with researchers who mentor, guide and support this research journey, a key aspect of which is the evaluation of the company’s EdTech product or service. However, conducting impact evaluations of technology in education is challenging, particularly for early stage technologies, as rapid cycles of innovation and change are part of their essence. Here, we present the pragmatic approach to evidence-informed education technology design and impact evaluation, as developed and adopted by the EDUCATE programme. The research process is shaped by the core principles of evidence-informed decision making detailed in the paper. The contributions of the paper are threefold. First, it defines and details an academia-industry-education collaboration model centred on a research training programme. Second, it presents emerging impact results of the programme. Third, it provides clear reflections on the challenges encountered during the implementation of the model in the EdTech ecosystem of London, which should be addressed if we are to move towards evidence-informed EdTech globally. DA - 2019/// PY - 2019 DO - 10.1111/bjet.12727 DP - Wiley Online Library VL - 50 IS - 2 SP - 490 EP - 504 LA - en SN - 1467-8535 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12727 Y2 - 2021/09/17/11:27:26 KW - Stefanie ER - TY - JOUR TI - Creation and evaluation of a pretertiary artificial intelligence (AI) curriculum AU - Chiu, Thomas KF AU - Meng, Helen AU - Chai, Ching-Sing AU - King, Irwin AU - Wong, Savio AU - Yam, Yeung T2 - IEEE Transactions on Education DA - 2021/// PY - 2021 DO - 10.1109/TE.2021.3085878 DP - Google Scholar VL - 65 IS - 1 SP - 30 EP - 39 UR - https://ieeexplore.ieee.org/abstract/document/9455898/ Y2 - 2024/02/24/08:53:29 ER - TY - THES TI - Creation of bibliometric tools for evaluation based on data from Google Scholar AU - Martín-Martín, Alberto AB - (This is a thesis by compilation of studies. Article co-authors are listed at the beginning of each article) Google Scholar (GS) is a freely-accessible academic search engine that indexes academic literature from a wide range of disciplines, document types, and languages. Unlike Web of Science (WoS) and Scopus, which have a selective approach to document indexing (they only index documents published in certain venues), GS follows an inclusive approach. Apart from being the most frequently used tool by researchers to find scholarly information, what made GS stand out was that it builds its own citation graph by processing the references at the end of each document and matching them to documents already identified in their index. These citation counts are now widely consulted by researchers, because up to the point when GS was launched (2004), the main citation index (WoS) was only accessible via subscription. In subsequent years, GS launched several services based on data from its document base: Google Scholar Citations (an author profile service), Google Scholar Metrics (a journal ranking service), and GSCP (a short-lived service that listed highly-cited documents). Despite its opacity (not much information on the coverage is available officially) and lack of native data exporting capabilities, many studies have tried to analyse the main characteristics of GS, and compare it to WoS and Scopus. These studies show that GS has a much more comprehensive coverage, especially in Arts, Humanities, and Social Sciences (AHSS), although GS also presents errors and limitations that other citation indexes do not have. The general goal of this thesis was to explore whether it is feasible and sustainable to re-use data available in GS to generate data products or tools of a bibliometric nature that provide functionalities that GS does not provide. In order to do this, we followed two approaches that have ran side by side. In our first approach, we endeavored to carry out studies that analysed the general characteristics of Google Scholar as a source of data: its strengths and weaknesses related to size, coverage, errors, bibliometric indicators. In order to do this, we analysed the characteristics of various of samples of GS data (the largest samples of GS data analysed to date), in some cases benchmarking it against the data available in WoS or Scopus. The studies that resulted from this first approach show that GS has an extensive coverage of academic documents. Its coverage includes most of the documents covered in the multidisciplinary citation databases WoS and Scopus, as well as theses, dissertations, books, conference papers, and other unpublished materials (preprints, reports). Spearman correlation coefficients of citation counts between GS and WoS, or between GS and Scopus are generally very high. Thus, if GS is used for research evaluations then its data would be unlikely to produce large changes in the results, despite the additional citations found. It is also shown that, despite the limitations to control which documents are returned for a query, it is possible to identify in GS the most highly-cited documents in a given discipline, given how GS generally presents documents with high citation counts first. Even when considering only highly-cited documents, GS appears to have a more extensive coverage than GS or Scopus, especially in the areas of AHSS. In our second approach, we tested the knowledge obtained in the previous studies in practical real-life situations. These projects took the form of tailored web applications built for a variety of purposes, and open to everyone. The applications display data extracted from Google Scholar (and sometimes also other services) in ways that the native GS, GSC and GSM interfaces do not, thus expanding the range of ways in which users can interact with this information. Three different types of prototype applications were developed and are presented here. The first application presents journal-level bibliometric indicators for a large collection of journals in the Arts, Humanities, and Social Sciences (AHSS): Journal Scholar Metrics (http://www.journal-scholar-metrics.infoec3.es). The second application presents data from a specific academic community at various levels of aggregation (author-, document-, journal-, and publisher-level), combining data not only from GS but from other sources: Scholar Mirrors (http://www.scholar-mirrors.infoec3.es). In the third application, a large sample of data from GS is used to analyse Open Access levels by country, subject category, journal, and publication year. Lastly, we describe the work carried out so far for a fourth, more ambitious application capable of displaying information about all researchers working in Spain with a public GS profile. For the second approach, a new methodology was developed which allowed us to combine information from several scholarly sources: the MADAP method (Multifaceted Analysis of Disciplines through Academic Profiles). The data extracted using this method allowed us to compare a large number of author-level bibliometric indicators from various sources. Author-level indicators in GS (all based on citations) correlated well with other production and citation-based indicators from ResearchGate and ResearcherID, and also with Mendeley’s “Reader” indicator. On the other hand, GS indicators did not correlate well with conectivity-based metrics (followers). The results of this thesis consistently find that GS data, and especially its citation data, can be useful for bibliometric analyses. Nevertheless, throughout all the analyses that have been performed, it has also become clear that there are important limitations that have to be considered when deciding whether to use data from GS for these purposes. Many of these limitations arise from the desire to use this tool for a purpose that falls outside the original scope intended by its creators. errors derived from completely automated processing of documents from a great variety of sources and in a great variety of formats. DA - 2019/06/07/ PY - 2019 DP - Zenodo LA - eng UR - https://zenodo.org/record/3241713 Y2 - 2021/04/25/15:21:23 KW - Google Scholar KW - Scopus KW - Web of Science KW - academic search engines KW - bibliometrics KW - citation analysis KW - coverage KW - errors KW - open access KW - web applications ER - TY - JOUR TI - Credibility versus fake news in digital newspapers on tablets in primary education/Credibilidad versus falsedad de las noticias de periódicos digitales sobre la tableta en la Educación Primaria AU - Ricoy, María-Carmen AU - Sánchez-Martínez, Cristina AU - Feliz-Murias, Tiberio T2 - Cultura y Educación DA - 2019/// PY - 2019 DO - 10.1080/11356405.2019.1603891 DP - Google Scholar VL - 31 IS - 2 SP - 296 EP - 325 KW - __C:filed:1 ER - TY - BLOG TI - "Creo en la tecnología en la escuela pero hemos de poner las necesidades del alumno por delante de los dispositivos" AU - Santodomingo, Rodrigo T2 - El Diario de la Educación AB - Es una de las voces más autorizadas a nivel global sobre la integración de las TIC en la escuela. Autor de un largo listado de estudios, Björn Hassler muestra especial interés por el aprendizaje con dispositivos móviles. Últimamente, sobre todo, en el África sub-sahariana. Entusiasmo y crítica se funden en su visión sobre la fiebre … DA - 2021/02/01/T07:58:19+01:00 PY - 2021 LA - es UR - https://eldiariodelaeducacion.com/2021/02/01/creo-en-la-tecnologia-en-la-escuela-pero-hemos-de-poner-al-alumno-y-sus-necesidades-por-delante-de-los-dispositivos/ Y2 - 2021/02/01/12:51:30 ER - TY - BOOK TI - Critical Digital Pedagogy: A Collection AU - Stommel, Jesse AU - Friend, Chris AU - Morris, Sean Michael AU - Rorabaugh, Pete AU - Rheingold, Howard AU - Watters, Audrey AU - Davidson, Cathy AU - Stewart, Bonnie AU - Benjamin, Ruha DA - 2020/07/30/ PY - 2020 DP - Amazon SP - 334 LA - en SN - 978-0-578-72591-8 ST - Critical Digital Pedagogy ER - TY - ELEC TI - Critical Digital Pedagogy: a Definition AU - Stommel, Jesse T2 - Hybrid Pedagogy AB - We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use). DA - 2014/11/18/T03:00:45.000Z PY - 2014 LA - en ST - Critical Digital Pedagogy UR - https://hybridpedagogy.org/critical-digital-pedagogy-definition/ Y2 - 2020/09/10/19:07:43 ER - TY - JOUR TI - Critical Hours and Important Environments: Relationships between Afterschool Physical Activity and the Physical Environment Using GPS, GIS and Accelerometers in 10–12-Year-Old Children AU - Remmers, Teun AU - Thijs, Carel AU - Ettema, Dick AU - de Vries, Sanne AU - Slingerland, Menno AU - Kremers, Stef T2 - International Journal of Environmental Research and Public Health AB - Introduction: The objective of this study was to assess relationships between children’s physical environment and afterschool leisure time physical activity (PA) and active transport. Methods: Children aged 10–12 years participated in a 7-day accelerometer and Global Positioning Systems (GPS) protocol. Afterschool leisure time PA and active transport were identified based on location- and speed-algorithms based on accelerometer, GPS and Geospatial Information Systems (GIS) data. We operationalized children’s exposure to the environment by combining home, school and the daily transport environment in individualized daily activity-spaces. Results: In total, 255 children from 20 Dutch primary schools from suburban areas provided valid data. This study showed that greenspaces and smaller distances from the children’s home to school were associated with afterschool leisure time PA and walking. Greater distances between home and school, as well as pedestrian infrastructure were associated with increased cycling. Conclusion: We demonstrated associations between environments and afterschool PA within several behavioral contexts. Future studies are encouraged to target specific behavioral domains and to develop natural experiments based on interactions between several types of the environment, child characteristics and potential socio-cognitive processes. DA - 2019/01// PY - 2019 DO - 10.3390/ijerph16173116 DP - www.mdpi.com VL - 16 IS - 17 SP - 3116 LA - en SN - 1660-4601 ST - Critical Hours and Important Environments UR - https://www.mdpi.com/1660-4601/16/17/3116 Y2 - 2022/04/18/18:15:36 KW - GPS KW - accelerometer KW - children KW - context-specific KW - physical activity KW - spatial behavior ER - TY - RPRT TI - Critical knowledge, skills and qualifications for accelerated and sustainable development in Africa AU - Ndoye, M AU - Walther, R AB - The major challenge of the 2012 ADEA Triennale will be to help African countries design and develop suitable and effective education and training systems that can help move the continent away from the struggle for subsistence and the spiral of poverty towards a process of sustainable transformation that reconciles economic growth with the pursuit of equity and the conservation of natural resources. In short, the aim is to enable Africa to “run while others walk”, while avoiding causing the same damage others caused when they were running. To achieve such a goal, the Synthesis Report recommends that a number of prerequisites should be met before the required reforms can be possible. They will succeed only if they look back at Africa’s past identity in order to take greater control over future choices, if they are based on a common vision of the future determined with all concerned stakeholders, and if they make education, training and employment central to current and future policies. The report then discusses the unprecedented efforts of public and private, African and international officials and stakeholders in order to formulate appropriate, concrete responses to the challenge of the Triennale, which is to “promote critical knowledge, skills and qualifications for Africa’s sustainable development”. These responses, categorized by sub-theme, may be summed up as follows. Sub-theme 1: building a common core of skills for all The education system should give people of all ages access to a common core of basic skills (cognitive, communication and learning-to-learn skills, personal and social development skills, etc.) to enable them to control their human, social and economic environment and develop responsible and active African citizenship. Sub-theme 2: mass development of technical and vocational skills Massive investment to raise training and qualification levels is urgently required in order to wage an effective war against unemployment and massive underemployment of youth and the low productivity of a largely informal economy. It is also necessary to invest in high-level qualifications in order to support and, if possible, anticipate changes and technological innovation and promote the badly-needed industrialization of the African economy. Sub-theme 3: building knowledge and innovation-based economies and societies in Africa R&D, knowledge and innovation have become the key drivers of output, economic competitiveness and development generally. Africa needs to catch up in this respect and, to this end, it must build its scientific development on indigenous African knowledge, use science and technology to strengthen education and exploit the current surge in information and communication technology as a driver of development. All this will be possible only if all African countries work towards the adoption of a continental pact for sustainable development. DA - 2012/// PY - 2012 LA - en M3 - Synthesis Report UR - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.458.7698&rep=rep1&type=pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - A:Africa KW - A:Central Africa KW - C:Burkina Faso KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:qualification KW - Q:lifelong learning KW - T:Ausbildung KW - T:Lehrlingsausbildung KW - T:TVET KW - T:journeyman KW - T:vocational skills KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Critical mobile pedagogy: cases of digital technologies and learners at the margins AU - Traxler, John AU - Crompton, Helen AB - Critical Mobile Pedagogy is an exploration of mobile technologies for designing and delivering equitable and empowering education around the globe. Synthesizing a diverse range of projects and conceptual frameworks, this case-based collection addresses the ambitions, assumptions, and impacts of interventions in under-researched, often disadvantaged communities. The editors and authors provide a nuanced and culturally responsive approach to showcasing: indigenous, nomadic, refugee, rural, and other marginalized communities emerging pedagogies such as curation, open resources, massive open online courses (MOOCs), and self-directed learning contextual factors, including pedagogy, ethics, scaling, research methodology and culture, and consequences of innocuous or harmful implementation and deployment the nature of participation by global capital, multinationals, education systems, international agencies, national governments, and telecoms companies. Scholars, academics, policymakers, and program managers are increasingly using mobile technologies to support disadvantaged or disempowered communities in learning more effectively and appropriately. This book's diverse research precedents will help these and other stakeholders meet the challenges and opportunities of our complex, increasingly connected world and work with greater cultural and ethical sensitivity at the intersection of education, research, and technology. DA - 2021/// PY - 2021 DP - Open WorldCat LA - English SN - 978-0-367-20455-6 978-0-367-20457-0 ST - Critical mobile pedagogy ER - TY - JOUR TI - Critical pedagogy and emotion: Working through ‘troubled knowledge’in posttraumatic contexts AU - Zembylas, Michalinos T2 - Critical Studies in Education DA - 2013/// PY - 2013 DO - 10.1080/17508487.2012.743468 DP - Google Scholar VL - 54 IS - 2 SP - 176 EP - 189 ST - Critical pedagogy and emotion ER - TY - JOUR TI - Critical Questions for Open Educational Practices AU - Koseoglu, Suzan AU - Bozkurt, Aras AU - Havemann, Leo T2 - Distance Education DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1775341 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 153 EP - 155 SN - 0158-7919 UR - https://doi.org/10.1080/01587919.2020.1775341 Y2 - 2021/03/24/14:38:41 ER - TY - BOOK TI - Critical understandings of digital technology in education meta-connective pedagogy AU - Dreamson, Neal DA - 2021/// PY - 2021 DP - Open WorldCat LA - English SN - 978-1-00-069971-5 UR - https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9781000699715 Y2 - 2022/03/31/17:03:34 ER - TY - JOUR TI - Cross-Border Higher Education and Quality Assurance. Results from a Systematic Literature Review AU - Carvalho, Nathan AU - Rosa, Maria J. AU - Amaral, Alberto T2 - Journal of Studies in International Education AB - Internationalisation has gained prominence in debates on higher education and can be analysed from different perspectives, including cross-border higher education. Cross-border higher education entails relevant challenges, namely regarding its quality. This paper intends to discuss, based on a literature review, the link between cross-border higher education and quality assurance, namely the role quality assurance may have in contributing to a quality cross-border educational offer. 79 documents (indexed in Scopus or Web of Science) published between 1998 and 2019 were content analysed. The results show that both internal and external quality assurance are relevant topics when discussing cross-border higher education and a means to stimulate the overall quality of this educational offer. Moreover, to be effective, quality assurance must rely on cooperation and mutual trust between importing and exporting countries, including their quality assurance agencies. DA - 2022/02/28/ PY - 2022 DO - 10.1177/10283153221076900 DP - SAGE Journals SP - 10283153221076900 J2 - Journal of Studies in International Education LA - en SN - 1028-3153 UR - https://doi.org/10.1177/10283153221076900 Y2 - 2022/04/05/20:27:49 KW - agencies KW - cooperation KW - cross-border higher education KW - higher education institutions KW - internationalisation KW - quality assurance KW - transnational education ER - TY - CHAP TI - Cross-country comparison of TVET systems, practices and policies, and employability of youth in sub-Saharan Africa AU - Oketch, M. O. T2 - In: Eicker, F and Haseloff, G and Lennartz, B, (eds.) Vocational Education and Training in sub-Saharan Africa: Current situation and development. (pp. 25-38). W.Bertelsmann Verlag: Bielefeld, Germany. (2017) A2 - Eicker, F. A2 - Haseloff, G. A2 - Lennartz, B. AB - In recent years, organisations such as the African Development Bank (AfDB), and several African governments have conceded that TVET may have a positive impact on harnessing the youth dividend. There has been some progress in some countries, but there is still insufficient understanding of the place of TVET and youth skills development. The criticisms of TVET in the past, and attitudes toward it, coupled with a period of neglect by governments and donors have all resulted in insufficient understanding of the positive effects TVET can have on the youth and on economic development compared to other regions of the world that have had clearly developed agenda for youth skills development through further colleges, community colleges, or apprenticeships. Nevertheless, there are signs of renewed interest and possible progress, and some countries have started to put in place innovative policies to strengthen Technical and Vocational Education and Training (TVET) systems. But this progress is limited and hasn‘t been well researched and understood in comparison with other regions of the world. This is partly due to the past attitudes toward TVET, but may also result from limited understanding of the present positive role that TVET can play to harness youth dividend in the region. This paper aims to add to better and more research evidence on the role of TVET in youth skills development and employment in Africa using key economic and education highlights and the cases of Kenya, Ghana and Botswana by examining the policies and practices that characterize the TVET landscape across these Sub-Saharan African countries from a political economy approach. CY - Bielefeld, Germany DA - 2017/// PY - 2017 DP - discovery.ucl.ac.uk SP - 25 EP - 38 LA - eng PB - W.Bertelsmann Verlag UR - http://dx.doi.org/10.3278/6004570w Y2 - 2022/05/03/13:20:59 ER - TY - JOUR TI - Cross-country comparison of TVET systems, practices and policies, and employability of youth in Sub-Saharan Africa AU - Oketch, Moses AB - In recent years, organisations such as the African Development Bank (AfDB), and several African governments have conceded that TVET may have a positive impact on harnessing the youth dividend. There has been some progress in some countries, but there is still insufficient understanding of the place of TVET and youth skills development. The criticisms of TVET in the past, and attitudes toward it, coupled with a period of neglect by governments and donors have all resulted in insufficient understanding of the positive effects TVET can have on the youth and on economic development compared to other regions of the world that have had clearly developed agenda for youth skills development through further colleges, community colleges, or apprenticeships. DA - 2017/// PY - 2017 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - A:Africa KW - C:Botswana KW - C:Kenya KW - CLL:en KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Cross-Cultural Requisites for Reducing Educational and Digital Divides through Technology Integration AU - Heinrich, Carolyn J. AU - Darling-Aduana, Jennifer AU - Martin, Caroline DA - 2018/// PY - 2018 DP - Google Scholar KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Cross-Sectoral Learning in Implementation Research Harnessing the potential to accelerate results for children AU - Lewis, Jane AU - Mildon, Robyn AU - Steele, Tom DA - 2022/04// PY - 2022 PB - UNICEF Office of Research – Innocenti UR - https://www.unicef-irc.org/publications/pdf/Cross-Sectoral-Learning-in-Implementation-Research-Harnessing-the-potential-to-accelerate-results-for-children.pdf Y2 - 2022/12/17/22:20:38 ER - TY - JOUR TI - Cryptocurrencies on the road to sustainability: Ethereum paving the way for Bitcoin AU - De Vries, Alex T2 - Patterns DA - 2023/// PY - 2023 DO - 10.1016/j.patter.2022.100633 DP - Google Scholar VL - 4 IS - 1 ST - Cryptocurrencies on the road to sustainability UR - https://www.cell.com/patterns/pdf/S2666-3899(22)00265-3.pdf Y2 - 2024/03/17/19:07:38 KW - _yl:b ER - TY - CHAP TI - CS Unplugged—How Is It Used, and Does It Work? AU - Bell, Tim AU - Vahrenhold, Jan T2 - Progress in Pattern Recognition, Image Analysis, Computer Vision, and Applications A2 - Bayro-Corrochano, Eduardo A2 - Hancock, Edwin AB - Computer Science Unplugged has been used for many years as a way to communicate concepts from computer science to audiences in a variety of settings. Despite its widespread use, there is relatively little systematic evaluation of its effectiveness. In this paper we review what (Computer Science) Unplugged means, and the many contexts in which it has been used, as it started as an outreach tool, and then found its way into other contexts such as teacher training, and more recently into the classroom to support a formal curriculum. Formal evaluations of using Computer Science Unplugged as an approach to teaching the subject of computer science are reviewed, and we also reflect on the complex considerations that lie behind the development of activities and puzzles that are simple enough for school students to use. CY - Cham DA - 2018/// PY - 2018 DP - DOI.org (Crossref) VL - 8827 SP - 497 EP - 521 LA - en PB - Springer International Publishing SN - 978-3-319-12567-1 978-3-319-12568-8 UR - http://link.springer.com/10.1007/978-3-319-98355-4_29 Y2 - 2021/03/07/12:19:09 ER - TY - THES TI - Cultivating a personal learning network that leads to professional change AU - Stewart, Benjamin L. AB - Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual’s PLN provides unanticipated benefits when sharing publicly online. DA - 2015/// PY - 2015 LA - English M3 - Ph.D. PB - Northcentral University UR - https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change KW - 0444:Foreign language education KW - 0449:Educational leadership KW - 0710:Educational technology KW - Actor-network theory KW - Complexity KW - Content analysis KW - Education KW - Educational leadership KW - Educational technology KW - English KW - Foreign Language KW - Learning KW - Personal learning network KW - Polls & surveys KW - Teacher education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096277 KW - __finaldtb ER - TY - JOUR TI - Cultivating a Personal Learning Network that Leads to Professional Change AU - Stewart, Benjamin L. DA - 2015/// PY - 2015 KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - BOOK TI - Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia A3 - Pouezevara, Sarah DA - 2018/09/28/ PY - 2018 DP - DOI.org (Crossref) LA - en PB - RTI Press SN - 978-1-934831-22-9 ST - Cultivating Dynamic Educators UR - https://www.rti.org/rti-press-publication/cultivating-dynamic-educators Y2 - 2020/08/12/23:42:08 KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Brazil BRA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Congo XCO KW - _C:Cuba CUB KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Haiti HTI KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea, Republic KOR KW - _C:Liberia LBR KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Morocco MAR KW - _C:Namibia NAM KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Tuvalu TUV KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - Cultural Transmission and Material Culture: Breaking Down Boundaries AU - Stark, Miriam T. AU - Bowser, Brenda AU - Horne, Lee AU - Longacre, William DA - 2008/// PY - 2008 PB - University of Arizona Press ER - TY - BOOK TI - Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World A3 - Paris, Django A3 - Alim, H. Samy CY - New York DA - 2017/05/30/ PY - 2017 DP - Amazon ET - Illustrated edition SP - 304 LA - English PB - Teachers' College Press SN - 978-0-8077-5833-5 ST - Culturally Sustaining Pedagogies ER - TY - JOUR TI - Cumulative Risk and Teacher Well-Being in the Democratic Republic of the Congo AU - Wolf, Sharon AU - Torrente, Catalina AU - McCoy, Marissa AU - Rasheed, Damira AU - Aber, J. Lawrence T2 - Comparative Education Review DA - 2015/// PY - 2015 DO - 10.1086/682902 VL - 59 IS - 4 KW - C:DRC KW - __C:filed:1 ER - TY - BLOG TI - Curated Tools for Teacher Continuous Professional Development AU - EdTech Hub T2 - EdTech Hub AB - 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. DA - 2021/// PY - 2021 LA - en-US UR - https://edtechhub.org/edtech-tools/curated-tools-tcpd/ Y2 - 2023/01/06/07:17:34 ER - TY - CHAP TI - Curiosity and Interactive Learning in Artificial Systems AU - Haber, Nick T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - As “scientists in the crib,” children learn through curiosity, tirelessly seeking novelty and information as they interact—really, play—with both physical objects and the people around them. This flexible capacity to learn about the world through intrinsically motivated interaction continues throughout life. How would we engineer an artificial, autonomous agent that learns in this way – one that flexibly interacts with its environment, and others within it, in order to learn as humans do? In this chapter, I will first motivate this question by describing important advances in artificial intelligence in the last decade, noting ways in which artificial learning within these methods are and are not like human learning. I will then give an overview of recent results in artificial intelligence aimed at replicating curiosity-driven interactive learning. I will then close by speculating on how AI that learns in this fashion could be used as fine-grained computational models of human learning. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 37 EP - 54 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 UR - https://doi.org/10.1007/978-3-031-09687-7_3 Y2 - 2024/02/23/23:57:15 KW - Artificial intelligence KW - Artificial systems KW - Curiosity KW - Interactive learning ER - TY - JOUR TI - Current and potential future seasonal trends of indoor dwelling temperature and likely health risks in rural Southern Africa AU - Kapwata, Thandi AU - Gebreslasie, Michael T. AU - Mathee, Angela AU - Wright, Caradee Yael T2 - International journal of environmental research and public health DA - 2018/// PY - 2018 DO - 10.3390/ijerph15050952 DP - Google Scholar VL - 15 IS - 5 SP - 952 KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - Current practices in meta‐regression in psychology, education, and medicine AU - Tipton, Elizabeth AU - Pustejovsky, James E. AU - Ahmadi, Hedyeh T2 - Research Synthesis Methods AB - Having surveyed the history and methods of meta‐regression in a previous paper, in this paper, we review which and how meta‐regression methods are applied in recent research syntheses. To do so, we reviewed studies published in 2016 across four leading research synthesis journals: Psychological Bulletin , the Journal of Applied Psychology , Review of Educational Research , and the Cochrane Library . We find that the best practices defined in the previous review are rarely carried out in practice. In light of the identified discrepancies, we consider how to move forward, first by identifying areas where further methods development is needed to address persistent problems in the field and second by discussing how to more effectively disseminate points of methodological consensus. DA - 2019/06// PY - 2019 DO - 10.1002/jrsm.1339 DP - DOI.org (Crossref) VL - 10 IS - 2 SP - 180 EP - 194 J2 - Research Synthesis Methods LA - en SN - 1759-2879, 1759-2887 UR - https://onlinelibrary.wiley.com/doi/10.1002/jrsm.1339 Y2 - 2023/11/01/23:24:04 KW - _yl:b ER - TY - RPRT TI - Current state of comprehensive sexual education for young people with disabilities in the East and Southern African region: needs assessment; regional report | Health and Education Resource Centre AU - UNESCO DA - 2021/// PY - 2021 UR - https://healtheducationresources.unesco.org/library/documents/current-state-comprehensive-sexual-education-young-people-disabilities-east-and Y2 - 2023/08/28/20:49:46 ER - TY - RPRT TI - Curricula, examinations, and assessment in secondary education in sub-saharan Africa AU - Bregman, Jacob AU - Verspoor, Adriaan AU - Klosowska, Kasha AB - Curriculum reforms first and foremost should focus on improving the current teaching and learning processes. As a systemic challenge, these changes need to include re-orientation from secondary education as pre-academic tertiary education to a wider range of options, including vocational education and the world of work. Curriculum reforms in Sub-Saharan Africa (SSA) require comprehensive approaches directed at the complexity of the educational system at large. It requires the acknowledgement of past obstacles and current challenges to reform, as well as the challenges additionally created by the reforms. Human and physical resources, perceptions, experiences with past reforms and current school and classroom practices determine the limits of what educational systems can absorb in terms of development. Many high political ambitions have implications that are beyond current context and conditions. It therefore makes sense to have realistic ambitions and scope of curriculum reform, because these may increase the potential for successful implementation. Sometimes, less could actually be more. It is recommended that curriculum reform and strategies be based on the realities on the ground and much less on political ambitions. Implementation of curricula depends on improved coordination of development efforts with a focus on curriculum. It is recommended to increase the efficiency, clearly define institutional responsibilities, and provide for better cooperation and communication with across existing institutions and departments. DA - 2008/02/15/ PY - 2008 DP - documents.worldbank.org SP - 1 EP - 142 LA - en PB - The World Bank SN - 42565 UR - http://documents.worldbank.org/curated/en/395361468202448389/Curricula-examinations-and-assessment-in-secondary-education-in-sub-saharan-Africa Y2 - 2020/04/28/10:33:21 ER - TY - BOOK TI - Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa AU - World Bank T2 - World Bank Working Papers DA - 2008/02/06/ PY - 2008 DP - DOI.org (Crossref) LA - en PB - The World Bank SN - 978-0-8213-7348-4 978-0-8213-7349-1 UR - http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-7348-4 Y2 - 2020/04/28/10:38:03 ER - TY - JOUR TI - Curriculum and training needs of mid-level health workers in Africa: A situational review from Kenya, Nigeria, South Africa and Uganda AU - Couper, Ian AU - Couper, Ian AU - Ray, Sunanda AU - Ray, Sunanda AU - Blaauw, Duane AU - Ng'Wena, Gideon AU - Muchiri, Lucy AU - Oyungu, Eren AU - Omigbodun, Akinyinka AU - Omigbodun, Akinyinka AU - Morhason-Bello, Imran AU - Ibingira, Charles AU - Tumwine, James AU - Conco, Daphney AU - Fonn, Sharon T2 - BMC Health Services Research AB - © 2018 The Author(s). Background: Africa's health systems rely on services provided by mid-level health workers (MLWs). Investment in their training is worthwhile since they are more likely to be retained in underserved areas, require shorter training courses and are less dependent on technology and investigations in their clinical practice than physicians. Their training programs and curricula need up-dating to be relevant to their practice and to reflect advances in health professional education. This study was conducted to review the training and curricula of MLWs in Kenya, Nigeria, South Africa and Uganda, to ascertain areas for improvement. Methods: Key informants from professional associations, regulatory bodies, training institutions, labour organisations and government ministries were interviewed in each country. Policy documents and training curricula were reviewed for relevant content. Feedback was provided through stakeholder and participant meetings and comments recorded. 421 District managers and 975 MLWs from urban and rural government district health facilities completed self-administered questionnaires regarding MLW training and performance. Results: Qualitative data indicated commonalities in scope of practice and in training programs across the four countries, with a focus on basic diagnosis and medical treatment. Older programs tended to be more didactic in their training approach and were often lacking in resources. Significant concerns regarding skills gaps and quality of training were raised. Nevertheless, quantitative data showed that most MLWs felt their basic training was adequate for the work they do. MLWs and district managers indicated that training methods needed updating with additional skills offered. MLWs wanted their training to include more problem-solving approaches and practical procedures that could be life-saving. Conclusions: MLWs are essential frontline workers in health services, not just a stop-gap. In Kenya, Nigeria and Uganda, their important role is appreciated by health service managers. At the same time, significant deficiencies in training program content and educational methodologies exist in these countries, whereas programs in South Africa appear to have benefited from their more recent origin. Improvements to training and curricula, based on international educational developments as well as the local burden of disease, will enable them to function with greater effectiveness and contribute to better quality care and outcomes. DA - 2018/// PY - 2018 DO - 10.1186/s12913-018-3362-9 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - C:Kenya KW - C:Nigeria KW - C:South Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:Improvement KW - F:curriculum KW - F:ministry KW - F:outcomes KW - F:pedagogy KW - F:policy KW - P:health KW - P:media KW - P:services KW - P:technology KW - R:interview KW - R:qualitative KW - R:quantitative KW - R:questionnaire KW - T:TVET KW - T:Training KW - T:training needs KW - Z:Curricula KW - Z:Educational models KW - Z:Healthcare providers KW - Z:Healthcare workers KW - Z:Mid-level workers KW - Z:Primary healthcare KW - Z:Quality of healthcare KW - _C:Uganda UGA KW - publicImportV1 ER - TY - JOUR TI - Curriculum design in contemporary teacher education: what makes job analysis a vital preliminary ingredient?. AU - Mulenga, Innocent Mutale DA - 2015/// PY - 2015 DP - Google Scholar ST - Curriculum design in contemporary teacher education UR - http://dspace.unza.zm/bitstream/handle/123456789/6589/Innocent%20and%20Luangala%2C%20Teacher%20Education%20Curriculum%20Designing.pdf?sequence=1&isAllowed=y Y2 - 2023/12/06/15:24:06 KW - ⛔ No DOI found ER - TY - JOUR TI - Curriculum Implementation in Zambia: Best Practices of Bridging the Gap between the Intended and the Achieved School Curriculum AU - Changwe, Robert AU - Mwanza, Christine T2 - International Journal of Research and Innovation in Social Science DA - 2022/// PY - 2022 DO - 10.47772/IJRISS.2022.6127 DP - Google Scholar VL - 6 IS - 1 SP - 437 EP - 443 ST - Curriculum Implementation in Zambia UR - https://www.researchgate.net/profile/Robert-Changwe/publication/358545651_Curriculum_Implementation_in_Zambia_Best_Practices_of_Bridging_the_Gap_between_the_Intended_and_the_Achieved_School_Curriculum/links/620768477b05f82592e3b4d8/Curriculum-Implementation-in-Zambia-Best-Practices-of-Bridging-the-Gap-between-the-Intended-and-the-Achieved-School-Curriculum.pdf Y2 - 2023/11/28/15:07:36 ER - TY - JOUR TI - Curriculum Implementation Strategies of Education Standards Officers in Choma District of Zambia: A Critique of their Effectiveness AU - Mulenga, Innocent Mutale AU - Mooya, Eugine T2 - Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL)(ISSN-Print: 2706-7416, Online: 2709-1864) DA - 2021/// PY - 2021 DP - Google Scholar VL - 2 IS - 1 SP - 1 EP - 21 ST - Curriculum Implementation Strategies of Education Standards Officers in Choma District of Zambia UR - https://ide.unza.zm/index.php/ZJEMAL/article/view/700 Y2 - 2023/12/06/15:41:06 KW - ⛔ No DOI found ER - TY - JOUR TI - Curriculum Implementation Strategies of Education Standards Officers in Choma District of Zambia: A Critique of their Effectiveness AU - Mulenga, Innocent Mutale AU - Mooya, Eugine AB - Effective curriculum implementation by teachers is recognised as a lynchpin for achieving educational goals of any education system that leads to improved learner outcomes. In this article, authors make a critique of the effectiveness of Education Standards Officers’ (ESOs) curriculum implementation strategies that were used to support teachers’ effective teaching and learning in Choma district of Zambia. They set the arguement by riding on the six premises of Fullan’s curriculum implementation model against the contemporary backdrop and knowledge that ESOs monitoring and evaluation roles are critical to effective curriculum implementation in schools. In this qualitative study, researchers identified and critiqued strategies that were employed by ESOs in the contemporary milieu of Choma district. Using interview guides and focus group discussions guides, data was collected from head teachers and teachers in five, public secondary schools. Additionally, interview guides were also used to collect information from ESOs themselves. Findings pointed to the fact that curriculum implementation strategies such as formation of subject associations, follow-up visits and the recommendations from ESOs and the use of common schemes of work in schools did not yield desired results in terms of supporting teachers to improve their teaching based on what ESOs identified as areas of need during their school visits. In fact, it was also noted that ESOs missed a golden opportunity to practice clinical supervision and to make lesson demonstrations as they interacted with teachers. Arising from the factors which led to this scenario, researchers make two main recommendations. They first and foremost suggest that the Ministry of Education needs to provide sufficient funding to aspects of curriculum implementation at both the district and school levels. Researchers also recommend that ESOs should consult teachers and their administrators as they come up with curriculum implementation strategies in order to have them aligned with the realities of the schools. DA - 2021/12// PY - 2021 DP - Zotero LA - en UR - https://www.researchgate.net/publication/358395874_Curriculum_Implementation_Strategies_of_Education_Standards_Officers_in_Choma_District_of_Zambia_A_Critique_of_their_Effectiveness KW - ⛔ No DOI found ER - TY - CHAP TI - Curriculum re-engineering and development in Zambia: the sociology of education in the face of globalisation. AU - Simamuna, Mubita Likando AU - Mulenga, Innocent Mutale DA - 2017/// PY - 2017 DP - Google Scholar PB - The University of Zambia Press ST - Curriculum re-engineering and development in Zambia UR - http://dspace.unza.zm/bitstream/handle/123456789/6591/Curriculum%20Re-Engineering%20and%20Development%20in%20Zambia%20-%20Book%20Chapter.pdf?sequence=1 Y2 - 2023/12/06/15:39:37 ER - TY - SLIDE TI - Curriculum Reform and Building Back Better A2 - Mullan, Joel A2 - Chuang, Rachel DA - 2020/// PY - 2020 UR - https://docs.google.com/presentation/d/1_JP5OL7ZTJMwn90r-NRqmX93CJHSgemMmS30xJQkzl8/edit#slide=id.g8af48ec716_0_7 Y2 - 2020/07/27/15:52:25 ER - TY - JOUR TI - Curriculum Revolution in Higher Education: The Mighty Role of Artificial Intelligence AU - Ogunode, Niyi Jacob AU - UKOZOR, Conrad Ugochukwu T2 - Indonesian Journal of Innovation Studies DA - 2023/// PY - 2023 DO - 10.21070/ijins.v25i.971 DP - Google Scholar VL - 25 SP - 10 EP - 21070 ST - Curriculum Revolution in Higher Education UR - https://ijins.umsida.ac.id/index.php/ijins/article/view/971 Y2 - 2024/02/24/08:53:36 KW - _z:no_pdf ER - TY - CHAP TI - Customised E-Learning Platforms AU - Pitchford, Nicola T2 - Introduction to Development Engineering: A Framework with Applications from the Field A2 - Madon, Temina A2 - Gadgil, Ashok J. A2 - Anderson, Richard A2 - Casaburi, Lorenzo A2 - Lee, Kenneth A2 - Rezaee, Arman AB - More than 617 million children and adolescents lack the basic reading and mathematics skills required to live healthy and productive lives. Malawi ranks particularly poorly, with an average pupil to teacher ratio of 77:1 and a 50% dropout rate among primary school children. Established in 2013, the Unlocking Talent initiative uses e-Learning technology to help overcome educational challenges. It equips touch-screen tablets with customisable software that delivers lessons through multisensory experiences (e.g. pictures, sound, video and animation). Throughout Malawi, small groups of students in public primary schools have accessed these tablets during weekly sessions on-site. This case study describes a series of evaluations of this e-Learning technology in Malawi, conducted in tandem with experiments in other countries (including the United Kingdom, Brazil, South Africa, Tanzania, Kenya and Ethiopia). Following a pilot evaluation to assess the feasibility of e-Learning in raising learning outcomes, multiple large-scale randomised control trials were conducted. Learning gains hold across multiple cohorts of children and across different countries, generating more than a 3-month advantage in basic mathematics and more than a 4-month advantage in basic reading on average. The intervention also bridges gender gaps in mathematics skills attainment in Malawi. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 269 EP - 292 LA - en PB - Springer International Publishing SN - 978-3-030-86065-3 UR - https://doi.org/10.1007/978-3-030-86065-3_11 Y2 - 2022/12/21/03:21:05 KW - Customized e-learning platforms KW - Education technology KW - Evaluation KW - Final_citation KW - Global leaning crisis KW - Implementation KW - Literacy KW - Malawi KW - Numeracy KW - cited KW - existing ER - TY - JOUR TI - Cyberbullying Among Adolescents and Children: A Comprehensive Review of the Global Situation, Risk Factors, and Preventive Measures AU - Zhu, Chengyan AU - Huang, Shiqing AU - Evans, Richard AU - Zhang, Wei T2 - Frontiers in Public Health AB - Background: Cyberbullying is well-recognized as a severe public health issue which affects both adolescents and children. Most extant studies have focused on national and regional effects of cyberbullying, with few examining the global perspective of cyberbullying. This systematic review comprehensively examines the global situation, risk factors, and preventive measures taken worldwide to fight cyberbullying among adolescents and children.Methods: A systematic review of available literature was completed following PRISMA guidelines using the search themes “cyberbullying” and “adolescent or children”; the time frame was from January 1st, 2015 to December 31st, 2019. Eight academic databases pertaining to public health, and communication and psychology were consulted, namely: Web of Science, Science Direct, PubMed, Google Scholar, ProQuest, Communication & Mass Media Complete, CINAHL, and PsycArticles. Additional records identified through other sources included the references of reviews and two websites, Cyberbullying Research Center and United Nations Children's Fund. A total of 63 studies out of 2070 were included in our final review focusing on cyberbullying prevalence and risk factors.Results: The prevalence rates of cyberbullying preparation ranged from 6.0 to 46.3%, while the rates of cyberbullying victimization ranged from 13.99 to 57.5%, based on 63 references. Verbal violence was the most common type of cyberbullying. Fourteen risk factors and three protective factors were revealed in this study. At the personal level, variables associated with cyberbullying including age, gender, online behavior, race, health condition, past experience of victimization, and impulsiveness were reviewed as risk factors. Likewise, at the situational level, parent-child relationship, interpersonal relationships, and geographical location were also reviewed in relation to cyberbullying. As for protective factors, empathy and emotional intelligence, parent-child relationship, and school climate were frequently mentioned.Conclusion: The prevalence rate of cyberbullying has increased significantly in the observed 5-year period, and it is imperative that researchers from low and middle income countries focus sufficient attention on cyberbullying of children and adolescents. Despite a lack of scientific intervention research on cyberbullying, the review also identified several promising strategies for its prevention from the perspectives of youths, parents and schools. More research on cyberbullying is needed, especially on the issue of cross-national cyberbullying. International cooperation, multi-pronged and systematic approaches are highly encouraged to deal with cyberbullying. DA - 2021/// PY - 2021 DO - 10.3389/fpubh.2021.634909 DP - Frontiers VL - 9 LA - en SN - 2296-2565 ST - Cyberbullying Among Adolescents and Children UR - https://www.frontiersin.org/articles/10.3389/fpubh.2021.634909 Y2 - 2023/01/05/22:06:34 KW - Final_citation KW - anystyle KW - existing ER - TY - JOUR TI - Cycling to School: Increasing Secondary School Enrollment for Girls in India AU - Muralidharan, Karthik AU - Prakash, Nishith T2 - American Economic Journal: Applied Economics AB - We study the impact of an innovative program in the Indian state of Bihar that aimed to reduce the gender gap in secondary school enrollment by providing girls who continued to secondary school with a bicycle that would improve access to school. Using data from a large representative household survey, we employ a triple difference approach (using boys and the neighboring state of Jharkhand as comparison groups) and find that being in a cohort that was exposed to the Cycle program increased girls’ age-appropriate enrollment in secondary school by 32 percent and reduced the corresponding gender gap by 40 percent. We also find an 18 percent increase in the number of girls who appear for the high-stakes secondary school certificate exam, and a 12 percent increase in the number of girls who pass it. Parametric and non-parametric decompositions of the triple-difference estimate as a function of distance to the nearest secondary school show that the increases in enrollment mostly took place in villages that were further away from a secondary school, suggesting that the mechanism of impact was the reduction in the time and safety cost of school attendance made possible by the bicycle. We also find that the Cycle program was much more cost effective at increasing girls’ secondary school enrollment than comparable conditional cash transfer programs in South Asia. DA - 2017/// PY - 2017 DO - 10.1257/app.20160004 VL - 9 SP - 321 EP - 350 UR - http://www.nber.org/papers/w19305 KW - _genre:PR-primary_research KW - interesting ER - TY - JOUR TI - Dark halo shapes and the fate of stellar bars AU - El-Zant, Amr AU - Shlosman, Isaac T2 - The Astrophysical Journal DA - 2002/// PY - 2002 DO - 10.1086/342117 DP - Google Scholar VL - 577 IS - 2 SP - 626 KW - __C:filed:1 ER - TY - JOUR TI - Dark matter in galaxies AU - Zasov, Anatolii Vladimirovich AU - Saburova, Ann S. AU - Khoperskov, Alexander Valentinovich AU - Khoperskov, Sergey A. T2 - Physics-Uspekhi DA - 2017/// PY - 2017 DO - 10.3367/UFNe.2016.03.037751 DP - Google Scholar VL - 60 IS - 1 SP - 3 KW - __C:filed:1 ER - TY - JOUR TI - Darpa Is Funding Projects that Will Try to Open up AI’s Black Boxes AU - Knight, W. T2 - MIT Technology Review DA - 2017/// PY - 2017 LA - en UR - https://www.technologyreview.com/2017/04/13/152590/thefinancial-world-wants-to-open-ais-black-boxes/. KW - ⛔ No DOI found ER - TY - JOUR TI - DARPA’s Explainable Artificial Intelligence (XAI) Program AU - Gunning, D AU - Aha, D T2 - AI Magazine DA - 2019/// PY - 2019 DO - 10.1609/aimag.v40i2.2850 VL - 40 IS - 2 SP - 44 EP - 58 LA - zu ER - TY - GEN TI - DARWIN Series: Domain Specific Large Language Models for Natural Science AU - Xie, Tong AU - Wan, Yuwei AU - Huang, Wei AU - Yin, Zhenyu AU - Liu, Yixuan AU - Wang, Shaozhou AU - Linghu, Qingyuan AU - Kit, Chunyu AU - Grazian, Clara AU - Zhang, Wenjie AU - Razzak, Imran AU - Hoex, Bram AB - Emerging tools bring forth fresh approaches to work, and the field of natural science is no different. In natural science, traditional manual, serial, and labour-intensive work is being augmented by automated, parallel, and iterative processes driven by artificial intelligence-based experimental automation and more. To add new capabilities in natural science, enabling the acceleration and enrichment of automation of the discovery process, we present DARWIN, a series of tailored LLMs for natural science, mainly in physics, chemistry, and material science. This series relies on open-source LLM, incorporating structured and unstructured scientific knowledge from public datasets and literature. We fine-tuned the models using over 60,000 instruction data points, emphasizing factual correctness. During the fine-tuning, we introduce the Scientific Instruction Generation (SIG) model, automating instruction generation from scientific texts. This eliminates the need for manual extraction or domain-specific knowledge graphs and efficiently injects scientific knowledge into the model. We also explore multi-task training strategies, revealing interconnections between scientific tasks. DARWIN series not only achieves state-of-the-art results on various scientific tasks but also diminishes reliance on closed-source AI models. Our research showcases the ability of LLM in the scientific domain, with the overarching goal of fostering prosperity within the broader AI for science community. DA - 2023/08/24/ PY - 2023 DO - 10.48550/arXiv.2308.13565 DP - arXiv.org PB - arXiv ST - DARWIN Series UR - http://arxiv.org/abs/2308.13565 Y2 - 2024/02/24/17:43:00 KW - Computer Science - Computation and Language KW - Condensed Matter - Materials Science KW - Physics - Applied Physics ER - TY - RPRT TI - Das duale System in Deutschland – Vorbild für einen Transfer ins Ausland? AU - Euler, Dieter DA - 2013/// PY - 2013 PB - Bertelsmann Stiftung UR - https://www.bertelsmann-stiftung.de/fileadmin/files/BSt/Publikationen/GrauePublikationen/GP_Das_duale_System_in_Deutschland.pdf Y2 - 2020/05/28/13:19:38 ER - TY - JOUR TI - Data analysis methods for qualitative research: managing the challenges of coding, interrater reliability, and thematic analysis. AU - Belotto, Michael J. T2 - The Qualitative Report DA - 2018/// PY - 2018 DO - 10.46743/2160-3715/2018.3492 DP - Google Scholar VL - 23 IS - 11 SP - 2622 EP - 2633 ST - Data analysis methods for qualitative research UR - https://nsuworks.nova.edu/tqr/vol23/iss11/2/ KW - ___working_potential_duplicate ER - TY - RPRT TI - Data collection and visualisation tools in the education sector in sub-Saharan Africa and South Asia AU - Vijil, Alejandra AU - El-Serafy, Yomna AU - Adam, Taskeen AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org CN - 0151 DA - 2022/08/26/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://docs.edtechhub.org/lib/P833K7KC KW - _r:AddedByZotZen ER - TY - RPRT TI - Data Collection Report: OECS Declaration on Education Statement AU - Gonsalves, Sarah-Lee AU - Regis, Callista AU - Haßler, Björn CN - 0262 CY - St. Lucia DA - 2022/02// PY - 2022 M3 - Academic Recovery Programme Phase II PB - Organisation of Eastern Caribbean States SN - 7 UR - https://docs.opendeved.net/lib/8MXW5XLH KW - Author:OpenDevEd ER - TY - JOUR TI - Data-driven meets theory-driven research in the era of big data: opportunities and challenges for Information Systems research AU - Maass, W. AU - Parsons, J. AU - Purao, S. T2 - Journal of the Association for Information Systems DA - 2018/// PY - 2018 DO - 10.17705/1jais.00526 VL - 19 IS - 12 SP - 1253 EP - 1273 LA - en KW - _z:no_pdf ER - TY - JOUR TI - Data for Development: Shifting Research Methodologies for Covid-19 AU - Traxler, John AU - Smith, Matt T2 - Journal of Learning for Development AB - Successful and appropriate informal digital learning can help individuals and communities build sustainable and meaningful livelihoods, strengthen social cohesion and resilience, preserve and enhance cultural traditions and engage constructively and robustly with the wider world. Building digital learning that embodies participative and collaborative development and community ownership and control rests on the work of educators who understand these individuals and communities and their cultures, which may be very distant and different from global norms and the mainstream of their countries. These educators may, however, be reliant on research tools and techniques that are inappropriate or inadequate in these different settings and situations. This paper sets out a brief critique of these established tools and techniques as the prelude to reviewing a range of more innovative and eclectic ones drawn from a variety of disciplines. This is timely because COVID-19 has increased the barriers that separate educators from would-be learners whilst also increasing the education that these people and communities need. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 306 EP - 325 LA - en SN - 2311-1550 ST - Data for Development UR - https://jl4d.org/index.php/ejl4d/article/view/463 Y2 - 2020/11/21/12:51:44 KW - COVID KW - development KW - digital research KW - marginalised communities KW - research methods KW - ⛔ No DOI found ER - TY - RPRT TI - Data for development: What’s next? Concepts, trends and recommendations for German development cooperation AU - Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH DA - 2017/// PY - 2017 UR - https://webfoundation.org/docs/2018/01/Final_Data-for-development_Whats-next_Studie_EN.pdf Y2 - 2024/03/19/19:52:06 KW - Final_citation ER - TY - BOOK TI - Data Log — Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AU - Haßler, Björn AU - Stock, Inka AU - Schaffer, Jens AU - Winkler, Enno AU - Kagambèga, Assèta AU - Haseloff, Gesine AU - Marsden, Melissa AU - Watson, Joe AU - Gordon, Rebecca AU - Damani, Kalifa AU - Khalayleh, Abdullah AU - McBurnie, Chris AU - Allier-Gagneur, Zoé AU - Adam, Taskeen CY - Bonn, Germany DA - 2020/// PY - 2020 LA - English PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - Reviewed KW - _yl:ab ER - TY - ELEC TI - Data Visualisations: Estimating COVID-19 related learning losses and effects of mitigation | RISE Programme AU - RISE T2 - RISE Programme DA - 2020/// PY - 2020 M3 - Text UR - https://riseprogramme.org/tools/simulating-learning Y2 - 2020/11/05/02:34:58 ER - TY - BOOK TI - Datenreport zum Berufsbildungsbericht 2021 Informationen und Analysen zur Entwicklung der beruflichen Bildung. AU - Bundesinstitut für Berufsbildung DA - 2021/// PY - 2021 DP - Open WorldCat LA - de SN - 978-3-96208-268-0 ER - TY - ELEC TI - DBIR: december-2015-rpp-forum-roles-in-partnerships-2 T2 - DBIR DA - 2015/// PY - 2015 LA - en-us UR - http://learndbir.org/talks-and-papers/december-2015-rpp-forum-roles-in-partnerships-2 Y2 - 2022/12/25/00:36:00 ER - TY - ELEC TI - DBIR: february-2016-rpp-forum-measuring-results-of-partnerships-2 T2 - DBIR DA - 2016/// PY - 2016 LA - en-us UR - http://learndbir.org/talks-and-papers/february-2016-rpp-forum-measuring-results-of-partnerships-2 Y2 - 2022/12/25/00:33:55 ER - TY - ELEC TI - DBIR: hoctober-2015-rpp-forum-getting-a-partnership-started-2 T2 - DBIR DA - 2015/// PY - 2015 LA - en-us UR - http://learndbir.org/talks-and-papers/october-2015-rpp-forum-getting-a-partnership-started-2 Y2 - 2022/12/25/00:37:36 ER - TY - ELEC TI - DBIR: january-2016-rpp-forum-addressing-challenges-in-partnerships-2 T2 - DBIR DA - 2016/// PY - 2016 LA - en-us UR - http://learndbir.org/talks-and-papers/january-2016-rpp-forum-addressing-challenges-in-partnerships-2 Y2 - 2022/12/25/00:33:59 ER - TY - ELEC TI - DBIR: november-2015-rpp-forum-defining-the-focus-of-partnership-work-2 T2 - DBIR DA - 2015/// PY - 2015 LA - en-us UR - http://learndbir.org/talks-and-papers/november-2015-rpp-forum-defining-the-focus-of-partnership-work-2 Y2 - 2022/12/25/00:37:24 ER - TY - ELEC TI - DBIR: nsela-2015-workshop-ihub-a-research-practice-partnership-to-design-new-ngss-curriculum-2 T2 - DBIR DA - 2015/// PY - 2015 LA - en-us UR - http://learndbir.org/talks-and-papers/nsela-2015-workshop-ihub-a-research-practice-partnership-to-design-new-ngss-curriculum-2 Y2 - 2022/12/25/00:37:28 ER - TY - ELEC TI - DBIR: nsta-2015-pdi-developing-next-generation-science-assessments-2 T2 - DBIR DA - 2015/// PY - 2015 LA - en-us UR - http://learndbir.org/talks-and-papers/nsta-2015-pdi-developing-next-generation-science-assessments-2 Y2 - 2022/12/25/00:37:32 ER - TY - ELEC TI - DBIR: nsta-2016-workshop-how-to-assess-three-dimensional-learning-in-your-classroom-building-tasks-that-work-2 T2 - DBIR DA - 2016/// PY - 2016 LA - en-us UR - http://learndbir.org/talks-and-papers/nsta-2016-workshop-how-to-assess-three-dimensional-learning-in-your-classroom-building-tasks-that-work-2 Y2 - 2022/12/25/00:34:14 ER - TY - ELEC TI - DBIR: sss-2016-workshop-adapting-curriculum-for-3-dimensional-learning-2 T2 - DBIR DA - 2016/// PY - 2016 LA - en-us UR - http://learndbir.org/talks-and-papers/csss-2016-workshop-adapting-curriculum-for-3-dimensional-learning-2 Y2 - 2022/12/25/00:33:42 ER - TY - JOUR TI - Dealing with online and blended education in modern challenging times AU - Bhutoria, Aditi T2 - DECISION DA - 2022/// PY - 2022 DO - 10.1007/s40622-022-00323-y DP - Google Scholar VL - 49 IS - 2 SP - 179 EP - 180 ER - TY - JOUR TI - 'Death...this isn't funny' AU - Ajadi, S.B. T2 - Sunday Sun (National DA - 2012/// PY - 2012 VL - June17 [27 LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - Debates in Mathematics Education A3 - Povey, Gwen Ineson, Hilary AB - This new and updated second edition of Debates in Mathematics Education explores the major issues that mathematics teachers encounter in their daily lives. By engaging with established and contemporary debates, this volume promotes and supports critical reflection and aims to stimulate both novice and experienced teachers to reach informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Divided into five accessible sections, this book investigates and offers fresh insight into topics of central importance in mathematics education, with this second edition including new discussions and chapters on: Classic and contemporary issues of pedagogy, politics, philosophy and sociology of mathematics education International comparisons of achievement Digital technologies for teaching Mastery in mathematics Pop culture and mathematics Whether mathematics can be harmful Designed to stimulate discussion and support you in your own research, writing and practice through suggested questions and activities throughout, Debates in Mathematics Education will be a valuable resource for any student or practising teacher, and those engaged in initial teacher education, continuing professional development or Master's level study. This book also has much to offer to those leading mathematics departments in schools and initial teacher education programmes, and to beginning doctoral students looking for a survey of the field of mathematics education research. CY - London DA - 2020/07/07/ PY - 2020 ET - 2 SP - 316 PB - Routledge SN - 978-0-429-02101-5 ER - TY - JOUR TI - Decentralization and educational performance: evidence from the PROHECO Community School Program in rural Honduras AU - Gropello, Di AU - Emanuela AU - Marshall, Jeffery H. T2 - Education Economics DA - 2011/// PY - 2011 DO - 10.1080/09645290902992816 VL - 19 SP - 161 EP - 80 ER - TY - ELEC TI - Decentralized Governance of Digital Platforms - Yan Chen, Jack I. Richter, Pankaj C. Patel, 2021 AU - Yan Chen AU - Jack I. Richter AU - Pankaj C. Patel DA - 2020/04/30/ PY - 2020 UR - https://journals.sagepub.com/doi/10.1177/0149206320916755 Y2 - 2024/03/04/14:24:12 KW - Final_citation ER - TY - JOUR TI - Decentralized Information Platforms in Public Governance: Reconstruction of the Modern Democracy or Comfort Blinding? AU - Kud, Aleksandr T2 - International Journal of Public Administration DA - 2023/02/17/ PY - 2023 DO - 10.1080/01900692.2021.1993905 DP - DOI.org (Crossref) VL - 46 IS - 3 SP - 195 EP - 221 J2 - International Journal of Public Administration LA - en SN - 0190-0692, 1532-4265 ST - Decentralized Information Platforms in Public Governance UR - https://www.tandfonline.com/doi/full/10.1080/01900692.2021.1993905 Y2 - 2024/03/04/14:26:26 KW - Final_citation ER - TY - BOOK TI - Decolonisation in Universities: The politics of knowledge AU - Jansen, Jonathan AB - In this collection of case studies and stories from the field, South African scholars come together to trade stories on how to decolonise the universityShortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the best minds in curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting?The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities. DA - 2019/08/01/ PY - 2019 DP - Google Books SP - 415 LA - en PB - NYU Press SN - 978-1-77614-337-5 ST - Decolonisation in Universities KW - Political Science / History & Theory ER - TY - BLOG TI - Decolonising Open Educational Resources (OER): Why the focus on ‘open’ and ‘access’ is not enough for the EdTech revolution AU - Moustafa, Nariman T2 - EdTech Hub AB - Open Educational Resources have offered a number of promises and opportunities, primarily in terms of customising learning to students' needs, pace, and interests. DA - 2022/04/08/T09:38:09+00:00 PY - 2022 LA - en-US ST - Decolonising Open Educational Resources (OER) UR - https://edtechhub.org/2022/04/08/decolonising-open-educational-resources-oer-why-the-focus-on-open-and-access-is-not-enough-for-the-edtech-revolution/ Y2 - 2022/06/08/14:47:18 KW - Author:OpenDevEd ER - TY - JOUR TI - Decrypting the Learners’ Retention Factors in Massive Open Online Courses AU - Pant, Harsh Vardhan AU - Lohani, Manoj Chandra AU - Pande, Jeetendra T2 - Journal of Learning for Development AB - Massive Open Online Courses (MOOCs) have recently become attractive at most universities, and the number of MOOCs has risen significantly, particularly in India. Despite their popularity, previous research has revealed a low course completion rate and a scarcity of research on the factors that influences learners’ retention in MOOCs. Therefore, it is a good idea to investigate previous research to understand the factors behind the learners’ retention so that an ideal learning model can be created. This study used Structural Equation Modelling to find out the unexplored learner retention factors in MOOCs and create a model, which may extend the satisfaction. MOOC data sets were collected from different Indian universities in Uttarakhand state. This study has explored the majority of influencing factors correlated with learners’ satisfaction. The findings show that MOOC usage intention is influenced by a willingness to credit mobility, the allure of the latest trendy course, content localisation and perceived effectiveness. DA - 2022/03/15/ PY - 2022 DP - jl4d.org VL - 9 IS - 1 SP - 37 EP - 54 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/570 Y2 - 2022/04/05/12:27:45 KW - Classification KW - Data-Mining KW - Factor KW - Factors KW - MOOC KW - Model KW - PLS KW - Retention KW - ⛔ No DOI found ER - TY - NEWS TI - Deep-diving robots checking for climate collapse in our oceans T2 - BBC News AB - Scientists in Scotland are monitoring the North Atlantic for signs of weakening warm water currents. DA - 2023/11/23/ PY - 2023 DP - www.bbc.co.uk LA - en-GB SE - Scotland UR - https://www.bbc.com/news/uk-scotland-67359467 Y2 - 2023/11/24/22:26:32 ER - TY - RPRT TI - DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the Global South AU - Leach, Jenny AU - Ahmed, Atef AU - Makalima, Shumi AU - Power, Tom CY - London DA - 2006/// PY - 2006 DP - Zotero LA - en PB - DFID UR - http://oro.open.ac.uk/17802/1/ReportFeb2006.pdf KW - ___working_potential_duplicate ER - TY - BOOK TI - Deep Learning, Adaptive Computation and Machine Learning Series AU - Goodfellow, I. AU - Bengio, Y AU - Courville, A. CY - Cambridge, MA DA - 2016/// PY - 2016 LA - en PB - MIT Press ER - TY - CHAP TI - Deep Learning and Machine Learning in Hydrological Processes Climate Change and Earth Systems a Systematic Review AU - Ardabili, Sina AU - Mosavi, Amir AU - Dehghani, Majid AU - Várkonyi-Kóczy, Annamária R. T2 - Engineering for Sustainable Future A2 - Várkonyi-Kóczy, Annamária R. CY - Cham DA - 2020/// PY - 2020 DP - DOI.org (Crossref) VL - 101 SP - 52 EP - 62 LA - en PB - Springer International Publishing SN - 978-3-030-36840-1 978-3-030-36841-8 UR - http://link.springer.com/10.1007/978-3-030-36841-8_5 Y2 - 2024/02/24/11:09:18 ER - TY - CHAP TI - Deep Learning in Automatic Math Word Problem Solvers AU - Zhang, Dongxiang T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - The design of an automatic solver for mathematical word problems (MWPs) dates back to the early 1960s and regained booming attention in recent years, owing to revolutionary advances in deep learning. Its objective is to parse the human-readable word problems into machine-understandable logical expressions. The problem is challenging due to the existence of a substantial semantic gap. To a certain extent, MWPs have been recognized as good test beds to evaluate the intelligence level of agents in terms of natural language understanding and automatic reasoning. The successful solving of MWPs can benefit online tutoring and constitute a milestone toward general AI. In this chapter, we present a general introduction to the technical evolution trend for MWP solvers in recent decades and pay particular attention to recent advancement with deep learning models. We also report their performances on public benchmark datasets, which can update readers’ understandings of the latest status of automatic math problem solvers. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 233 EP - 246 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 UR - https://doi.org/10.1007/978-3-031-09687-7_14 Y2 - 2024/02/23/23:57:15 KW - Automatic reasoning KW - Deep learning KW - Math word problems KW - Natural language processing ER - TY - JOUR TI - Defining and Quantifying National-Level Targets, Indicators and Benchmarks for Management of Natural Resources to Achieve the Sustainable Development Goals AU - Dickens, Chris AU - Smakhtin, Vladimir AU - McCartney, Matthew AU - O’Brien, Gordon AU - Dahir, Lula T2 - Sustainability AB - The 2030 Agenda for Sustainable Development, the Sustainable Development Goals (SDGs), are high on the agenda for most countries of the world. In its publication of the SDGs, the UN has provided the goals and target descriptions that, if implemented at a country level, would lead towards a sustainable future. The IAEG (InterAgency Expert Group of the SDGs) was tasked with disseminating indicators and methods to countries that can be used to gather data describing the global progress towards sustainability. However, 2030 Agenda leaves it to countries to adopt the targets with each government setting its own national targets guided by the global level of ambition but taking into account national circumstances. At present, guidance on how to go about this is scant but it is clear that the responsibility is with countries to implement and that it is actions at a country level that will determine the success of the SDGs. Reporting on SDGs by country takes on two forms: i) global reporting using prescribed indicator methods and data; ii) National Voluntary Reviews where a country reports on its own progress in more detail but is also able to present data that are more appropriate for the country. For the latter, countries need to be able to adapt the global indicators to fit national priorities and context, thus the global description of an indicator could be reduced to describe only what is relevant to the country. Countries may also, for the National Voluntary Review, use indicators that are unique to the country but nevertheless contribute to measurement of progress towards the global SDG target. Importantly, for those indicators that relate to the security of natural resources security (e.g., water) indicators, there are no prescribed numerical targets/standards or benchmarks. Rather countries will need to set their own benchmarks or standards against which performance can be evaluated. This paper presents a procedure that would enable a country to describe national targets with associated benchmarks that are appropriate for the country. The procedure builds on precedent set in other countries but in particular on a procedure developed for the setting of Resource Quality Objectives in South Africa. The procedure focusses on those SDG targets that are natural resource-security focused, for example, extent of water-related ecosystems (6.6), desertification (15.3) and so forth, because the selection of indicator methods and benchmarks is based on the location of natural resources, their use and present state and how they fit into national strategies. DA - 2019/01// PY - 2019 DO - 10.3390/su11020462 DP - www.mdpi.com VL - 11 IS - 2 SP - 462 LA - en SN - 2071-1050 UR - https://www.mdpi.com/2071-1050/11/2/462 Y2 - 2022/08/30/13:09:39 KW - Author:OpenDevEd KW - SDGs KW - benchmark KW - goal KW - natural resources KW - resource security KW - standard KW - target KW - water resources ER - TY - RPRT TI - Defining sexual health: report of a technical consultation on sexual health, 28–31 January 2002, Geneva AU - World Health Organization CY - Geneva DA - 2006/// PY - 2006 UR - https://www.cesas.lu/perch/resources/whodefiningsexualhealth.pdf Y2 - 2023/08/28/11:10:47 ER - TY - JOUR TI - Defining the process to literature searching in systematic reviews: a literature review of guidance and supporting studies AU - Cooper, Chris AU - Booth, Andrew AU - Varley-Campbell, Jo AU - Britten, Nicky AU - Garside, Ruth T2 - BMC Medical Research Methodology AB - Systematic literature searching is recognised as a critical component of the systematic review process. It involves a systematic search for studies and aims for a transparent report of study identification, leaving readers clear about what was done to identify studies, and how the findings of the review are situated in the relevant evidence. DA - 2018/08/14/ PY - 2018 DO - 10.1186/s12874-018-0545-3 DP - BioMed Central VL - 18 IS - 1 SP - 85 J2 - BMC Medical Research Methodology SN - 1471-2288 ST - Defining the process to literature searching in systematic reviews UR - https://doi.org/10.1186/s12874-018-0545-3 Y2 - 2021/04/17/19:28:23 KW - Citation Chasing KW - Information Specialists KW - Literature Search Process KW - Tacit Models KW - Unique Guidance ER - TY - JOUR TI - Delegates' Experience of a Professional Development Workshop for Staff of Nigerian Independent Schools: An Appreciative Inquiry AU - Steyn, Gm T2 - Mediterranean Journal of Social Sciences DA - 2014/11/01/ PY - 2014 DO - 10.5901/mjss.2014.v5n23p1470 DP - DOI.org (Crossref) J2 - MJSS LA - en SN - 20399340, 20392117 ST - Delegates' Experience of a Professional Development Workshop for Staff of Nigerian Independent Schools UR - http://mcser.org/journal/index.php/mjss/article/view/4682 Y2 - 2020/07/25/20:35:51 KW - _AcademicRecoveryOECS ER - TY - RPRT TI - Delivering Distance Learning in Emergencies AU - USAID DA - 2020/// PY - 2020 UR - https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf Y2 - 2022/12/23/17:45:45 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Delivering distance learning in emergencies: A review of evidence and best practice DA - 2020/// PY - 2020 PB - USAID ER - TY - JOUR TI - Delivering education to the underserved through a public‐private partnership program in Pakistan AU - Barrera‐Osorio, Felipe AU - Blakeslee, David S. AU - Hoover, Matthew AU - Linden, Leigh L. AU - Raju, Dhushyanth AU - Ryan, Stephen P. T2 - World Bank Policy Research Working Paper DA - 2017/// PY - 2017 VL - 8177 KW - ⛔ No DOI found ER - TY - RPRT TI - Delivering Remote Learning Using a Low-Tech Solution: Evidence from an RCT during the Covid-19 Pandemic AU - Islam, Asad AU - Wang, Liang Choon AU - Hassan, Hashibul DA - 2022/01/15/ PY - 2022 LA - en PB - EdTech Hub ST - Delivering Remote Learning Using a Low-Tech Solution KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Delivering school health programmes AU - Tull, Kerina AB - This report is a general overview of lessons learned about delivery mechanisms from school health programmes. Results are ordered by type of educational institution (primary, secondary, tertiary i.e. representing different age groups and needs), where available. Evidence on school health programmes is stronger for developed/higher income countries than low and middle income/developing countries. Limited information for tertiary school health programmes was available. The findings are ‘gender-blind’, but are separated by gender, where available. From the review of local, national and international school health programmes undertaken for this report, it is clear there is not a “one recommendation fits all” regarding delivery. DA - 2017/04/21/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13292 Y2 - 2022/12/18/18:13:38 KW - ⛔ No DOI found ER - TY - BOOK TI - Democracy and Governance in Nigeria: Challenges and Prospects AU - Co- CY - Kano DA - 2015/// PY - 2015 LA - en PB - Bayero University ER - TY - CHAP TI - Democracy on the Move? The Potential Link Between Circular Migration and Democratization AU - Rother, Stefan AB - This chapter argues that circular migration may contribute to transformation in areas that have so far been rarely touched upon in the debate. Besides the transfer of financial remittances and professional skills, political and (un)democratic attitudes and practices may also be diffused through temporary or circular migration. Based on a survey among 1000 Philippine return migrants from six destinations and qualitative research, this chapter shows that at an individual level, the migration experience may have a positive or negative influence on the democratic attitudes of migrants. This effect might be enforced through circular migration, because it provides the migrant with a regular “reality check” in comparing home and destination country. The findings are discussed with reference to a clearly democratic country (Japan), a clearly authoritarian state (Saudi Arabia) and the “special case” of Hong Kong. For policy makers, the case studies allow to draw a conclusion that opens up new vistas: If circular migrants should contribute to the development in their home countries, it is of utmost importance to provide them with opportunities for organizing and political participation while being abroad. DA - 2016/06/02/ PY - 2016 DP - ResearchGate SP - 195 EP - 216 SN - 978-3-319-28894-9 ST - Democracy on the Move? ER - TY - JOUR TI - Demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province AU - Rakumako, Angeline AU - Laugksch, Rüdiger C. AB - The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the Science Teacher Inventory of Needs for Limpopo province (STIN-LP). Most teachers who responded to this survey teach at a rural or township school, are between 20 and 40 years old, and have between four and ten years experience in teaching Mathematics. Standard 10 is the highest academic qualification of half of the teachers, with 67% of teachers having an M+3 as their highest professional qualification. Teachers indicated interest in all the 38 INSET need items included in the STIN-LP with motivating learners to learn Mathematics, using audio-visual equipment and applying mathematics to daily life of learners among the most important need. The least support was indicated, among others, for needs related to the history of mathematics, improving content knowledge, how mathematics is used in society, and teaching large classes. Poor communication of INSET activities was reported to be the greatest barrier to INSET participation. Implications of the findings are discussed. Keywords : in-service education and training (INSET); mathematics teachers; needs assessment; Limpopo (Northern Province); surveys; teacher characteristics DA - 2010/// PY - 2010 DO - 10.15700/saje.v30n1a319 DP - Semantic Scholar ER - TY - JOUR TI - Demonstrating critically reflexive ICT4D project conduct in rural South Africa AU - Krauss, Kirstin EM T2 - Information Technology for Development DA - 2021/// PY - 2021 DO - 10.1080/02681102.2021.1928588 DP - Google Scholar SP - 1 EP - 28 ER - TY - RPRT TI - Department of Education Statistical Digest AU - Department of Education CY - Castries DA - 2016/// PY - 2016 PB - Government of St. Lucia UR - http://www.govt.lc/media.govt.lc/www/resources/publications/digest-2016-electronic-version.pdf Y2 - 2020/11/11/12:03:19 ER - TY - THES TI - DEPARTMENT OF INFORMATION STUDIES AU - GYESI, MARYLAND AWER DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis PB - University of Ghana ER - TY - RPRT TI - Deploying an e-Learning Environment in Zanzibar: A Short Guide AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom AB - In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable. DA - 2020/08// PY - 2020 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/85C5HVC7 KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode KW - publishPDF ER - TY - RPRT TI - Deploying an e-learning Environment in Zanzibar: Digital Content Curation AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom AB - In April 2020, the Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank approached the EdTech Hub (the Hub) to explore the feasibility of implementing a Virtual Learning Environment (VLE). The MoEVT, the World Bank and the Hub agreed that the Hub would work with the MoEVT to develop: A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. An implementation plan to guide the deployment of the e-learning system. This document addresses part two of the request and is an elaboration of the digital content selection, curation and adaptation process suggested in the first report. However, this document is a stand-alone piece that does not require familiarity with any of the other deliverables. DA - 2020/// PY - 2020 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/T2W7MU3K KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom AB - The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied.  An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE.  A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem.  A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required. DA - 2020/07/30/ PY - 2020 M3 - Technical Guidance PB - EdTech Hub UR - https://docs.edtechhub.org/lib/K7JDL4IL KW - C:Tanzania KW - H:Online learning KW - LP: English KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode KW - publishPDF ER - TY - CONF TI - Deploying an interactive machine learning system in an evidence-based practice center: Abstrackr AU - Wallace, B.C. AU - Small, K. AU - Brodley, C.E. C1 - Miami, Florida, USA C3 - Proceedings of the ACM SIGHIT International Health Informatics Symposium DA - 2012/01/28/30 PY - 2012 SP - 819 EP - 824 LA - en ER - TY - JOUR TI - Deploying artificial intelligence for climate change adaptation AU - Leal Filho, Walter AU - Wall, Tony AU - Mucova, Serafino Afonso Rui AU - Nagy, Gustavo J. AU - Balogun, Abdul-Lateef AU - Luetz, Johannes M. AU - Ng, Artie W. AU - Kovaleva, Marina AU - Azam, Fardous Mohammad Safiul AU - Alves, Fátima T2 - Technological Forecasting and Social Change DA - 2022/// PY - 2022 DO - 10.1016/j.techfore.2022.121662 DP - Google Scholar VL - 180 SP - 121662 UR - https://www.sciencedirect.com/science/article/pii/S0040162522001949 Y2 - 2024/02/24/11:11:45 ER - TY - JOUR TI - Deployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-servers in Tanzania AU - Maro, Salome AU - Kondoro, Aron AU - Haßler, Björn AU - Mtebe, Joel AU - Proctor, Jamie T2 - Journal of Learning for Development AB - Low-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option.  The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers. DA - 2023/07/18/ PY - 2023 DO - 10.56059/jl4d.v10i2.835 DP - jl4d.org VL - 10 IS - 2 SP - 280 EP - 296 LA - en SN - 2311-1550 ST - Deployment of Offline Learning Management Systems UR - https://jl4d.org/index.php/ejl4d/article/view/835 Y2 - 2023/07/29/10:13:09 ER - TY - JOUR TI - Der Flipped Classroom als Motor für Open Educational Resources? AU - Buchner, Josef AU - Höfler, Elke T2 - MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung DA - 2019/// PY - 2019 DO - 10.21240/mpaed/34/2020.01.24.X DP - Google Scholar VL - 34 SP - 67 EP - 88 KW - _C:Austria AUT KW - _C:South Africa ZAF KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Design and evaluation of a web-based decision support tool for district-level disease surveillance in a low-resource setting AU - Pore, Meenal AU - Sengeh, David M. AU - Mugambi, Purity AU - Purswani, Nuri V. AU - Sesay, Tom AU - Arnold, Anna Lena AU - Tran, Anh-Minh A. AU - Myers, Ralph T2 - AMIA Annual Symposium Proceedings AB - During the 2014 West African Ebola Virus outbreak it became apparent that the initial response to the outbreak was hampered by limitations in the collection, aggregation, analysis and use of data for intervention planning. As part of the post-Ebola recovery phase, IBM Research Africa partnered with the Port Loko District Health Management Team (DHMT) in Sierra Leone and GOAL Global, to design, implement and deploy a web-based decision support tool for district-level disease surveillance. This paper discusses the design process and the functionality of the first version of the system. The paper presents evaluation results prior to a pilot deployment and identifies features for future iterations. A qualitative assessment of the tool prior to pilot deployment indicates that it improves the timeliness and ease of using data for making decisions at the DHMT level. DA - 2018/04/16/ PY - 2018 DP - PubMed Central VL - 2017 SP - 1401 EP - 1410 J2 - AMIA Annu Symp Proc SN - 1942-597X UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5977610/ Y2 - 2020/09/01/18:37:09 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Design and Implementation of a Chatbot in Online Higher Education Settings. AU - Sandoval, Zoroayka V. T2 - Issues in Information Systems DA - 2018/// PY - 2018 DP - Google Scholar VL - 19 IS - 4 KW - ⛔ No DOI found ER - TY - CONF TI - Design archaeology: Generating design knowledge from real-world artifact design AU - Chandra Kruse, L AU - Seidel, S AU - Brocke, J C1 - Worcester, MA, USA C3 - Proceedings of the International Conference on Design Science Research in Information Systems and Technology DA - 2019/// PY - 2019 SP - 32 EP - 45 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Design-based implementation research AU - LeMahieu, Paul G. AU - Nordstrum, Lee E. AU - Potvin, Ashley Seidel T2 - Quality Assurance in Education DA - 2017/// PY - 2017 DO - 10.1108/QAE-11-2016-0077 DP - Google Scholar ER - TY - JOUR TI - Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice AU - Fishman, Barry J AU - Penuel, William R AU - Allen, Anna-Ruth AU - Cheng, Britte Haugan AU - Sabelli, Nora AB - This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach. DA - 2013/// PY - 2013 DO - 10.1177/016146811311501415 DP - Zotero SP - 21 LA - en ER - TY - RPRT TI - Design-Based Implementation Research Baseline Data Collection: Technical report AU - Koomar, Saalim AU - Adam, Taskeen AU - Massam, Winston Edward AU - Anthony, Gervace AU - Mrope, Winifrida Jacob AU - Mtenzi, Fredrick AU - Mwakabungu, Fika AU - Komba, Aneth AU - Hennessy, Sara AU - Barretto, Johnpaul DA - 2022/06/27/ PY - 2022 LA - en PB - EdTech Hub ST - Design-Based Implementation Research Baseline Data Collection ER - TY - CONF TI - DESIGN BASED IMPLEMENTATION RESEARCH (DBIR) FOR SUSTAINING INNOVATION IN CLASSROOM INSTRUCTION AU - Ubaidullah, Aysha T2 - CHANGING CLASSROOMS -CHALLENGES FOR TEACHERS & TEACHER EDUCATORS DA - 2016/06/10/ PY - 2016 DP - ResearchGate ER - TY - CONF TI - Design Based Implementation Research (DBIR) for Sustaining Innovation in Classroom Instruction AU - Ubaidullah, Aysha T2 - Changing Classrooms - Challenges For Teachers & Teacher Educators DA - 2016/06/10/ PY - 2016 DP - ResearchGate KW - Final_citation KW - cited KW - existing ER - TY - THES TI - Design-based online teacher professional development to introduce integration of STEM in Pakistan AU - Anwar, Tasneem AB - In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] DA - 2017/// PY - 2017 LA - English M3 - PhD PB - University of Minnesota UR - https://conservancy.umn.edu/handle/11299/185626 KW - 0530:Teacher education KW - 0714:Science education KW - Attitude Measures KW - Community of practice KW - Design KW - Design-based research KW - ERIC, Resources in Education (RIE) KW - Education KW - Educational Technology KW - Elementary Education KW - Elementary School Teachers KW - Faculty Development KW - Foreign Countries KW - Interdisciplinary Approach KW - Interviews KW - Models KW - Online Courses KW - Online teacher professional development KW - Pakistan KW - Reflective practices KW - STEM Education KW - Science education KW - Stem integration KW - Student Centered Learning KW - Teacher Attitudes KW - Teacher education KW - Technology Uses in Education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096054 KW - __finaldtb ER - TY - JOUR TI - Design-Based Research AU - Armstrong, Matthew AU - Dopp, Cade AU - Welsh, Jesse T2 - The Students' Guide to Learning Design and Research DA - 2020/// PY - 2020 DP - edtechbooks.org LA - en UR - https://edtechbooks.org/studentguide/design-based_research Y2 - 2022/12/21/18:11:33 KW - ⛔ No DOI found ER - TY - CHAP TI - Design-based research: a methodological toolkit for engineering change AU - Barab, S. T2 - Handbook of the Learning Sciences DA - 2014/// PY - 2014 VL - 2 UR - https://sashabarab.org/wp-content/uploads/2015/03/Ch-8-Cambridge-Handbook-of-the-Learning-Sciences.pdf ER - TY - ELEC TI - Design-Based Research and Design-Based Implementation Research | InformalScience.org AU - Crowley, Kevin DA - 2016/// PY - 2016 UR - https://www.informalscience.org/news-views/design-based-research-and-design-based-implementation-research Y2 - 2021/11/04/01:42:31 ER - TY - ELEC TI - Design-Based Research and Design-Based Implementation Research | InformalScience.org AU - Crowley, Kevin DA - 2016/// PY - 2016 UR - https://www.informalscience.org/news-views/design-based-research-and-design-based-implementation-research Y2 - 2021/11/04/01:42:31 KW - Final_citation KW - existing ER - TY - JOUR TI - Design Experiments in Educational Research AU - Cobb, Paul AU - Confrey, Jere AU - diSessa, Andrea AU - Lehrer, Richard AU - Schauble, Leona T2 - Educational Researcher AB - In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent??engineering? particular forms of learning?and a theoretical orientation?developing domain-specific theories by systematically studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed. DA - 2003/01/01/ PY - 2003 DO - 10.3102/0013189X032001009 DP - SAGE Journals VL - 32 IS - 1 SP - 9 EP - 13 LA - en SN - 0013-189X UR - https://doi.org/10.3102/0013189X032001009 Y2 - 2022/11/23/12:12:28 ER - TY - BLOG TI - Design for Scale AU - Principles of Digital Development T2 - Principles for Digital Development AB - Achieving scale requires adoption beyond an initiatives pilot population and often necessitates securing funding or partners that take the initiative to new communities or regions. DA - 2022/// PY - 2022 LA - en-US UR - https://digitalprinciples.org/principle/design-for-scale/ Y2 - 2022/10/17/03:32:08 KW - Final_citation KW - cited KW - existing ER - TY - ELEC TI - Design Kit: The Human-Centered Design Toolkit AU - IDEO AB - null DA - 2015/// PY - 2015 LA - default ST - Design Kit UR - https://www.ideo.com/post/design-kit Y2 - 2022/12/19/05:42:39 ER - TY - JOUR TI - Design of a braille learning application for visually impaired students in Bangladesh. Assistive Technology AU - Nahar, L. AU - Jaafar, A. AU - Ahamed, E. AU - Kaish, A. B. M. A. DA - 2015/// PY - 2015 DO - 10.1080/10400435.2015.1011758 VL - 27 IS - 3 SP - 172 EP - 182 UR - https://www.tandfonline.com/doi/full/10.1080/10400435.2015.1011758 ER - TY - CONF TI - Design of telegram bots for campus information sharing AU - Setiaji, Hari AU - Paputungan, Irving V. C3 - IOP Conference Series: Materials Science and Engineering DA - 2018/// PY - 2018 DO - 10.1088/1757-899X/325/1/012005 DP - Google Scholar VL - 325 SP - 012005 PB - IOP Publishing ER - TY - JOUR TI - Design principles for fostering pedagogical provenance through research in technology supported learning AU - Turvey, Keith AU - Pachler, Norbert T2 - Computers & Education DA - 2020/// PY - 2020 DO - 10.1016/j.compedu.2019.103736 DP - Google Scholar VL - 146 SP - 103736 KW - __C:filed:1 ER - TY - JOUR TI - Design Principles for Systematic Search Systems: A Holistic Synthesis of a Rigorous Multi-cycle Design Science Research Journey AU - Sturm, Benjamin AU - Sunyaev, Ali T2 - Business & Information Systems Engineering AB - Rigorous systematic literature searches are often described as complex, error-prone and time-consuming because of a prevailing lack of adequate technological assistance. Nonetheless, one of the first steps when conducting a rigorous literature review is finding an appropriate literature sample. The quality of this literature sample is an important factor for the overall quality of the literature review. This article investigates how to design innovative IT systems that effectively facilitate systematic literature searches. Applying the design science research paradigm, the research method consists of multiple design cycles of artifact development, evaluation, and refinement. In doing so, six design principles are derived that intend to increase the comprehensiveness, precision, and reproducibility of systematic literature searches. The results could be helpful for research and practice. The derived design knowledge builds a foundation for future research on systematic search systems and enables new methodological contributions. The results could also guide the development of innovative search systems and features that, eventually, increase the quality and efficiency of information accumulation in different contexts. DA - 2019/02/01/ PY - 2019 DO - 10.1007/s12599-018-0569-6 DP - Springer Link VL - 61 IS - 1 SP - 91 EP - 111 J2 - Bus Inf Syst Eng LA - en SN - 1867-0202 ST - Design Principles for Systematic Search Systems UR - https://doi.org/10.1007/s12599-018-0569-6 Y2 - 2024/01/19/22:25:42 KW - Design principles KW - Design science research KW - Information retrieval KW - Literature review KW - Systematic literature searches KW - Systematic search systems KW - _Added-ailr-2024 ER - TY - BOOK TI - Design Research in Education: A Practical Guide for Early Career Researchers AU - Bakker, Arthur AB - Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research. DA - 2018/// PY - 2018 DP - Google Books SP - 290 LA - en PB - Routledge SN - 978-1-138-57448-9 ST - Design Research in Education ER - TY - ELEC TI - Design Thinking for Educators AU - IDEO AB - null DA - 2013/// PY - 2013 LA - default UR - https://www.ideo.com/post/design-thinking-for-educators Y2 - 2022/12/19/05:46:11 ER - TY - BOOK TI - Design Thinking for Educators - Designers Workbook (Arabic) AU - Schurr, Michael DA - 2020/// PY - 2020 DP - Zotero LA - Arabic KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Design Thinking for Educators - Designers Workbook (English/Arabic) AU - Schurr, Michael DA - 2020/// PY - 2020 DP - Zotero LA - en KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Design Thinking for Educators - Toolkit (Arabic) AU - Schurr, Michael DA - 2020/// PY - 2020 DP - Zotero LA - Arabic KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Design Thinking for Educators - Toolkit (English/Arabic) AU - Schurr, Michael DA - 2020/// PY - 2020 DP - Zotero LA - en KW - _r:ImportedToMyEducationEvidence ER - TY - CONF TI - Designing a Chat Bot for Learning a Subject in a Telegram Messenger. AU - Tsidylo, Ivan AU - Samborskiy, Sergiy AU - Mazur, Stanislav-Ivan AU - Zamoroz, Maria C3 - ICTERI Workshops DA - 2020/// PY - 2020 DP - Google Scholar SP - 1329 EP - 1340 KW - ⛔ No DOI found ER - TY - JOUR TI - Designing a professional development program for mathematics teachers for effective use of technology in teaching AU - Getenet, Seyum Tekeher T2 - Education and Information Technologies DA - 2020/// PY - 2020 DO - 10.1007/s10639-019-10056-8 DP - Google Scholar VL - 25 IS - 3 SP - 1855 EP - 1873 KW - __C:filed:1 ER - TY - JOUR TI - Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya AU - Dubeck, M.M. AU - Jukes, M.C.H. AU - Brooker, S.J. AU - Drake, T.L. AU - Inyega, H.N. T2 - International Journal of Educational Development AB - 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] DA - 2015/03// PY - 2015 DO - 10.1016/j.ijedudev.2014.11.022 VL - 41 SP - 88 EP - 96 J2 - International Journal of Educational Development SN - 07380593 UR - doi.org/10.1016/j.ijedudev.2014.11.022. KW - ADULTS KW - BEST practices KW - EDUCATION KW - EDUCATIONAL innovations KW - EDUCATIONAL intervention KW - ELEMENTARY education KW - KENYA KW - Kenya KW - LITERACY KW - Literacy KW - Perception KW - Reading instruction KW - TEACHER development KW - TEACHING methods KW - Teacher education KW - Text messages KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099920 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - BOOK TI - Designing and Conducting Mixed Methods Research AU - Creswell, John AU - Plano Clark, Vicki CY - London DA - 2018/// PY - 2018 ET - 3rd Edition PB - SAGE ER - TY - GEN TI - Designing and monitoring distance teaching and learning interventions: A guide for projects and implementers | INEE AU - Girls' Education Challenge AU - EdTech Hub DA - 2021/// PY - 2021 ST - Designing and monitoring distance teaching and learning interventions. UR - https://inee.org/resources/designing-and-monitoring-distance-teaching-and-learning-interventions-guide-projects-and Y2 - 2022/07/08/10:49:47 KW - Author:OpenDevEd KW - _publish ER - TY - JOUR TI - Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia AU - Gove, Amber AU - Korda Poole, Medina AU - Piper, Benjamin T2 - New Directions for Child and Adolescent Development AB - Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs. DA - 2017/// PY - 2017 DO - 10.1002/cad.20195 DP - Wiley Online Library VL - 2017 IS - 155 SP - 77 EP - 95 LA - en SN - 1534-8687 ST - Designing for Scale UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/cad.20195 Y2 - 2022/12/15/01:21:23 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Designing the Course and Curricula for Teacher Development, Open School and Vocational Education through Media Education in Eritrea AU - Murthy, C. S. H. N. T2 - Educational Media International AB - Since Eritrea became independent in 1993, efforts have been underway to revise and update the conventional education curriculum. With a determination to quickly bridge the growing knowledge gap between Eritrea and the rest of the world, the Eritrean Government has decided on media education as a sustainable alternative. This choice is in line with developments emerging from many African, Asian and Latin American countries as the only option in line with the philosophy of UNESCO and the Association for Development of Education in Africa (ADEA). It is against this backdrop that a strategy paper "Media education in Eritrean education" was developed. This paper formed the basis of the developments discussed in this article. (Contains 1 figure.) DA - 2006/// PY - 2006 DO - 10.1080/09523980600641213 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Eritrea KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:T KW - D:developing nation KW - F:curriculum KW - P:media KW - P:teacher education KW - P:teachers KW - T:TVET KW - Z:Curriculum Design KW - Z:Curriculum Development KW - Z:Developing Nations KW - Z:Educational Radio KW - Z:Educational Television KW - Z:Faculty Development KW - Z:Foreign Countries KW - Z:Teacher Education KW - Z:Vocational Education KW - publicImportV1 ER - TY - JOUR TI - Designing theoretically-informed implementation interventions AU - Improved Clinical Effectiveness through Behavioural Research Group (ICEBeRG) T2 - Implementation science: IS AB - Clinical and health services research is continually producing new findings that may contribute to effective and efficient patient care. However, the transfer of research findings into practice is unpredictable and can be a slow and haphazard process. Ideally, the choice of implementation strategies would be based upon evidence from randomised controlled trials or systematic reviews of a given implementation strategy. Unfortunately, reviews of implementation strategies consistently report effectiveness some, but not all of the time; possible causes of this variation are seldom reported or measured by the investigators in the original studies. Thus, any attempts to extrapolate from study settings to the real world are hampered by a lack of understanding of the effects of key elements of individuals, interventions, and the settings in which they were trialled. The explicit use of theory offers a way of addressing these issues and has a number of advantages, such as providing: a generalisable framework within which to represent the dimensions that implementation studies address, a process by which to inform the development and delivery of interventions, a guide when evaluating, and a way to allow for an exploration of potential causal mechanisms. However, the use of theory in designing implementation interventions is methodologically challenging for a number of reasons, including choosing between theories and faithfully translating theoretical constructs into interventions. The explicit use of theory offers potential advantages in terms of facilitating a better understanding of the generalisability and replicability of implementation interventions. However, this is a relatively unexplored methodological area. DA - 2006/02/23/ PY - 2006 DO - 10.1186/1748-5908-1-4 DP - PubMed VL - 1 SP - 4 J2 - Implement Sci LA - eng SN - 1748-5908 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1436012/ ER - TY - RPRT TI - Desk Review: Virtual learning environments and learning management systems AU - OECS Commission CN - 0205 DA - 2021/10/15/ PY - 2021 LA - EN M3 - Policy Guidance on Selecting Sustainable LMS for OECS Ministries of Education PB - Open Development & Education SN - 1 KW - Author:OpenDevEd ER - TY - BLOG TI - Desktop vs Mobile vs Tablet Market Share Africa DA - 2023/// PY - 2023 M3 - statcounter UR - https://gs.statcounter.com/platform-market-share/desktop-mobile-tablet/africa Y2 - 2024/01/12/00:00:00 ER - TY - BOOK TI - Despite the Odds DA - 2004/07/26/Mon, - 12:00 PY - 2004 DP - press.princeton.edu LA - en SN - 978-0-691-11800-0 UR - https://press.princeton.edu/books/paperback/9780691118000/despite-the-odds Y2 - 2020/09/06/16:40:26 ER - TY - THES TI - Determinação de zonas de conforto térmico por meio da análise comparativa entre diferentes métodos de caraterização de pessoas termicamente insatisfeitas AU - Pereira, Pedro Filipe da Conceição DA - 2021/// PY - 2021 DP - Google Scholar M3 - Master's Thesis PB - Universidade Tecnológica Federal do Paraná KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - Determining the feasibility of an e-portfolio application in a distance education teaching practice course AU - Kecik, Ilknur AU - Aydin, Belgin AU - Sakar, Nurhan AU - Dikdere, Mine AU - Aydin, Sinan AU - Yuksel, Ilknur AU - Caner, Mustafa T2 - International Review of Research in Open and Distance Learning AB - [...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008). DA - 2012/04// PY - 2012 DO - 10.19173/irrodl.v13i2.1160 VL - 13 IS - 2 LA - English UR - https://files.eric.ed.gov/fulltext/EJ983278.pdf AN - 1634473704 KW - Collaboration KW - Cooperating teachers KW - Distance education KW - Distance learning KW - Education--Adult Education KW - Feedback KW - Independent study KW - Interactive learning KW - Supervisors KW - Teacher education KW - Teaching KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096507 KW - __finaldtb KW - adult learning KW - interactive learning environments KW - teaching practice ER - TY - CONF TI - Developing a Framework for App Evaluation: Empowering Learning and Communication with iPads for Children and Young People with Communication Impairments AU - Hamshire, Claire AU - Lachkovic, Julie C3 - International Conference on Well-Being in the Information Society DA - 2016/// PY - 2016 DO - 10.1007/978-3-319-44672-1_7 DP - Google Scholar SP - 69 EP - 81 PB - Springer ST - Developing a Framework for App Evaluation KW - __C:filed:1 ER - TY - RPRT TI - Developing a national EdTech strategy AU - Coflan, Caitlin AU - Wyss, Natalie AU - Thinley, Sangay AU - Roland, Mark DA - 2022/10/03/ PY - 2022 LA - en PB - EdTech Hub KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 5: Final report AU - Groeneveld, Caspar AU - Michels, Guillaume AU - Kaye, Tom AB - In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fifth and final report on the development of a proof of concept for the Hub. We recommend beginning with this document and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org DA - 2022/01/14/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/5XBMPDX6 KW - _r:AddedByZotZen ER - TY - RPRT TI - Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 5: Final report AU - Groeneveld, Caspar AU - Michels, Guillaume AU - Kaye, Tom DA - 2022/01/14/ PY - 2022 LA - en PB - EdTech Hub ST - Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 5 KW - Final_citation KW - cited KW - existing ER - TY - THES TI - Developing a Rubric to Assess 3rd-5th Grade Student Understanding of Science Concepts via Screencast Models AU - Boughey, Sarah AB - The purpose of this project was to develop a rubric to assess third through fifth grade students’ scientific understanding through NGSS modeling created via screencasts. Scientific modeling can better capture student understanding through screencasts because it shows student thinking through drawing, labeling, writing, and explaining verbally in recordings. It is easier for young children and English leaners to express their thinking by talking than by writing. This project utilized research on science rubric creation, and NGSS modeling to help develop a rubric. Expert reviewer feedback was utilized to revise the rubric into its final version. CY - United States -- California DA - 2019/// PY - 2019 DP - ProQuest SP - 67 LA - English M3 - M.S. PB - California State University, Long Beach UR - https://search.proquest.com/docview/2269356320/abstract/8066445A03524543PQ/1 Y2 - 2020/08/12/10:37:45 KW - Models KW - Rubric KW - Screencast KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda AU - Hardman, Frank AU - Ackers, Jim AU - Abrishamian, Niki AU - O’Sullivan, Margo T2 - Compare: A Journal of Comparative and International Education AB - While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole. DA - 2011/09/01/ PY - 2011 DO - 10.1080/03057925.2011.581014 DP - Taylor and Francis+NEJM VL - 41 IS - 5 SP - 669 EP - 683 J2 - Compare: A Journal of Comparative and International Education LA - en SN - 0305-7925, 1469-3623 ST - Developing a systemic approach to teacher education in sub-Saharan Africa UR - http://dx.doi.org/10.1080/03057925.2011.581014 Y2 - 2015/10/15/15:36:16 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - C:Kenya KW - C:Kenya / Uganda / Tanzania KW - C:Tanzania KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:Improvement KW - F:ministry KW - F:pedagogy KW - F:policy KW - F:teaching KW - P:teacher education KW - P:teachers KW - Q:distance education KW - Q:open learning KW - R:survey KW - T:TVET KW - T:Training KW - T:work-based learning KW - Z:Cost Effectiveness KW - Z:Educational Change KW - Z:Educational Development KW - Z:Educational Improvement KW - Z:Educational Policy KW - Z:Educational Quality KW - Z:Equal Education KW - Z:Foreign Countries KW - Z:Systems Approach KW - Z:Teacher Education KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Ghana GHA KW - _C:Ireland IRL KW - _C:Kenya KEN KW - _C:Myanmar MMR KW - _C:Nigeria NGA KW - _C:Peru PER KW - _C:Rwanda RWA KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ___working_potential_duplicate KW - publicImportV1 ER - TY - JOUR TI - Developing an emergency nursing short course in Tanzania AU - Cunningham, C. AU - Brysiewicz, P. AU - Sepeku, A. AU - White, L. AU - Murray, B. AU - Lobue, N. AU - Sawe, H. T2 - African Journal of Emergency Medicine AB - Abstract Nurses are the largest group of healthcare workers in Africa. By adequately equipping nurses to identify, intervene and care for emergency conditions, emergency healthcare systems can be strengthened. To address this need, a nursing working group was formed within the African Federation for Emergency Medicine (AFEM). The aim of this international emergency nursing group was to develop a guiding document to help improve emergency nursing skills within Africa. Using this guiding document, a group of Tanzanian clinical nurse trainers was selected to develop a context specific short course. They used this guiding document as a foundation to improve skill development. The pilot course was well received and has since expanded to training in five regions within the United Republic of Tanzania. The clinical nurse trainers leading the course, are supported by a mentorship programme with competent educators within a global emergency nursing infrastructure. This course, a combination of local knowledge, formal mentorship programs, and international nursing support, demonstrates that investing in the improvement of emergency nursing skills can have high impact results with low-cost. This will ultimately improve emergency care on the continent. DA - 2017/// PY - 2017 DO - 10.1016/j.afjem.2017.08.002 LA - en UR - https://www.sciencedirect.com/science/article/pii/S2211419X17300575 AN - LOCAL-DOI:10.1016/j.afjem.2017.08.002 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:Improvement KW - P:health KW - P:media KW - P:nurse KW - R:impact KW - T:Training KW - T:trainee KW - publicImportV1 ER - TY - JOUR TI - Developing an Open Resource Bank for Interactive Teaching of STEM: Perspectives of school teachers and teacher educators AU - Haßler, Björn AU - Hennessy, Sara AU - Knight, Simon AU - Connolly, Teresa T2 - Journal of Interactive Media in Education DA - 2014/// PY - 2014 DP - Google Scholar ST - Developing an Open Resource Bank for Interactive Teaching of STEM UR - http://jime.open.ac.uk/jime/article/viewArticle/2014-09 Y2 - 2014/04/22/21:50:18 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:b KW - ⛔ No DOI found ER - TY - RPRT TI - Developing and evaluating complex interventions: new guidance AU - Craig, Peter AU - Dieppe, Paul AU - Macintyre, Sally AU - Michie, Susan AU - Nazareth, Irwin AU - Petticrew, Mark CY - London DA - 2008/// PY - 2008 PB - Medical Research Council ER - TY - JOUR TI - Developing Android Role Playing Game for Elementary Music Learning AU - Nugraha, R. Gita Ardhy AU - Sumaryanto, Totok AU - Utomo, Kamsijo Budi T2 - Harmonia: Journal of Arts Research and Education DA - 2018/// PY - 2018 DO - 10.15294/harmonia.v18i2.14018 DP - Google Scholar VL - 18 IS - 2 SP - 180 EP - 190 KW - _C:Indonesia IDN KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Developing chatbot for academic record monitoring in higher education institution AU - Heryandi, A. T2 - IOP Conference Series: Materials Science and Engineering AB - Monitoring academic records at a higher education institution is highly needed by both students and parents of students. Although the system is usually already available in the form of a web site, but it is still considered too complicated because it must involve a troublesome authentication process, especially for parents. Nowadays, chat applications have been very widely used by the community both young people and even the elderly. There are many chat applications that are widely used including WhatsApp, LINE, Telegram, and Facebook Messenger. The chat application provides an Application Programming Interface (API) service for sending or receiving messages. Therefore, the API can be used to create applications (chatbot) that will serve users in the form of chat. In this study, chatbot was built using the services of Telegram. This is because sending messages via Telegram is free. The information to be served is information about students' attendance at lectures, grades, and financial records. With this application, a college can provide facilities for students or parents of students to view academic records easily, cheaply, and can be accessed anytime. With this application, a college can provide facilities for students or parents of students to view academic records easily, cheaply, and can be accessed anytime. DA - 2020/// PY - 2020 DO - 10.1088/1757-899X/879/1/012049 DP - Google Scholar VL - 879 IS - 1 SP - 012049 J2 - IOP Conf. Ser.: Mater. Sci. Eng. LA - en SN - 1757-8981, 1757-899X UR - https://iopscience.iop.org/article/10.1088/1757-899X/879/1/012049 ER - TY - JOUR TI - Developing collective understanding over time: reflections on building professional community AU - Kruse, Sharon D. AU - Louis, Karen Seashore T2 - Professional Learning Communities: Divergence, Depth and Dilemmas: Divergence, Depth and Dilemmas DA - 2007/// PY - 2007 VL - 106 KW - ⛔ No DOI found ER - TY - JOUR TI - Developing communities of instructional practice AU - Supovitz, Jonathan A. T2 - Teachers college record DA - 2002/// PY - 2002 DO - 10.1111/1467-9620.00214 VL - 104 IS - 8 SP - 1591 EP - 1626 ER - TY - RPRT TI - Developing Costed Implementation Plans AU - Health Policy Project DA - 2015/// PY - 2015 UR - https://www.healthpolicyproject.com/pubs/810_CIPRolesandResponsibilitiesFINAL.pdf Y2 - 2022/02/22/15:18:29 ER - TY - JOUR TI - Developing critical and theoretical approaches to educational technology research and practice AU - Jameson, Jill T2 - British Journal of Educational Technology DA - 2019/// PY - 2019 DO - 10.1111/bjet.12775 DP - Google Scholar VL - 50 IS - 3 SP - 951 EP - 955 KW - __C:filed:1 ER - TY - JOUR TI - Developing evaluation tools for assessing the educational potential of apps for preschool children in the UK AU - Kolak, Joanna AU - Norgate, Sarah H. AU - Monaghan, Padraic AU - Taylor, Gemma T2 - Journal of Children and Media DA - 2021/// PY - 2021 DO - 10.1080/17482798.2020.1844776 DP - Google Scholar VL - 15 IS - 3 SP - 410 EP - 430 ER - TY - RPRT TI - Developing Great Teaching: Lessons from the international reviews into effective professional development. AU - Cordingley, P AU - Huggins, S AU - Greany, T AU - Buckley, N AU - Coles-Jordan, D AU - Crisp, B AU - Saunders, L AU - Coe, R AB - Developing Great Teaching: Lessons from the international reviews into effective professional development In September 2014 the Teacher Development Trust, with kind support from TES Global, commissioned a review of the international research into what constitutes effective professional development for teachers. The review was conducted by an... CY - London DA - 2015/// PY - 2015 DP - tdtrust.org LA - en-GB PB - Teacher Development Trust UR - https://tdtrust.org/about/dgt Y2 - 2020/04/28/12:57:39 KW - C:England / International KW - STC-TLC KW - __C:filed:1 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Developing inclusive education policy and practice in Zanzibar : collaborative action research AU - Juma, Said T2 - Jyväskylä studies in education, psychology and social research AB - This doctoral dissertation, which consists of three interrelated sub-studies and an overarching summary, explores the inclusive education development process in Zanzibar, Tanzania. The purpose of the research is to contribute to the development of inclusive policies and practices in order to increase the presence, participation and achievement of all learners. The overarching research question investigated in this research was as follows: How is inclusive education developed in Zanzibar, and how can it be better integrated into the education system? This question was divided into six sub-questions. Each of the three interrelated sub-studies in this dissertation focused on specific sub-questions. The data included several documents related to inclusive education development; interviews conducted with 20 teachers from two primary schools; these teachers’ reflective diaries, which were kept during their action research projects, and the researcher’s reflective diary. The data were analysed using qualitative content analysis and thematic analysis. The findings revealed that Zanzibar has taken several measures to make its education system more inclusive. These measures include acknowledging inclusive education in its 2006 education policy, drafting an inclusive education policy, introducing a re-entry policy for school girls who become pregnant, increasing the number of years of compulsory education from 10 to 12, removing school fees for both primary and secondary schools, providing in-service teacher training for inclusive education, recruiting inclusive education and life skills advisors and resource teachers, and introducing inclusive education courses in teacher training colleges. It is also worth noting that the teachers in this research experienced collaborative action research as valuable in developing their inclusive practices, despite the challenges they encounter in the course of conducting their projects. Despite its advantages, collaborative action research demands additional time from the teachers beyond their teaching responsibilities. The research participants found the teacher resource centres to be key in enhancing their professional development. This research shows the need to review the teaching methods and materials used in schools. Reforms in teacher education curricula are also needed in response to increasingly diverse learning needs and educational changes. In addition, this research emphasises the integration of inclusive education and collaborative action research into teacher education so that all teachers can teach inclusively. Both school-based organisational learning and school–community and school–university collaborations can foster collaborative school cultures and inclusive teacher education. DA - 2018/// PY - 2018 DP - jyx.jyu.fi IS - 611 LA - eng ST - Developing inclusive education policy and practice in Zanzibar UR - https://jyx.jyu.fi/handle/123456789/57790 Y2 - 2018/06/09/16:38:05 KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Central African Republic CAF KW - _C:China CHN KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:New Zealand NZL KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Russian Federation RUS KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CHAP TI - Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach AU - Rose, R. AU - Garner, P. AU - Farrow, B. T2 - Inclusion, Equity and Access for Individuals with Disabilities. CY - Singapore DA - 2019/// PY - 2019 PB - Palgrave Macmillan SN - 978-981-13-5961-3 UR - https://link.springer.com/chapter/10.1007/978-981-13-5962-0_21 Y2 - 2020/12/15/12:52:06 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Developing inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers AU - Juma, Said AU - Lehtomäki, Elina AU - Naukkarinen, Aimo T2 - International Journal of Whole Schooling AB - Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected through semi-structured interviews and self-reflective journals kept by the teachers and the first author. The qualitative thematic content analysis revealed: (1) the need to embed inclusive education and action research into pre-service and in-service teacher education curricula and (2) both school-based organisational learning and school–community and school–university collaborations may foster collaborative school cultures and inclusive inservice teacher education. The study discusses the role of teachers’ voices in informing teacher education development for educational equity and inclusion. DA - 2017/// PY - 2017 DP - jyx.jyu.fi VL - 13 LA - eng ST - Developing inclusive pre-service and in-service teacher education UR - https://jyx.jyu.fi/handle/123456789/55512 Y2 - 2018/06/09/16:38:02 KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Central African Republic CAF KW - _C:Finland FIN KW - _C:India IND KW - _C:Japan JPN KW - _C:Namibia NAM KW - _C:North Macedonia MKD KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Developing learning diaries for action research on healthcare management in Ghana, Tanzania and Uganda AU - Mshelia, Comfort AU - Lê, Gillian AU - Mirzoev, Tolib AU - Amon, Samuel AU - Kessy, Ambrose AU - Baine, Sebastian Olikira AU - Huss, Reinhard T2 - Action Research AB - © 2016, © The Author(s) 2016. Action research (AR) can be an effective form of ‘on the job’ training. However, it is critical that AR cycles can be appropriately recorded in order to contribute to reflection and learning. One form of recording is for coresearchers to keep a diary. We found no previous literature describing the use of diaries in AR in sub-Saharan Africa. We therefore use this paper to reflect on how diaries were used by district health management teams in the PERFORM project. We share five lessons from our experience. First, it is important to foster ownership of the diary by the people who are responsible for filling it in. Second, the purpose of keeping a diary needs to be clear and shared between researchers and practitioners from the very beginning. Third, diaries should be allowed to evolve. Fourth, it is a challenge for busy practitioners to record the reflection and learning processes that they go through. Last, diaries on their own are not sufficient to capture reflection and learning. In conclusion, there is no best way for practitioners to keep a diary; rather the focus should be on ensuring that an AR recording process (whether diary or otherwise) is locally owned and complements the specific practice setting. DA - 2016/// PY - 2016 DO - 10.1177/1476750315626780 LA - en AN - LOCAL-SCOPUS_ID:85006014521 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CCZ:Ghana KW - CCZ:Tanzania KW - CCZ:Uganda KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:learning KW - P:health KW - T:Training KW - Z:Diaries KW - Z:action research KW - Z:district health management teams KW - _C:Ghana GHA KW - _C:Uganda UGA KW - publicImportV1 ER - TY - RPRT TI - Developing mobile digital skills in low- and middle-income countries AU - Jacobs, Lani DA - 2021/11// PY - 2021 PB - GSMA UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2021/11/Developing-mobile-digital-skills-in-low-and-middle-income-countries.pdf Y2 - 2024/01/12/00:00:00 ER - TY - JOUR TI - Developing Multimedia Programmes for Out-of-School Girls: The Case of GIRLS Inspire in Tanzania AU - Gasuku, Samwel T2 - Journal of Learning for Development AB - Learning resources such as audio, video and online content are developed as supplementary learning resources to print-based materials. This study focuses on the development of multimedia learning in adult education programmes for out-of-school girls and young women in Tanzania. It defines multimedia and adult education before showing the relationship between them. The study used a descriptive paradigm and adopted a qualitative case study design. It is informed by 25 in-depth interviews that were conducted with Institute of Adult Education (IAE) facilitators in April, 2018. Participants were purposely selected based on their multimedia experience. The findings revealed that most facilitators have little experience in multimedia resource development. However, 13 self-instructional audio and audio-visual programmes were produced to elaborate and enhance the effectiveness of instructions. It will be argued that IAE should include development and use of multimedia resources in its strategic rolling plan. Learning material development policy should also include multimedia resources and create awareness. DA - 2021/03/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 1 SP - 162 EP - 170 LA - en SN - 2311-1550 ST - Developing Multimedia Programmes for Out-of-School Girls UR - https://jl4d.org/index.php/ejl4d/article/view/453 Y2 - 2022/04/05/12:21:45 KW - _genre:PR-primary_research KW - adult education KW - multimedia KW - out-of-school girls and young women KW - ⛔ No DOI found ER - TY - JOUR TI - Developing Partnerships to Acquire Impact: The Role of Three Regional Centres’ Capacity Building Efforts for ODL Adoption in the Emerging World AU - Perris, Kirk AU - McGreal, Rory T2 - Journal of Learning for Development AB - Partnerships are central to the awareness, implementation and development of open and distance learning (ODL). It is an attribute that is distinct in the higher education sector, where ODL has made a large footprint by dispelling the notion that university enrolment is reserved for a narrow and elite demographic. The Commonwealth of Learning (COL) operates to advance the uptake of ODL amongst the 54 member states of the Commonwealth. COL leverages its work through various channels, and the COL Regional Centres play a pivotal role as partners to COL and, in turn, to acquire new partners that may benefit from COL’s technical expertise. The Regional Centres, strategically located across the Commonwealth, engage primarily in capacity building for ODL. Their constituents include governments, institutions, and individual learners. This paper explores the role of COL Regional Centres to grow existing partnerships and to form new ones in the pursuit of ODL expansion. The formation of partnerships is understudied in the ODL space, yet it has been pivotal in augmenting the visibility and importance of ODL around the world. Drawing on data from an evaluation of three COL Regional Centres conducted at the end of 2019, and reporting on follow-up activities to the mid-point of 2021, this paper highlights how the RCs are achieving their mandate to engage partners and, in the process, have achieved short- and long-term outcomes since 2018. Findings provide insight into the effectiveness of RC activities, relative to the number of institutions and individuals reached, complemented with inputs from RC stakeholders, mostly comprised of RC staff.  Recommendations are offered, with the paper positing that the role of the Regional Centres should continue and expand to other areas of the Commonwealth premised on their ability to build and sustain partnerships through capacity building efforts. DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 346 EP - 363 LA - en SN - 2311-1550 ST - Developing Partnerships to Acquire Impact UR - https://jl4d.org/index.php/ejl4d/article/view/507 Y2 - 2022/04/05/12:25:05 KW - ODL KW - Partnerships KW - Regional Centres KW - _genre:PR-primary_research KW - ⛔ No DOI found ER - TY - BOOK TI - Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa: Patterns and Promising Practices AU - Ottevanger, Wout AU - van den Akker, Jan AU - de Feiter, Leo T2 - World Bank Working Papers DA - 2007/03/22/ PY - 2007 DP - DOI.org (Crossref) LA - en PB - The World Bank SN - 978-0-8213-7070-4 978-0-8213-7071-1 ST - Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa UR - https://openknowledge.worldbank.org/bitstream/handle/10986/6645/391690Science0101OFFICIAL0USE0ONLY1.pdf?sequence=1&isAllowed=y Y2 - 2020/04/28/11:04:52 ER - TY - JOUR TI - Developing Skills to Unlock Kenya’s industrial Growth: The Influence of Provision of Modern Teaching and Learning Equipment in TVET in Kenya AU - Musyimi, Caroline T2 - Journal of Learning for Development AB - This study explores the influence of modern teaching and learning equipment on improving vocational education quality and employment rates and its long-term effect on Kenya’s journey to achieve industrialisation by the year 2030. The study adopted a cross-sectional survey research design. Stratified random sampling was used to sample 172 students. Data was collected using questionnaires and analysed through the theoretical lenses of globalisation and vocationalism. The results show that the provision of modern equipment has improved Kenyan TVET classrooms to meet industrial standards and allowed the development of essential skills. Also, there has been improved collaboration between TVET institutions and local industries, exposing TVET students to the real labour market while still in college. The TVET students had also improved confidence in themselves and they had acquired employability skills. The findings of this study further revealed that the government of Kenya has increased its efforts in revitalizing the TVET institutions with modern teaching and learning equipment to improve the quality of training in those institutions. DA - 2021/03/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 1 SP - 182 EP - 191 LA - en SN - 2311-1550 ST - Developing Skills to Unlock Kenya’s industrial Growth UR - https://jl4d.org/index.php/ejl4d/article/view/414 Y2 - 2022/04/05/12:21:19 KW - Technical Vocational Education and Training KW - _genre:PR-primary_research KW - industrial standards KW - teaching and learning equipment KW - vocational education quality KW - ⛔ No DOI found ER - TY - JOUR TI - Developing soft skills through project-based learning in technical and vocational institutions AU - Dogara, Gimba AU - Bin Saud, Muhammad Sukri AU - Bin Kamin, Yusri AU - Bin Abd Hamid, Mohd Zolkifli AU - Bin Nordin, Mohd Safarin T2 - International Journal of Recent Technology and Engineering T3 - Journal AB - © 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. DA - 2019/// PY - 2019 DO - 10.35940/ijrte.A9803.098319 ER - TY - THES TI - Developing teacher-led professional learning in a Tanzanian secondary school: a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand AU - Mwakabenga, Rehema Japhet DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - Massey University ST - Developing teacher-led professional learning in a Tanzanian secondary school KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Bhutan BTN KW - _C:Botswana BWA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Central African Republic CAF KW - _C:China CHN KW - _C:Czech Republic CZE KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Iceland ISL KW - _C:India IND KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Lithuania LTU KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Russian Federation RUS KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Developing the ‘E’in PSHE AU - Shakespeare, Ben T2 - Teaching Personal, Social, Health and Economic and Relationships,(Sex) and Health Education in Primary Schools: Enhancing the Whole Curriculum DA - 2021/// PY - 2021 DP - Google Scholar SP - 57 KW - ⛔ No DOI found ER - TY - JOUR TI - Developing Theory Through Integrating Human and Machine Pattern Recognition AU - Lindberg, Aron T2 - Journal of the Association for Information Systems DA - 2020/02/11/ PY - 2020 DO - 10.17705/1jais.00593 VL - 21 IS - 1 SN - 1536-9323 UR - https://aisel.aisnet.org/jais/vol21/iss1/7 KW - _Added-ailr-2024 ER - TY - GEN TI - Developing theory using machine learning methods AU - Choudhury, P. AU - Allen, R AU - Endres, M. DA - 2018/// PY - 2018 LA - en UR - http://ssrn. ER - TY - RPRT TI - Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature AU - Hennessy, S. AU - Onguko, B. AU - Ang'ondi, E.K. AU - Harrison, D. AU - Namalefe, S. AU - Naseem, A. AU - Wamakote, L. CY - Cambridge, UK and Dar es Salaam, TZ DA - 2010/// PY - 2010 SP - 121 PB - Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa. SN - 1 ST - Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature UR - http://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report1_LitRevJune0210.pdf AN - 4316 ER - TY - JOUR TI - Developing world MOOCs: A curriculum view of the MOOC landscape AU - Czerniewicz, Laura AU - Deacon, Andrew AU - Small, Janet AU - Walji, Sukaina T2 - Journal of Global Literacies, Technologies, and Emerging Pedagogies DA - 2014/07// PY - 2014 VL - 2 IS - 3 SP - 122 EP - 136 SN - 2128-1333 KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Development and evaluation of Ning social network for teaching training online surveillance AU - Mohd Nawi, Mohd Aliff AU - Jamsari, Ezad Azraai AU - Sulaiman, Adibah AU - Hamzah, Mohd Isa T2 - Turkish Online Journal of Distance Education AB - Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and evaluate a social-networking site Ning's platform for the supervision of lecturers to teach on-line training. This study used the case design where a total of nine teacher trainees involved in this study. It found that overall, acceptance of the use of the social-networking site Ning mean score at the highest level of 3.91. In addition, all student teachers have positive attitudes towards the use of the social-networking site Ning social-networking site and agree a suitable approach to the supervision of one of the online teaching practices. While the "blog" is the most active facility used by student teachers in which they do self-reflection. In conclusion, the social-networking site Ning has the potential to assist lecturers to carry out supervision on-line teaching practice. (Contains 5 figures and 1 table.) DA - 2013/01// PY - 2013 VL - 14 IS - 1 SP - 245 EP - 255 LA - English SN - 1302-6488, 1302-6488 UR - https://www.researchgate.net/publication/257656914_Development_and_evaluation_of_ning_social_network_for_teaching_training_online_surveillance AN - 1413415113; EJ1006263 KW - Courseware KW - ERIC, Current Index to Journals in Education (CIJE) KW - Foreign Countries KW - Higher Education KW - Interviews KW - Malaysia KW - Observation KW - Online Courses KW - Social Networks KW - Student Teachers KW - Supervisory Methods KW - Teacher Education Programs KW - Teacher Supervision KW - Teaching Methods KW - Trainees KW - Web 2.0 Technologies KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098097 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Development and validation of a measure to assess head start children's appraisals of teacher support AU - Mantzicopoulos, Panayota AU - Neuharth-Pritchett, Stacey T2 - Journal of School Psychology AB - In this study, we present data on the development of Young Children's Appraisals of Teacher Support (Y-CATS), a measure designed to explore children's perceptions of their relations with teachers along dimensions that comprise warmth, conflict, and autonomy. Three cohorts of Head Start children and prior Head Start attendees (N=364) served as the sample. Cohort 1 children (n1=108) were in first grade, cohort 2 children (n2=123) were in kindergarten, and cohort 3 children (n3=133) attended the Head Start program. Factor analyses supported a three-factor solution, with acceptable internal consistency, along hypothesized dimensions. Males, compared to females, reported more conflictual relationships with their teachers. Conflict scores were particularly pronounced for African American males. Children's reports on the Y-CATS were significantly associated with academic achievement and with teachers' ratings of social skills and behavior problems. DA - 2003/11/01/ PY - 2003 DO - 10.1016/j.jsp.2003.08.002 DP - ResearchGate VL - 41 SP - 431 EP - 451 J2 - Journal of School Psychology ER - TY - BOOK TI - Development Co-operation Report 2021: Shaping a Just Digital Transformation AU - OECD T2 - Development Co-operation Report AB - Digital transformation is revolutionising economies and societies with rapid technological advances in AI, robotics and the Internet of Things. Low and middle-income countries are struggling to gain a foothold in the global digital economy in the... CY - Paris DA - 2021/// PY - 2021 DP - OECD iLibrary LA - en PB - Organisation for Economic Co-operation and Development SN - 978-92-64-87667-5 978-92-64-70079-6 978-92-64-74692-3 978-92-64-85686-8 ST - Development Co-operation Report 2021 UR - https://www.oecd-ilibrary.org/development/development-co-operation-report-2021_ce08832f-en Y2 - 2022/12/28/02:59:26 KW - Final_citation KW - existing ER - TY - JOUR TI - Development of a Caricom strategic plan for primary and secondary education services in the Caricom single market and economy (CSME) AU - Jules, Didacus AU - Council, Caribbean Examinations T2 - Retrieved October DA - 2010/// PY - 2010 DP - Google Scholar KW - ⛔ No DOI found ER - TY - JOUR TI - Development of a tool to predict the socio-economic consequences of better air quality and temperature control in classrooms AU - Toftum, Jørn AU - Andersen, Rune AU - Prado, Jose Joaquin Aguilera AU - Kolstrup, Kristian AU - Hauberg, Daniel Sloth AU - Clausen, Geo T2 - Energy and Buildings DA - 2021/// PY - 2021 DO - 10.1016/j.enbuild.2021.111274 DP - Google Scholar VL - 250 SP - 111274 KW - BE:RELEVANT ER - TY - JOUR TI - Development of an emergency nursing training curriculum in Ghana AU - Bell, Sue Anne AU - Oteng, Rockefeller AU - Redman, Richard AU - Lapham, Jeremy AU - Bam, Victoria AU - Dzomecku, Veronica AU - Yakubu, Jamila AU - Tagoe, Nadia AU - Donkor, Peter T2 - International Emergency Nursing AB - Abstract The formal provision of emergency health care is a developing specialty in many sub-Saharan African countries, including Ghana. While emergency medicine training programs for physicians are on the rise, there are few established training programs for emergency nurses. The results of a unique collaboration are described between a university in the United States, a Ghanaian university and a Ghanaian teaching hospital that has developed an emergency nursing diploma program. The expected outcomes of this training program include: (a) an innovative, interdisciplinary, team-based clinical training model, (b) a unique and low-resource emergency nursing curriculum and (c) a comprehensive and sustainable training program to increase in-country retention of nurses. DA - 2014/// PY - 2014 DO - 10.1016/j.ienj.2014.02.002 LA - en UR - https://www.sciencedirect.com/science/article/pii/S1755599X14000056 AN - LOCAL-DOI:10.1016/j.ienj.2014.02.002 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:curriculum KW - F:outcomes KW - F:teaching KW - P:health KW - P:media KW - P:nurse KW - Q:diploma KW - T:Training KW - Z:Curriculum KW - Z:Emergency Nursing KW - Z:Sub-Saharan Africa KW - Z:Training KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Development of artificial intelligence education system for K-12 based on 4P AU - Ryu, Hyein AU - Cho, Jungwon T2 - Journal of Digital Convergence DA - 2021/// PY - 2021 DP - Google Scholar VL - 19 IS - 1 SP - 141 EP - 149 UR - https://koreascience.kr/article/JAKO202110265884528.page Y2 - 2024/02/24/10:05:03 KW - ⛔ No DOI found ER - TY - JOUR TI - Development of Competency Framework for Nigerian TVET Teachers in Tertiary TVET Institutions AU - Lai, Chee Sern AU - Hamisu, Mohammed Adamu AU - Salleh, Kahirol Mohd T2 - JOURNAL OF TECHNICAL EDUCATION AND TRAINING T3 - Article AB - Competency framework is a tool that determines the needed competencies for individuals in order to curtail the challenges that are existing currently and to uphold sustainable development. From the educational perspective, the competencies of TVET teachers are important as they might affect the teachers' implementation of tasks, career development and graduates' quality. Therefore, this research attempted to develop a competency framework for TVET teachers in Nigerian TVET tertiary institutions based on the Malaysian Human Resource Practitioners Development (MHRDP) Competency Model. The study adopted a survey design and 427 TVET teachers were identified as targeted sample. A set of questionnaire was developed based on the MHRDP Competency Model (alpha=0.61). A total of 218 questionnaires were distributed to five TVET tertiary institutions using stratified sampling technique and 205 questionnaires were successfully returned. Exploratory Factor Analysis was used to analyse the data. The findings revealed that 19 elements of competency were significantly relevant to Nigerian TVET teachers who work at tertiary institutions. The proposed competency framework is beneficial to be used as a guideline for the Nigerian TVET institutions and policy makers to plan the competency training and retraining courses for TVET teachers and staff development.\n DA - 2019/// PY - 2019 DO - 10.30880/jtet.2019.11.01.002 ER - TY - JOUR TI - Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi AU - Pitchford, Nicola J. T2 - Educational Psychology AB - Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1–3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-weeks period, for the equivalent of 30-min per day. Technical support was provided from the local Voluntary Service Overseas (VSO). Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children, from Standards 1–3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standards 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child’s developmental stage. DA - 2015/// PY - 2015 DO - 10.3389/fpsyg.2015.00485 DP - Frontiers SP - 485 J2 - Front. Psychol. ST - Development of early mathematical skills with a tablet intervention UR - http://journal.frontiersin.org/article/10.3389/fpsyg.2015.00485/abstract Y2 - 2015/04/28/10:54:23 ER - TY - JOUR TI - Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi AU - Pitchford, Nicola J. T2 - Frontiers in psychology DA - 2015/// PY - 2015 DO - 10.3389/fpsyg.2015.00485 DP - Google Scholar VL - 6 SP - 485 ST - Development of early mathematical skills with a tablet intervention ER - TY - JOUR TI - Development of executive function and attention in preterm children: a systematic review AU - Mulder, Hanna AU - Pitchford, Nicola J. AU - Hagger, Martin S. AU - Marlow, Neil T2 - Developmental neuropsychology DA - 2009/// PY - 2009 DO - 10.1080/87565640902964524 DP - Google Scholar VL - 34 IS - 4 SP - 393 EP - 421 ST - Development of executive function and attention in preterm children ER - TY - JOUR TI - Development of social studies learners’ textbooks for secondary schools in Zambia. AU - Musilekwa, Sianga AU - Mulenga, Innocent Mutale DA - 2019/// PY - 2019 DP - Google Scholar UR - http://dspace.unza.zm/bitstream/handle/123456789/6572/Social%20Studies%20Textbook%20Development.pdf?sequence=1 Y2 - 2023/12/06/15:21:56 KW - ⛔ No DOI found ER - TY - JOUR TI - Development of special needs classroom prototypes to respond to the sensory needs of students with exceptionalities AU - Patel, Tina AU - Dorff, Juliann AU - Baker, Allison T2 - Archnet-IJAR: International Journal of Architectural Research DA - 2022/// PY - 2022 DO - 10.1108/ARCH-07-2021-0196 DP - Google Scholar VL - 16 IS - 2 SP - 339 EP - 358 UR - https://www.emerald.com/insight/content/doi/10.1108/ARCH-07-2021-0196/full/html Y2 - 2024/03/27/15:18:16 ER - TY - JOUR TI - Development of SW education class plan using artificial intelligence education platform: focusing on upper grade of elementary school AU - Son, Won-Seong T2 - Journal of The Korean Association of Information Education DA - 2020/// PY - 2020 DO - 10.14352/jkaie.2020.24.5.453 DP - Google Scholar VL - 24 IS - 5 SP - 453 EP - 462 ST - Development of SW education class plan using artificial intelligence education platform UR - https://koreascience.kr/article/JAKO202009651163334.page Y2 - 2024/02/24/10:04:55 ER - TY - JOUR TI - Development of the TAIL rating scheme for indoor environmental quality in schools AU - Tran, Minh-Tien AU - Wei, Wenjuan AU - Dassonville, Claire AU - Mandin, Corinne AU - Wargocki, Pawel AU - Hequet, Valérie T2 - CLIMA 2022 conference AB - The TAIL rating scheme was developed to assess indoor environmental quality (IEQ) in offices and hotels undergoing deep renovation and was recently extended by the PredicTAIL method allowing prediction of IEQ through modeling. TAIL provides the methodology for rating the quality of the thermal, acoustic, and luminous environments, the indoor air quality, and the overall quality of the indoor environment. The present work is an extension of the use of TAIL rating scheme for school classrooms to provide necessary information for effective actions and mitigation measures to improve classroom IEQ. The TAIL was invented by examining the literature and certification schemes to identify the parameters that characterize IEQ in offices and hotels; 12 parameters were selected. A similarly pragmatic approach is followed when developing the TAIL for schools. The literature published after 2010 was surveyed to identify papers presenting measurements of IEQ in classrooms in Europe, the USA, and Australia; 75 papers were identified. Besides the 12 parameters already included in TAIL, the studies also used other parameters to characterize classroom IEQ. These parameters will be evaluated for their importance for the teaching, learning, and well-being of pupils, as well as measuring complexity, among others. Based on this assessment, the relevant parameters will be selected for inclusion in the TAIL rating for schools. The selection will be assisted using the measurements from the extensive campaign organized by the Indoor Air Quality Observatory in 308 schools and 602 classrooms in France; some of these data will be used to assess the efficacy of the TAIL for schools indicator. The relationships between the newly developed TAIL for schools, the teacher’s perceptions of indoor environmental quality, and detailed building characteristics will be studied. DA - 2022/05/19/ PY - 2022 DO - 10.34641/CLIMA.2022.244 DP - DOI.org (Datacite) SP - 2022: EP - CLIMA 2022 The 14th REHVA HVAC World Congress LA - en UR - https://proceedings.open.tudelft.nl/clima2022/article/view/244 Y2 - 2022/05/29/15:11:09 KW - BE:RELEVANT KW - auto_merged ER - TY - BOOK TI - Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 AU - Copple, Carol AU - Bredekamp, Sue CY - Washington, D.C. DA - 2010/// PY - 2010 ET - 3 PB - National Association for the Education of Young Children SN - 978-1-928896-64-7 ER - TY - JOUR TI - Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63 AU - Gordon, Morris AU - Patricio, Madalena AU - Horne, Laura AU - Muston, Alexandra AU - Alston, Sebastian R. AU - Pammi, Mohan AU - Thammasitboon, Satid AU - Park, Sophie AU - Pawlikowska, Teresa AU - Rees, Eliot L. AU - Doyle, Andrea Jane AU - Daniel, Michelle T2 - Medical Teacher AB - Background The novel coronavirus disease (COVID-19) was declared a pandemic in March 2020. This rapid systematic review synthesised published reports of medical educational developments in response to the pandemic, considering descriptions of interventions, evaluation data and lessons learned.Methods The authors systematically searched four online databases and hand searched MedEdPublish up to 24 May 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction and assessed risk of bias for included articles. Discrepancies were resolved by a third author. A descriptive synthesis and outcomes were reported.Results Forty-nine articles were included. The majority were from North America, Asia and Europe. Sixteen studies described Kirkpatrick’s outcomes, with one study describing levels 1–3. A few papers were of exceptional quality, though the risk of bias framework generally revealed capricious reporting of underpinning theory, resources, setting, educational methods, and content. Key developments were pivoting educational delivery from classroom-based learning to virtual spaces, replacing clinical placement based learning with alternate approaches, and supporting direct patient contact with mitigated risk. Training for treating patients with COVID-19, service reconfiguration, assessment, well-being, faculty development, and admissions were all addressed, with the latter categories receiving the least attention.Conclusions This review highlights several areas of educational response in the immediate aftermath of the COVID-19 pandemic and identifies a few articles of exceptional quality that can serve as models for future developments and educational reporting. There was often a lack of practical detail to support the educational community in enactment of novel interventions, as well as limited evaluation data. However, the range of options deployed offers much guidance for the medical education community moving forward and there was an indication that outcome data and greater detail will be reported in the future. DA - 2020/11/01/ PY - 2020 DO - 10.1080/0142159X.2020.1807484 DP - Taylor and Francis+NEJM VL - 42 IS - 11 SP - 1202 EP - 1215 SN - 0142-159X ST - Developments in medical education in response to the COVID-19 pandemic UR - https://doi.org/10.1080/0142159X.2020.1807484 Y2 - 2022/04/05/20:29:30 KW - Best evidence medical education KW - medicine KW - methods KW - postgraduate KW - undergraduate ER - TY - THES TI - Devising New Models for School Improvement in Developing Nations: Sierra Leone, a case study AU - Mason, Miriam Theresa AB - Abstract Background and Introduction: This research describes the planning, design, implementation and evaluation of a (Continuous Professional Development & Learning) CPDL-based programme for schools in Sierra Leone, a low-income country with low educational standards. Aims: The research aimed to: (i) assess evidence of EducAid schools’ effectiveness; (ii) identify features of EducAid practice that government schools might adopt; (iii) design a CPDL programme for Sierra Leonean teachers; (iv) report the programme’s impact on students’ progress; (v) explore the possibility of programme delivery by local and largely untrained teachers; (vi) throw light on aspects of the programme that participants saw as strengths and weaknesses. Design and Methods: Within an innovative quasi-experimental design, an impact evaluation drew on data from five intervention and ten comparison schools, and a process evaluation drew on data on information from programme participants and the trainers. The impact evaluation was based on public exam results, literacy test scores and attendance data collected pre- and post-CPDL. Process data included information from lesson observations, semi-structured interviews, focus groups and a post-intervention evaluation workshop. Results: The impact evaluation showed larger improvements in student attendance and literacy test results in the intervention schools than in the comparison schools. The process evaluation identified challenges in embedding changes in pedagogic practice, and in data collection. However, it also identified consistent evidence of improvements in student behaviour. These were supported by head teachers and community groups and were seen as a necessary but not sufficient condition for the literacy score improvements. Discussion and Conclusions: Discussion focuses on how far the six aims were met and on how the research adds to understanding of CPDL and school improvement in a low-income country. The impossibility of randomisation in sample selection prevents any strong causal claims for the CPDL’s impact. The possibility of a larger scale roll-out is considered, subject to changes in the programme suggested by the process evaluation. DA - 2019/// PY - 2019 DP - Zotero LA - en M3 - Durham theses PB - Durham University ST - Devising New Models for School Improvement in Developing Nations UR - http://etheses.dur.ac.uk/13354/1/Devising_New_Models_for_School_Improvement_Final_%2B_corrections.pdf?DDD29+ KW - Must-read KW - _C:Sierra Leone SLE ER - TY - BLOG TI - DFID and FCO merger: Let us learn from our past AU - Allier-Gagneur, Zoé T2 - Open Development & Education AB - On June 16th, UK Prime Minister Boris Johnson announced his decision to the House of Commons to merge the British Department for International Development (DFID) and the Foreign and Commonwealth Office (FCO). This decision is not a complete surprise, given that Mr Johnson openly sought to persuade Theresa May to give him the aid department […] DA - 2020/// PY - 2020 LA - en ST - Department for International Development merger with Foreign and Commonwealth Office UR - https://opendeved.net/2020/06/23/department-for-international-development-merger-with-foreign-and-commonwealth-office/ KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - DFID Education Policy: Get Children Learning AU - DFID DA - 2018/// PY - 2018 DP - Zotero SP - 46 LA - en UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/685536/DFID-Education-Policy-2018a.pdf ER - TY - JOUR TI - DFID ethical guidance for research, evaluation and monitoring activities AU - DFID DA - 2019/// PY - 2019 DP - Zotero SP - 33 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - DFID Ethical guidance for research evaluation and monitoring activities [interactive version] AU - DFID DA - 2019/// PY - 2019 DP - Zotero SP - 78 LA - en ER - TY - RPRT TI - DFID Ethics Principles for Research and Evaluation AU - DFID DA - 2011/// PY - 2011 UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/67483/dfid-ethics-prcpls-rsrch-eval.pdf Y2 - 2021/05/09/20:00:47 ER - TY - BLOG TI - DFID rated “very good”, FCO “poor”, in aid transparency index AU - Bond AB - While DFID is rated as one of the most transparent donors in the world, the FCO is lagging far behind. DA - 2018/06/19/T11:31+01:00 PY - 2018 LA - en M3 - Text UR - https://www.bond.org.uk/news/2018/06/dfid-rated-very-good-fco-poor-in-aid-transparency-index Y2 - 2020/06/22/13:31:23 ER - TY - BOOK TI - Di Gropello & DA - 2011/// PY - 2011 PB - Marshall ER - TY - RPRT TI - Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana AU - Afoakwah, Edmund AU - Carballo, Francisco AU - Caro, Alex AU - D’Cunha, Samantha AU - Dobrowolski, Stephanie AU - Fallon, Alexandra DA - 2021/10/20/ PY - 2021 LA - en PB - EdTech Hub ST - Dialling up Learning KW - Final_citation KW - cited KW - existing ER - TY - BOOK TI - Dialogic Readers: Children talking and thinking together about visual texts AU - Maine, Fiona CY - Abingdon DA - 2015/// PY - 2015 PB - Routledge ER - TY - JOUR TI - Dialogue, Teachers and Professional Development AU - Hofmann, Riikka T2 - The Routledge International Handbook of Research on Dialogic Education DA - 2019/// PY - 2019 DO - 10.4324/9780429441677-18 DP - Google Scholar SP - 213 KW - __C:filed:1 ER - TY - JOUR TI - Dialoguing teaching for visual impairment from the perspective of inclusive special education AU - Hulten, Thomas Peter AU - Junger, Alex Paubel AU - de Oliveira, Victor Inacio AU - Lui, Márcio de La Cruz AU - Fernandes, Vera Maria Jarcovis AU - Pinto, Marcelo Vianello T2 - Revista de Gestão e Secretariado DA - 2023/// PY - 2023 DO - 10.7769/gesec.v14i8.2578 DP - Google Scholar VL - 14 IS - 8 SP - 12819 EP - 12836 UR - https://ojs.revistagesec.org.br/secretariado/article/view/2578 Y2 - 2024/03/27/15:19:04 ER - TY - JOUR TI - Did the shift to computer-based testing in PISA 2015 affect reading scores? A View from East Asia AU - Komatsu, Hikaru AU - Rappleye, Jeremy T2 - Compare: A Journal of Comparative and International Education DA - 2017/07/04/ PY - 2017 DO - 10.1080/03057925.2017.1309864 DP - Taylor and Francis+NEJM VL - 47 IS - 4 SP - 616 EP - 623 SN - 0305-7925 ST - Did the shift to computer-based testing in PISA 2015 affect reading scores? UR - https://doi.org/10.1080/03057925.2017.1309864 Y2 - 2018/01/19/10:23:30 ER - TY - CHAP TI - Die richtigen Mitarbeiter finden: Berufsbildung und HR-Management AU - Bauer, Annette AU - Kühnrich, Heinz-Joachim T2 - Praxishandbuch Wirtschaft in Afrika AB - Qualifizierte Fachkräfte stellen einen wichtigen Faktor für die Eintrittsentscheidung in einen Markt dar. Eine der am häufigsten genannten Hemmnisse für eine Investition in Afrika, ist deren Mangel. Vor allem für deutsche Unternehmen ist es wichtig mit ausgebildetem Personal die höhere Produktivität und Lebensdauer ihrer Produkte und Maschinen zu erreichen, um den meist höheren Investitionskosten im Marktvergleich Rechnung zu tragen und einen kosten- und zeiteffizienten After Sales Service anbieten zu können. Doch in vielen Ländern Afrikas ist diese Voraussetzung von qualifizierten Fachkräften noch nicht geschaffen. Folgendes Kapitel gibt einen Überblick über den wachsenden Bedarf an Fachkräften, die aktuelle Situation in der Berufsbildung, sowie Lösungsansätze zur Reduzierung der Lücke zwischen Angebot und Nachfrage an Fachkräften aus Sicht eines deutschen Anbieters für Aus- und Weiterbildungslösungen in Afrika. C2 - Schmidt, Thomas C2 - Pfaffenberger, Kay C2 - Liebing, Stefan CY - Wiesbaden DA - 2017/// PY - 2017 DP - Crossref SP - 211 EP - 231 LA - de PB - Springer Fachmedien Wiesbaden SN - 978-3-658-14481-4 978-3-658-14482-1 ST - Die richtigen Mitarbeiter finden UR - http://link.springer.com/10.1007/978-3-658-14482-1_17 Y2 - 2018/12/27/12:41:25 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - A:West Africa KW - C:Rwanda KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:de KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:agriculture KW - T:Ausbildung KW - T:TVET KW - T:in-service TVET KW - publicImportV1 ER - TY - CHAP TI - Die Schritte zu einer internationalen und international vergleichenden Berufsbildungsforschung AU - Lauterbach, Uwe T2 - Handbuch Berufsbildungsforschung A2 - Rauner, Felix CY - Bielefeld DA - 2006/// PY - 2006 DP - Gemeinsamer Bibliotheksverbund ISBN ET - 2., aktualisierte Aufl LA - de PB - Bertelsmann SN - 978-3-7639-3463-8 ER - TY - CHAP TI - Die Schritte zu einer internationalen und international vergleichenden Berufsbildungsforschung AU - Lauterbach, Uwe T2 - Handbuch Berufsbildungsforschung A2 - Rauner, Felix A2 - Grollmann, Philipp AB - Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden CY - Bielefeld DA - 2018/08/01/ PY - 2018 DP - Amazon ET - 3. aktual. u. erw. SP - 52 LA - Deutsch PB - UTB SN - 978-3-8252-5078-2 ER - TY - JOUR TI - Dietary patterns related to attainment in school: the importance of early eating patterns AU - Feinstein, L. AU - Sabates, R. AU - Sorhaindo, A. AU - Rogers, I. AU - Herrick, D. AU - Northstone, K. AU - Emmett, P. T2 - Journal of Epidemiology & Community Health AB - Objectives: To empirically test the impact of dietary intake at several time points in childhood on children’s school attainment and to investigate whether any differences in school attainment between children who ate packed lunches or school meals was due to who these children were, their pre-school dietary patterns, or to what they ate at school. Design: Using longitudinal data available in the Avon Longitudinal Study of Parents and Children (ALSPAC), multivariate linear regression was used to assess the relative importance of diet at different ages for school attainment. Main outcome measures: Three indicators of school attainment were used: at ages 4–5 entry assessments to school, at ages 6–7 Key Stage 1 national tests and at ages 10–11 Key Stage 2 national tests. These outcome variables were measured in levels as well as in changes from the previous educational stage. Results: The key finding at age 3 was that “junk food” dietary pattern had a negative association with the level of school attainment. A weak association remained after controlling for the impact of other dietary patterns at age 3, dietary patterns at ages 4 and 7 and other confounding factors. The authors did not find evidence that eating packed lunches or eating school meals affected children’s attainment, once the impact of junk food dietary pattern at age 3 was accounted for in the model. Conclusions: Early eating patterns have implications for attainment that appear to persist over time, regardless of subsequent changes in diet. DA - 2008/08/01/ PY - 2008 DO - 10.1136/jech.2007.068213 DP - jech.bmj.com VL - 62 IS - 8 SP - 734 EP - 739 LA - en SN - 0143-005X, 1470-2738 ST - Dietary patterns related to attainment in school UR - https://jech.bmj.com/content/62/8/734 Y2 - 2023/01/07/20:45:50 ER - TY - CHAP TI - Diferencias por Género y Contexto Socioeconómico del Impacto de la Plataforma Adaptativa de Matemática. AU - Perera, Marcelo AU - Aboal, Diego T2 - CINVE. DA - 2017/// PY - 2017 UR - https://www.ceibal.edu.uy/storage/app/media/documentos/CINVE-extension_Informe_PAM_NSEyGENERO.pdf ER - TY - BLOG TI - Difference and Similarities: Digitization, Digitalization, and Digital Transformation AU - Monton, Aryne Leigh T2 - GlobalSign AB - Digitization, Digitalization, and Digital Transformation are critical for modern businesses. Know their similarities, differences, and how they benefit businesses in this blog. DA - 2022/03/22/ PY - 2022 LA - en ST - Difference and Similarities UR - https://www.globalsign.com/en-sg/blog/difference-and-similarities-digitization-digitalization-and-digital-transformation Y2 - 2024/02/29/10:57:15 KW - Final_citation KW - anystyle KW - existing ER - TY - JOUR TI - Differences of TVET teachers’ perceptions on competency across different types of TVET institutions in nigeria AU - Sern, Lai Chee AU - Hamisu, Mohammed Adamu AU - Salleh, Kahirol Mohd AU - Adamu, Babayo Yakubu T2 - International Journal of Recent Technology and Engineering T3 - Journal AB - © BEIESP. Competency is regarded as one of the main elements related to human resource development because it supports the aims of an organisation and the capabilities of its employees. This paper aimed at finding out the differences of the TVET teachers’ perceptions on competency (Thinking, Organizational and Application Competencies) across the three categorises of Nigerian tertiary institutions (University, Polytechnics, and College of Education) based on Malaysian Human Resource Development Practitioners (MHRDP) Competency Model. The study was quantitative by nature and 218 questionnaires were distributed to TVET teachers in five tertiary institutions based on stratified sampling technique. A total of 205 questionnaires were retrieved and ANOVA was conducted for data analysis. The present findings revealed that there was no statistically significant differences of the TVET teachers’ perceptions across the three categorises of Nigerian tertiary institutions in terms of Thinking Competency, Organisational Competency, and Application Competency. This outcome reflects that the competency model (MHRDP) can be used by TVET teachers regardless of their affiliated TVET institutions. DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - JOUR TI - Difficulties in the Material of Skeleton Systems and the Application of ICT in Learning Natural Sciences (IPA) AU - Gafur, Irfan Andi AU - Yustina, Yustina AU - Zulfarina, Zulfarina T2 - Journal of Educational Sciences DA - 2020/// PY - 2020 DO - 10.31258/jes.4.1.p.187-199 DP - Google Scholar VL - 4 IS - 1 SP - 187 EP - 199 KW - _C:China CHN KW - _C:Indonesia IDN KW - _C:Malaysia MYS KW - _C:Singapore SGP KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes AU - Riina, Vuorikari AU - Stefano, Kluzer AU - Yves, Punie DA - 2022/// PY - 2022 PB - Publications Office of the European Union UR - https://publications.jrc.ec.europa.eu/repository/handle/JRC128415 ER - TY - BOOK TI - DigComp 2.2, The Digital Competence framework for citizens: with new examples of knowledge, skills and attitudes AU - Vuorikari, Riina AU - Kluzer, Stefano AU - Punie, Yves AB - Digital skills for work and for life are at the top of the European Policy Agenda. The EU digital skills strategy and related policy initiatives have the objective of enhancing digital skills and competences for the digital transformation. The European Skills Agenda, of 1 July 2020, supports digital skills for all, including by supporting the objectives of the Digital Education Action Plan, which has the objectives of i) en-hancing digital skills and competences for the digital transformation while ii) fostering the development of a high-performing digital education system. The Digital Compass and the European Pillar of Social Rights Action Plan set the ambitious policy targets of reaching a minimum of 80% of the population with basic digital skills and having 20 million ICT specialists by 2030 CY - Luxembourg DA - 2022/// PY - 2022 DP - Open WorldCat LA - en PB - Publications Office of the European Union SN - 978-92-76-48882-8 ST - DigComp 2.2, The Digital Competence framework for citizens ER - TY - GEN TI - DigComp into Action: Get inspired, make it happen. A user guide to the European Digital Competence Framework AU - Kluzer, Stefano AU - Pujol Priego, Laia DA - 2018/// PY - 2018 PB - Publications Office of the European Union UR - https://publications.jrc.ec.europa.eu/repository/handle/JRC110624 ER - TY - JOUR TI - Digest of TVET institutions statistics in Nigeria 2014-15 AU - Government of Nigeria DA - 2017/// PY - 2017 UR - https://net.nbte.gov.ng/sites/default/files/2018-02/DIGEST%20OF%20TVET%20INSTITUTIONS%20STATISTICS%20IN%20NIGERIA%202014-15.pdf Y2 - 2019/01/17/18:09:05 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - RPRT TI - Digital accesibility toolkit AB - CBM publications. Download our reports, policies, guidelines, evaluation summaries, and more here. Search by topic, year & type. DA - 2018/// PY - 2018 LA - en PB - Christian Blind Mission UR - https://www.cbm.org/get-involved/search-resources-publications/?tx_wwt3site_list%5B__referrer%5D%5B%40extension%5D=Wwt3Site&tx_wwt3site_list%5B__referrer%5D%5B%40controller%5D=Publication&tx_wwt3site_list%5B__referrer%5D%5B%40action%5D=list&tx_wwt3site_list%5B__referrer%5D%5Barguments%5D=YTowOnt97a70dc1eec8c27f56c58e2b900cef02d68011f1e&tx_wwt3site_list%5B__referrer%5D%5B%40request%5D=a%3A3%3A%7Bs%3A10%3A%22%40extension%22%3Bs%3A8%3A%22Wwt3Site%22%3Bs%3A11%3A%22%40controller%22%3Bs%3A11%3A%22Publication%22%3Bs%3A7%3A%22%40action%22%3Bs%3A4%3A%22list%22%3B%7D13f1a9698cd594b129675b8ce62c64286924033e&tx_wwt3site_list%5B__trustedProperties%5D=a%3A0%3A%7B%7D75e6f8c6217790a6d75e6c070ade464ccdde848d&tx_wwt3site_list%5Bfilter%5D%5Byear%5D=0&tx_wwt3site_list%5Bfilter%5D%5Bcategory%5D=71&tx_wwt3site_list%5Bfilter%5D%5Btype%5D=0&cHash=abc21055f49433fdb72918ff6e599d18 Y2 - 2020/08/18/09:54:18 ER - TY - JOUR TI - Digital competence in higher education research: A systematic literature review AU - Zhao, Yu AU - Pinto Llorente, Ana María AU - Sánchez Gómez, María Cruz T2 - Computers & Education AB - In the information and knowledge society, where technology develops rapidly and penetrates deeply into our lives, the discussion about digital competence has become a hot topic today. After the emergence of the Coronavirus (Covid-19) and with its huge impact on the education industry, the concern about digital competence has reached a new height. This systematic literature review uses Web of science and Scopus as databases to store and analyze the existing research on digital competence in higher education settings. The purpose of this review is to provide the scholar community with a current overview of digital competence research from 2015 to 2021 in the context of higher education regarding the definition of digital competence, dimensions used to evaluate digital competence, research purposes, methodologies, and results and limitations. Major findings include that the majority of publications cited both research and EU policy in describing the definition of digital competence. The review indicates that most university students and teachers have a basic level of digital competence. Besides, the institutions of higher education are encouraged to focus on the development students and teachers’ digital competence, create relevant learning strategies and use appropriate tools to improve the quality of education. DA - 2021/07/01/ PY - 2021 DO - 10.1016/j.compedu.2021.104212 DP - ScienceDirect VL - 168 SP - 104212 J2 - Computers & Education LA - en SN - 0360-1315 ST - Digital competence in higher education research UR - https://www.sciencedirect.com/science/article/pii/S0360131521000890 Y2 - 2022/04/05/20:16:57 KW - 21st century abilities KW - Digital competence KW - Higher education ER - TY - CONF TI - Digital Divide meets video-based learning: Video production, distribution, and use within the developing world AU - Haßler, Björn T2 - 3. tele-TASK-Symposium - Von der Aufnahme zur virtuellen Bibliothek DA - 2008/// PY - 2008 PB - Hasso-Plattner Institute, Potsdam KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - JOUR TI - Digital divides in education. An analysis of the Romanian public discourse on distance and online education during the COVID-19 pandemic AU - Hosszu, Alexandra AU - Rughiniș, Cosima T2 - Sociologie Românească DA - 2020/// PY - 2020 DO - 10.33788/sr.18.2.1 DP - Google Scholar VL - 18 IS - 2 SP - 11 EP - 39 ER - TY - BOOK TI - Digital Dystopia The Danger in Buying What the EdTech Surveillance Industry is Selling AU - Marlow, C. DA - 2023/// PY - 2023 LA - en PB - American Civil Liberties Union (ACLU) KW - Final_citation KW - anystyle KW - existing ER - TY - MGZN TI - digital education after COVID-19 AU - Selwyn, Neil AU - MacGilchrist, Felicitas AU - Williamson, Ben T2 - TECHLASH DA - 2020/06// PY - 2020 IS - 1 UR - http://der.monash.edu.au/lnm/wp-content/uploads/2020/06/TECHLASH-01-COVID-education.pdf Y2 - 2020/06/24/13:57:38 ER - TY - JOUR TI - Digital equity and intercultural education AU - Resta, Paul AU - Laferrière, Thérèse T2 - Education and Information Technologies DA - 2015/12// PY - 2015 DO - 10.1007/s10639-015-9419-z DP - DOI.org (Crossref) VL - 20 IS - 4 SP - 743 EP - 756 J2 - Educ Inf Technol LA - en SN - 1360-2357, 1573-7608 UR - http://link.springer.com/10.1007/s10639-015-9419-z Y2 - 2024/03/04/14:18:22 KW - Final_citation ER - TY - JOUR TI - Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review AU - Makri, Agoritsa AU - Vlachopoulos, Dimitrios AU - Martina, Richard A. T2 - Sustainability AB - This paper aims to present a systematic literature review on state-of-the-art Educational Escape Rooms (EERs) with the use of digital technologies. More specifically, the focus of the study is to present the current developments and trends concerning Digital Educational Escape Rooms (DEERs) and investigate how they foster learning outcomes for online learners. Additionally, the present study provides insights into the design process of such technology enhanced EERs. This review is attributed to identifying and covering research gaps since the current literature has focused on the pedagogical aspects of Escape Rooms (ERs) in education, but no studies seem to have been conducted in regard to the pedagogical implications of Digital Escape Rooms (DERs) in educational environments. Based on the exhaustive literature review, an agenda for future research is promised and the implications for designing innovative ER approaches have been highlighted. The anatomy of the fundamental components of conducting systematic literature reviews was followed. The results of the review could be addressed to multidisciplinary teams related to education, game researchers, educational researchers, faculty members, scholars, instructors, and protagonists of educational systems to encourage them to thoroughly study the core elements of DEERs and how they can be applied in virtual educational contexts to facilitate students’ learning achievements. DA - 2021/01// PY - 2021 DO - 10.3390/su13084587 DP - www.mdpi.com VL - 13 IS - 8 SP - 4587 LA - en SN - 2071-1050 ST - Digital Escape Rooms as Innovative Pedagogical Tools in Education UR - https://www.mdpi.com/2071-1050/13/8/4587 Y2 - 2022/04/05/20:22:41 KW - digital escape rooms KW - digital technologies KW - educational escape rooms KW - engagement KW - escape rooms KW - game-based learning KW - gamification KW - motivation KW - systematic literature review KW - technology enhanced learning ER - TY - JOUR TI - Digital game-based learning for K-12 mathematics education: A meta-analysis AU - Byun, JaeHwan AU - Joung, Eunmi T2 - School Science and Mathematics DA - 2018/04// PY - 2018 DO - 10.1111/ssm.12271 VL - 118 IS - 3-4 SP - 113 EP - 126 J2 - School Science and Mathematics LA - en SN - 00366803 ST - Digital game-based learning for K-12 mathematics education KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis AU - Clark, Douglas B. AU - Tanner-Smith, Emily E. AU - Killingsworth, Stephen S. DA - 2015/// PY - 2015 SP - 44 LA - en ST - Digital Games, Design, and Learning KW - ⛔ No DOI found ER - TY - BOOK TI - Digital humanities, libraries, and partnerships: a critical examination of labor, networks, and community T2 - Chandos Information Professional Series A3 - Kear, Robin A3 - Joranson, Kate CN - AZ195 .D545 2018 CY - Kidlington, United Kingdom ; Cambridge, MA, United States DA - 2018/// PY - 2018 DP - Library of Congress ISBN SP - 199 PB - Chandos Publishing, an imprint of Elsevier SN - 978-0-08-102023-4 ST - Digital humanities, libraries, and partnerships KW - Digital humanities KW - Digital libraries KW - Humanities KW - Libraries and Museums ER - TY - BOOK TI - Digital Interactions in Developing Countries: An Economic Perspective AU - James, Jeffrey AB - Jeffrey James is one of the relatively few academics to have systematically taken on the topic of IT and development. In this timely book he undertakes a methodological critique of prominent topics in the debate. Challenging the existing literature by international and governmental institutions, the book looks not only at the digital divide but also at issues such as digital preparedness, leapfrogging and low-cost computers. James also raises important issues which have been largely neglected in the literature, such as the implications for poverty in developing countries and the macroeconomics of mobile phones. The book argues that benefits from IT are captured in a different form in developing as opposed to developed countries. In the latter, gains come from technology ownership and use, whereas in the former, benefits cannot be captured as much in this way because ownership is more limited. Interestingly, the author shows that developing countries have responded to this distinction with a series of local innovations which are often low-cost and pro-poor. This finding contradicts the widely held view that poor countries are unable to generate major innovations within their own borders. Accessible and clearly written, this book will be of great interest to scholars of development economics and development studies, and is relevant to both policy-makers and academics. DA - 2013/// PY - 2013 DP - Google Books SP - 282 LA - en PB - Routledge SN - 978-0-415-62732-0 ST - Digital Interactions in Developing Countries KW - Business & Economics / Development / Economic Development KW - Business & Economics / Industries / Computers & Information Technology ER - TY - CHAP TI - Digital learning for developing Asian countries AU - Lim, Cher Ping AU - Tinio, Victoria AU - Smith, Matthew AU - Bhowmik, Miron Kumar T2 - Routledge International Handbook of Schools and Schooling in Asia DA - 2018/// PY - 2018 PB - Routledge KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Digital learning in schools: What does it take beyond digital technology? AU - Sailer, Michael AU - Murböck, Julia AU - Fischer, Frank T2 - Teaching and Teacher Education AB - We investigated how often teachers apply digital technology in their teaching and which student learning activities teachers initiate. Further, we analyzed factors relating to technology use. 410 teachers in our sample, representative for the state of Bavaria (Germany), reported that they spend a substantial amount of time using digital technologies in a typical lesson. Results indicated that rather teachers’ basic digital skills and technology-related teaching skills than digital technology resources are crucial. Even though a certain threshold level of digital technology is necessary in school, our results suggest shifting the focus from equipping schools to teachers’ skills using technologies effectively. DA - 2021/07/01/ PY - 2021 DO - 10.1016/j.tate.2021.103346 DP - ScienceDirect VL - 103 SP - 103346 J2 - Teaching and Teacher Education LA - en SN - 0742-051X ST - Digital learning in schools UR - https://www.sciencedirect.com/science/article/pii/S0742051X21000706 Y2 - 2023/01/26/19:41:18 KW - Digital technologies KW - Structural equation modeling KW - Student learning activities KW - Teachers’ skills KW - Technology use in classroom ER - TY - RPRT TI - Digital learning innovations for Syrian refugees and host communities external evaluation report AU - Tawileh, Anas DA - 2018/// PY - 2018 ER - TY - THES TI - Digital literacies for international teacher education: a Ghanaian perspective AU - Taner, Lisa AB - Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses. DA - 2018/// PY - 2018 DP - oro.open.ac.uk M3 - MRes PB - The Open University ST - Digital literacies for international teacher education UR - http://oro.open.ac.uk/54964/ Y2 - 2019/11/19/14:22:08 KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Education management KW - _THEME: Open systems KW - _THEME: School management KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2426091 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - Digital Literacy Among Teachers: Identifying Digital Divide Among Interactive Whiteboard Users in Public High Schools AU - Oatis, Tammy DA - 2019/// PY - 2019 DP - Google Scholar ST - Digital Literacy Among Teachers KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Georgia GEO KW - _C:Greece GRC KW - _C:Jordan JOR KW - _C:Korea, Republic KOR KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Digital Literacy and Public Policy through the Library Lens AU - Visser, Marijke T2 - Maine Policy Review DA - 2013/01/01/ PY - 2013 DO - 10.53558/WCUZ5068 DP - DOI.org (Crossref) VL - 22 IS - 1 J2 - MPR LA - en SN - 2643-959X UR - https://digitalcommons.library.umaine.edu/mpr/vol22/iss1/27 Y2 - 2024/01/12/09:35:56 ER - TY - RPRT TI - Digital Literacy and Skills Toolkit Implementation in Indonesia: Experience and Lessons Learned from a Small Survey AU - CSIS Indonesia DA - 2022/// PY - 2022 UR - https://csis.or.id/publication/digital-literacy-and-skills-toolkit-implementation-in-indonesia/ ER - TY - RPRT TI - Digital Literacy Assessment Tool AU - Hassan, Mansour AU - Grace, Macharia AU - Haßler, Björn AB - An output of the Open Development & Education, https://.opendeved.net/ CN - 1018 DA - 2023/// PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/TATPHGK2 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Digital Literacy Assessment Tool Report AU - Macharia, Grace AU - Walker, Hannah AU - Waziri, Nafisa AU - Martin, Anna AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1062 DA - 2023/12/18/T00:00:00.000Z PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/7DCZWHDC KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Digital Literacy For Citizens Policy Framework for Africa AU - Martin, Anna AU - Macharia, Grace AU - Walker, Hannah AU - Waziri, Nafisa AU - Omboto, Charles AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1057 DA - 2023/11/30/T00:00:00.000Z PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/3XSIQX8M KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - Digital Literacy Needs for Online Learning Among Peri-Urban, Marginalised Youth in South Africa AU - Adam, Taskeen T2 - International Journal of Mobile and Blended Learning (IJMBL) AB - As online learning modes become more common, this can exacerbate educational inequalities for learners who do not have the ability to utilise these modes effectively. This has been seen in the COVID-19 crisis where there has been a shift to remote and distance learning modalities despite the limited... DA - 2022/// PY - 2022 DO - 10.4018/IJMBL.310940 DP - www.igi-global.com VL - 14 IS - 3 SP - 1 EP - 19 LA - en SN - 1941-8647, 1941-8655 ST - Digital Literacy Needs for Online Learning Among Peri-Urban, Marginalised Youth in South Africa UR - https://www.igi-global.com/gateway/article/www.igi-global.com/gateway/article/310940 Y2 - 2022/12/03/19:46:27 KW - Author:OpenDevEd ER - TY - JOUR TI - Digital Literacy Needs for Online Learning Among Peri-Urban, Marginalised Youth in South Africa AU - Adam, Taskeen T2 - International Journal of Mobile and Blended Learning (IJMBL) AB - As online learning modes become more common, this can exacerbate educational inequalities for learners who do not have the ability to utilise these modes effectively. This has been seen in the COVID-19 crisis where there has been a shift to remote and distance learning modalities despite the limited... DA - 2022/07/01/ PY - 2022 DO - 10.4018/IJMBL.310940 DP - www.igi-global.com VL - 14 IS - 3 SP - 1 EP - 19 J2 - IJMBL LA - en SN - 1941-8647 UR - https://www.igi-global.com/article/digital-literacy-needs-for-online-learning-among-peri-urban-marginalised-youth-in-south-africa/www.igi-global.com/article/digital-literacy-needs-for-online-learning-among-peri-urban-marginalised-youth-in-south-africa/310940 Y2 - 2022/12/08/03:05:03 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Digital Literacy Research from an International and Comparative Point of View AU - Pietrass, Manuela T2 - Research in Comparative and International Education AB - The fear of a growing digital divide between those having access to the Internet and those who do not results from the still uneven distribution of digital media. Though the number of Internet users is rapidly growing, there is evidence for the further existence of a digital divide caused by the lack of digital literacy. Thus, the digital divide cannot be closed by access alone and becomes a matter of media education. To find appropriate methods for increasing digital literacy demands knowledge about the ways users deal with computers and the Internet. This knowledge is gained by empirical research in different formal and non-formal contexts of computer and Internet use. This introductory article to a special issue of Research in Comparative and International Education devoted to ‘Digital Literacy Research’ gives an insight into international data on Internet use and outlines a theoretical framework of digital literacy. It also discusses the single studies collected in the special issue. It shows that further research will profit by an international and comparative approach which considers national, cultural, social and age differences between the users. DA - 2007/03// PY - 2007 DO - 10.2304/rcie.2007.2.1.1 DP - DOI.org (Crossref) VL - 2 IS - 1 SP - 1 EP - 12 J2 - Research in Comparative and International Education LA - en SN - 1745-4999, 1745-4999 UR - http://journals.sagepub.com/doi/10.2304/rcie.2007.2.1.1 Y2 - 2023/11/01/20:26:41 ER - TY - JOUR TI - Digital media and youth: A primer for school psychologists AU - Savina, Elena AU - Mills, Jennifer L. AU - Atwood, Kelly AU - Cha, Jason T2 - Contemporary School Psychology DA - 2017/// PY - 2017 DO - 10.1007/s40688-017-0119-0 DP - Google Scholar VL - 21 IS - 1 SP - 80 EP - 91 ST - Digital media and youth KW - __C:filed:1 ER - TY - JOUR TI - Digital neocolonialism and massive open online courses (MOOCs): colonial pasts and neoliberal futures AU - Adam, Taskeen T2 - Learning, Media and Technology AB - Through evaluating dominant MOOC platforms created by Western universities, I argue that MOOCs on such platforms tend to embed Western-centric epistemologies and propagate this without questioning their global relevance. Consequently, such MOOCs can be detrimental when educating diverse and complex participants as they erode local and indigenous knowledge systems. Arguing that the digital divide is an exacerbation of historical inequalities, I draw parallels between colonial education, specifically across Sub-Saharan Africa, and ‘digital neocolonialism’ through Western MOOC platforms. I analyse similarities in ideology, assumptions, and methods of control. Highlighting evolving forms of coloniality, I include contemporary problems created by neoliberal techno-capitalist agendas, such as the commodification of education. Balance is needed between the opportunities offered through MOOCs and the harms they cause through overshadowing marginalised knowledges and framing disruptive technologies as the saviour. While recommending solutions for inclusion of marginalised voices, further problems such as adverse incorporation are raised. DA - 2019/07/03/ PY - 2019 DO - 10.1080/17439884.2019.1640740 DP - Taylor and Francis+NEJM VL - 44 IS - 3 SP - 365 EP - 380 SN - 1743-9884 ST - Digital neocolonialism and massive open online courses (MOOCs) UR - https://doi.org/10.1080/17439884.2019.1640740 Y2 - 2019/09/28/11:49:14 KW - Author:OpenDevEd KW - Decolonising education KW - _C:Canada CAN KW - _C:China CHN KW - _C:Cuba CUB KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Jordan JOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Mexico MEX KW - _C:Nigeria NGA KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Syrian Arab Republic SYR KW - _C:Thailand THA KW - _C:Tonga TON KW - _C:Turkey TUR KW - __C:filed:1 KW - __C:scheme:1 KW - decolonising technology KW - digital neocolonialism KW - epistemic injustice KW - neoliberal education ER - TY - RPRT TI - Digital pathways for greater education impact for all: A Country-level Framework AU - Rajasekaran, Subhashini AU - Adam, Taskeen AU - Tilmes, Klaus AU - Hawkins, Robert AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1040 DA - 2024/03/10/T00:00:00.000Z PY - 2024 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/Q9R5HWK2 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Digital Rights in Closing Civic Space: Lessons from Ten African Countries AU - Roberts, Tony AU - Ali, Abrar Mohammed AU - Karekwaivanane, George AU - Msonza, Natasha AU - Phiri, Sam AU - Zorro AU - Nanfuka, Juliet AU - Bosch, Tanja AU - Oladapo, Oyewole AU - Ojebode, Ayo AU - Nyabola, Nanjala AU - Gagliardone, Iginio AU - Brhane, Atnafu AU - Farahat, Mohammed AU - Ndongmo, Kathleen DA - 2021/02/26/ PY - 2021 PB - Institute of Development Studies UR - https://www.ids.ac.uk/publications/digital-rights-in-closing-civic-space-lessons-from-ten-african-countries/ Y2 - 2024/01/12/00:00:00 ER - TY - BLOG TI - Digital School Census in 10 Weeks? How it was done in Sierra Leone AU - Namit, K. AU - Thi Mai, T. T2 - World Bank Blogs AB - Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request. DA - 2019/02/06/ PY - 2019 LA - en ST - Digital School Census in 10 Weeks? UR - https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone Y2 - 2020/08/14/19:30:51 KW - _C:Sierra Leone SLE ER - TY - GEN TI - Digital Skills: Frameworks and Programs AU - Bashir, Sajitha DA - 2020/// PY - 2020 LA - English PB - World Bank UR - https://documents1.worldbank.org/curated/en/562351611824219616/pdf/Digital-Skills-Frameworks-and-Programs.pdf ER - TY - JOUR TI - Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology AU - Ivala, Eunice AU - Gachago, Daniela AU - Condy, Janet AU - Chigona, Agnes T2 - Journal of Education and Training Studies AB - Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills. DA - 2014/01// PY - 2014 DO - 10.11114/jets.v2i1.286 VL - 2 IS - 1 SP - 217 EP - 227 LA - English SN - 2324-805X, 2324-805X UR - https://core.ac.uk/download/pdf/235493876.pdf AN - 1697499911; EJ1055168 KW - Case Studies KW - Cognitive Processes KW - College Faculty KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Focus Groups KW - Foreign Countries KW - Higher Education KW - Personal Narratives KW - Postsecondary Education KW - Preservice Teachers KW - Professional Development KW - Qualitative Research KW - Reflection KW - Skill Development KW - South Africa KW - Story Telling KW - Teaching Methods KW - Technology Uses in Education KW - Video Technology KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:2096367 KW - __finaldtb ER - TY - JOUR TI - Digital Technologies and Innovative Learning Environments in Schooling: A New Zealand Experience AU - Fletcher, Jo AU - Everatt, John AU - Mackey, Julie AU - Fickel, Letitia Hochstrasser T2 - New Zealand Journal of Educational Studies DA - 2020/// PY - 2020 DP - Google Scholar SP - 1 EP - 22 ST - Digital Technologies and Innovative Learning Environments in Schooling KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Digital Technologies in Education 4.0. Does it Enhance the Effectiveness of Learning? A Systematic Literature Review AU - Qureshi, Muhammad Imran AU - Khan, Nohman AU - Raza, Hamad AU - Imran, Amina AU - Ismail, Fadillah T2 - International Journal of Interactive Mobile Technologies (iJIM) AB - Over the past decade, digitalization shapes the overall educational structure worldwide, with the attention received from practitioners, researchers, and policymakers for educational development. Digital technologies are bringing massive changes across education, skills, and employment. These changes mirror how technology is increasingly central to education 4.0. Digital technologies are expanding beyond innovative and less traditional techniques of teaching and learning via education collaboration. However, the present study will explore the research conducted on digital technologies and education. Data is selected from the Scopus database reputed journals. The final 47 studies are chosen for the review process using PRISMA statement 2015, and bibliometric analysis is done to find the occurrence of keywords. The findings of the study are strengthening the value of educational growth and development of high-tech skills. Education's Future focuses on digital technologies, and the traditional modes of education will be replaced entirely. DA - 2021/02/26/ PY - 2021 DO - 10.3991/ijim.v15i04.20291 DP - DOI.org (Crossref) VL - 15 IS - 04 SP - 31 J2 - Int. J. Interact. Mob. Technol. LA - en SN - 1865-7923 ST - Digital Technologies in Education 4.0. Does it Enhance the Effectiveness of Learning? UR - https://online-journals.org/index.php/i-jim/article/view/20291 Y2 - 2022/04/05/20:15:38 ER - TY - JOUR TI - Digital technologies in support of students learning in Higher Education: literature review AU - Pinto, Marta AU - Leite, Carlinda T2 - Digital Education Review AB - Autorías: Marta Pinto, Carlinda Leite. Localización: Digital Education Review. Nº. 37, 2020. Artículo de Revista en Dialnet. DA - 2020/// PY - 2020 DO - 10.1344/der.2020.37.343-360 DP - dialnet.unirioja.es IS - 37 SP - 343 EP - 360 LA - eng SN - 2013-9144 ST - Digital technologies in support of students learning in Higher Education UR - https://dialnet.unirioja.es/servlet/articulo?codigo=7615204 Y2 - 2022/04/05/20:38:27 KW - _genre:LR-literature_review ER - TY - JOUR TI - Digital technology and the futures of education: Towards ‘Non-Stupid’optimism AU - Facer, Keri AU - Selwyn, Neil T2 - Paper commissioned for the UNESCO Futures of Education report DA - 2021/// PY - 2021 DP - Google Scholar ST - Digital technology and the futures of education UR - https://www.academia.edu/download/98619725/Unesco_Background_Ed_Tech.pdf Y2 - 2024/02/29/13:27:39 KW - Final_citation KW - ⛔ No DOI found ER - TY - BOOK TI - Digital technology in physical education: global perspectives AU - Koekoek, Jeroen AU - Hilvoorde, Ivo van DA - 2018/// PY - 2018 DP - Open WorldCat LA - English SN - 978-1-138-56988-1 ST - Digital technology in physical education ER - TY - JOUR TI - Digital tools for real-time data collection in education AU - Gustafsson-Wright, Emily AU - Osborne, Sarah AU - Aggarwal, Muskan DA - 2022/// PY - 2022 DP - Google Scholar UR - https://policycommons.net/artifacts/4142237/digital-tools-for-real-time-data-collection-in-education/4951284/ Y2 - 2024/03/19/19:56:13 KW - Final_citation KW - ⛔ No DOI found ER - TY - BLOG TI - Digital tools for real-time data collection in education AU - Gustafsson-Wright, Emily AU - Osborne, Sarah AU - Aggarwal, Muskan T2 - Brookings AB - Real-time performance data in education enable critically needed tracking of program activities and instructors' and learners' progress to better inform adaptations along the way. In this report, we provide an overview of some of the key considerations related to real-time data collection in education, with a particular focus on the digital tools that enable their collection. Importantly, we have developed a typology of tools and selection criteria to support policymakers, practitioners, and researchers around the globe in either developing new tools or selecting from the landscape of existing ones. Our aim is to help initiate dialogue around the use of real-time data for adaptive management in education and contribute to data-informed decisions toward ensuring that all children have access to quality teaching and learning experiences. DA - 2022/11/02/ PY - 2022 LA - en ST - Digital Tools for Real-Time Data Collection in Education UR - https://policycommons.net/artifacts/4142237/digital-tools-for-real-time-data-collection-in-education/4951284/ Y2 - 2024/02/29/16:26:42 KW - Final_citation KW - existing KW - ⛔ No DOI found ER - TY - BOOK TI - Digital Transformation at Scale: Why the Strategy Is Delivery. AU - Greenway, Andrew AB - Organisations that grew up on the web have changed our attitude to the services we rely on every day. We expect them to work, be simple, cheap or free. They have done this by perfecting new technologies, practices, cultures and business models. However, organizations founded before the Internet aren't keeping pace - despite spending millions on IT. Faced with the digital revolution, many people working in large organisations instinctively see its consequences as another layer of complexity. To some of them, `digital' promises a better fax machine, a quicker horse, a brighter candle. In fact, digital is about applying the culture, practices, business models and technologies of the Internet era to respond to people's raised expectations. It is not a new function. It is not even a new way of running the existing functions of an organisation, whether those are IT or communications. It is a new way of running organisations. A successful digital transformation makes it possible not only to deliver products and services that are simpler, cheaper and better, but for the organisation as a whole to operate effectively in the online era. This book is a guide to building a digital institution. Based on experience and not theory it explains how a growing band of reformers in businesses and governments around the world have helped their organisations pivot to this new way of working, and what lessons others can learn from their experience. It is based on the authors' experience designing and helping to deliver the UK government's successful `Government Digital Service'. The GDS was a new institution made responsible for the digital transformation of government, designing public services for the Internet era. It snipped GBP4 billion off the government's technology bill, opened up public sector contracts to thousands of new suppliers, and delivered online services so good that citizens chose to use them over the offline alternatives, without a big marketing campaign. Other countries, and private sector companies too, took note. Here is a simple map to navigate a path through the blockers, buzzwords and bloody-mindedness that doom analogue organisations. CY - Place of publication not identified DA - 2018/// PY - 2018 DP - Open WorldCat ET - 1 SP - 232 LA - English PB - LONDON Publishing PARTNER SN - 978-1-907994-78-4 ST - Digital Transformation at Scale KW - ⛔ No DOI found ER - TY - BOOK TI - Digital Transformation at Scale: Why the Strategy Is Delivery [2nd edition] AU - Greenway, Andrew AU - Terrett, Ben AU - Bracken, Mike AU - Loosemore, Tom DA - 2021/// PY - 2021 DP - Zotero ET - 2 LA - en ER - TY - THES TI - Digital transformation in education: A mixed methods study of teachers and systems AU - McCarthy, Aidan DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - Murdoch University ST - Digital transformation in education KW - _C:Australia AUS KW - _C:Finland FIN KW - _C:Malaysia MYS KW - _C:Myanmar MMR KW - _C:New Zealand NZL KW - _C:Singapore SGP KW - _C:Spain ESP KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Digital transformation in German higher education: student and teacher perceptions and usage of digital media AU - Bond, Melissa AU - Marín, Victoria I. AU - Dolch, Carina AU - Bedenlier, Svenja AU - Zawacki-Richter, Olaf T2 - International Journal of Educational Technology in Higher Education AB - Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set. Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools. Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested. DA - 2018/12/28/ PY - 2018 DO - 10.1186/s41239-018-0130-1 DP - BioMed Central VL - 15 IS - 1 SP - 48 J2 - International Journal of Educational Technology in Higher Education SN - 2365-9440 ST - Digital transformation in German higher education UR - https://doi.org/10.1186/s41239-018-0130-1 Y2 - 2021/03/07/18:07:14 KW - Digital media usage KW - Digitalization KW - Educational technology KW - Germany KW - Higher education KW - Student perceptions KW - Teacher perceptions KW - University professors KW - University students KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Israel ISR KW - _C:Luxembourg LUX KW - _C:New Zealand NZL KW - _C:Spain ESP KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - _genre:LR-literature_review ER - TY - JOUR TI - Digital Transformation in Higher Education Institutions: A Systematic Literature Review AU - Benavides, Lina María Castro AU - Tamayo Arias, Johnny Alexander AU - Arango Serna, Martín Darío AU - Branch Bedoya, John William AU - Burgos, Daniel T2 - Sensors AB - Higher education institutions (HEIs) have been permeated by the technological advancement that the Industrial Revolution 4.0 brings with it, and forces institutions to deal with a digital transformation in all dimensions. Applying the approaches of digital transformation to the HEI domain is an emerging field that has aroused interest during the recent past, as they allow us to describe the complex relationships between actors in a technologically supported education domain. The objective of this paper is to summarize the distinctive characteristics of the digital transformation (DT) implementation process that have taken place in HEIs. The Kitchenham protocol was conducted by authors to answer the research questions and selection criteria to retrieve the eligible papers. Nineteen papers (1980–2019) were identified in the literature as relevant and consequently analyzed in detail. The main findings show that it is indeed an emerging field, none of the found DT in HEI proposals have been developed in a holistic dimension. This situation calls for further research efforts on how HEIs can understand DT and face the current requirements that the fourth industrial revolution forced. DA - 2020/01// PY - 2020 DO - 10.3390/s20113291 DP - www.mdpi.com VL - 20 IS - 11 SP - 3291 LA - en SN - 1424-8220 ST - Digital Transformation in Higher Education Institutions UR - https://www.mdpi.com/1424-8220/20/11/3291 Y2 - 2022/04/05/20:37:11 KW - digital transformation KW - digitalization KW - higher education institution KW - systematic literature review KW - university ER - TY - ELEC TI - Digital trust: Why it matters for businesses | McKinsey AU - McKinsey DA - 2022/// PY - 2022 UR - https://www.mckinsey.com/capabilities/quantumblack/our-insights/why-digital-trust-truly-matters Y2 - 2023/01/26/17:55:44 KW - Final_citation KW - existing ER - TY - JOUR TI - Digital Undergraduate Education in Dentistry: A Systematic Review AU - Zitzmann, Nicola U. AU - Matthisson, Lea AU - Ohla, Harald AU - Joda, Tim T2 - International Journal of Environmental Research and Public Health AB - The aim of this systematic review was to investigate current penetration and educational quality enhancements from digitalization in the dental curriculum. Using a modified PICO strategy, the literature was searched using PubMed supplemented with a manual search to identify English-language articles published between 1994 and 2020 that reported the use of digital techniques in dental education. A total of 211 articles were identified by electronic search, of which 55 articles were selected for inclusion and supplemented with 27 additional publications retrieved by manual search, resulting in 82 studies that were included in the review. Publications were categorized into five areas of digital dental education: Web-based knowledge transfer and e-learning, digital surface mapping, dental simulator motor skills (including intraoral optical scanning), digital radiography, and surveys related to the penetration and acceptance of digital education. This review demonstrates that digitalization offers great potential to revolutionize dental education to help prepare future dentists for their daily practice. More interactive and intuitive e-learning possibilities will arise to stimulate an enjoyable and meaningful educational experience with 24/7 facilities. Augmented and virtual reality technology will likely play a dominant role in the future of dental education. DA - 2020/01// PY - 2020 DO - 10.3390/ijerph17093269 DP - www.mdpi.com VL - 17 IS - 9 SP - 3269 LA - en SN - 1660-4601 ST - Digital Undergraduate Education in Dentistry UR - https://www.mdpi.com/1660-4601/17/9/3269 Y2 - 2022/04/05/20:30:25 KW - _genre:LR-literature_review KW - augmented reality (AR) KW - dental education KW - digital dentistry KW - virtual reality (VR) ER - TY - JOUR TI - Digitalisierung beruflicher Lern- und Arbeitsprozesse. Impulse aus der Bauwirtschaft und anderen gewerblich-technischen Sektoren AU - Appenrodt, Jan AU - Becker, Matthias AU - Böttcher, Sven AU - Bozkurt, Askim AU - Dettmann, Kai AU - Diekmann, Susanne AU - Dziumbla, Uwe AU - Ebert, Wolfgang AU - Falk, Roland AU - Freytag, Nora-Fabienne AU - Ganz, Kerstin AU - Goos, Ulrich AU - Grochtmann, Thomas AU - Hagenhofer, Thomas AU - Hillegeist, Annika AU - Holle, Hans-Jürgen AU - Hömann, Karsten AU - Jenzen, Julia AU - Kaiser, Matthias AU - Kirchner, Anja AU - Korth, Susanne AU - Kranawetleitner, Tanja AU - Krebs, Heike AU - Krümmel, Stefan AU - Kuri, Norbert AU - Land, Marvin AU - Lange, Axel AU - Lange, Christina AU - Leikler, Martin AU - Lindemann, Hans-Jürgen AU - Mahrin, Bernd AU - Menner, Marietta AU - Menzel, Mareike AU - Mersch, Franz Ferdinand AU - Milker, Clemens AU - Niethammer, Manuela AU - Noichl, Svenja AU - Pistoll, Diana AU - Ranke, Hannes AU - Rendtel, Torsten AU - Rexing, Volker AU - Roth, Tina AU - Schopbach, Holger AU - Schröder, Thomas AU - Schulte, Sven AU - Strating, Harald AU - Ströhle, Jochen AU - Wachenbrunner, Torsten AU - Weitzmann, Markus AU - Wepner, Kim AU - Wieczorek, Michael AU - Wyss, Rolf AB - The anthology presents current approaches to digitally supported professional learning. The articles provide insights into the dynamic development of the interfaces between gainful employment and vocational training and further education in the context of digitization of work and learning aids. The volume is thus connected to the publication “Berufsbildung am Bau digital” (edited by Bernd Mahrin and Johannes Meyser), which was published in 2019 by the University Press of the Technische Universität Berlin. The first chapter discusses fundamental didactic questions about digitally supported learning and working, including the framework conditions. The second chapter picks contributions on capacity development, standards, and digital tools out as central themes. The third chapter is dedicated to concrete specific solutions with strong practical relevance and high transfer potential for digitized work and learning in the construction sector and in the metal sector. The final fourth chapter presents comprehensive and freely accessible online offers such as a media pool for educational purposes, a learning media database and a hybrid learning system with a virtual 3D building model. The book was created as part of the DigiBAU project - digital vocational learning and working in the field of construction - funded by the German Federal Ministry of Education and Research and the European Social Fund. (DIPF/Orig.) DA - 2022/04/14/ PY - 2022 DO - 10.25656/01:24378 DP - DOI.org (Datacite) LA - de UR - https://www.pedocs.de/frontdoor.php?source_opus=24378 Y2 - 2022/09/09/12:43:32 KW - 370 Education KW - 370 Erziehung, Schul- und Bildungswesen KW - Arbeitsprozess KW - Bauberuf KW - Bauingenieur KW - Bautechnik KW - Bauwirtschaft KW - Berufliche Fortbildung KW - Berufsausbildung KW - Berufsbildung KW - Berufsbildungszentrum KW - Career centers KW - Construction technique KW - Continuing education KW - Continuing training KW - Digitale Medien KW - Digitalisierung KW - Digitalization KW - E-Learning KW - E-learning KW - Fachdidaktik KW - Further education KW - Gewerblich-technischer Beruf KW - Holzbau KW - Learning by playing KW - Learning process KW - Lehr-Lern-Prozess KW - Lernprozess KW - Media didactics KW - Mediendidaktik KW - Metallberuf KW - Occupation in a trade or technical field KW - Occupation in the field of construction KW - Occupational training KW - On line KW - Online service KW - Online-Angebot KW - Professional training KW - Specialized didactics KW - Spielerisches Lernen KW - Subject didactics KW - Teaching post KW - Teaching profession KW - Teaching-learning process KW - Virtual learning KW - Vocational Education KW - Vocational education and training KW - Vocational training KW - Weiterbildung KW - Working process KW - auto_merged KW - Überbetriebliche Ausbildung ER - TY - BLOG TI - Digitization, Digitalization, and Digital Transformation: Confuse Them At Your Peril AU - Bloomberg, J. T2 - Forbes AB - We digitize information, we digitalize processes and roles that make up the operations of a business, and we digitally transform the business and its strategy. Each one is necessary but not sufficient for the next. DA - 2018/// PY - 2018 LA - en ST - Digitization, Digitalization, And Digital Transformation UR - https://www.forbes.com/sites/jasonbloomberg/2018/04/29/digitization-digitalization-and-digital-transformation-confuse-them-at-your-peril/ KW - Final_citation KW - anystyle KW - existing ER - TY - JOUR TI - Dimensions - A Collaborative Approach to Enhancing Research Discovery AU - Dimensions Resources AU - Adams, Jonathan AU - Phill Jones AU - Porter, Simon AU - Szomszor, Martin AU - Draux, Hélène AU - Osipov, Igor AB - Developed in partnership with over 100 leading research organizations around the world, Dimensions aims to break down barriers to discovery and innovation by enabling users to find and access the most relevant information faster, analyze the academic and broader outcomes of research, and gather insights to inform future activities.

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.

DA - 2018/// PY - 2018 DO - 10.6084/M9.FIGSHARE.5783160 DP - DOI.org (Datacite) SP - 4483018 EP - Bytes LA - en UR - https://dimensions.figshare.com/articles/Dimensions_-_A_Collaborative_Approach_to_Enhancing_Research_Discovery/5783160 Y2 - 2021/05/03/10:11:39 KW - 160511 Research, Science and Technology Policy KW - FOS: Political science ER - TY - JOUR TI - Dimensions of digital literacy in the 21st century competency frameworks AU - Martínez-Bravo, María Cristina AU - Sádaba Chalezquer, Charo AU - Serrano-Puche, Javier T2 - Sustainability DA - 2022/// PY - 2022 DO - 10.3390/su14031867 DP - Google Scholar VL - 14 IS - 3 SP - 1867 UR - https://www.mdpi.com/2071-1050/14/3/1867 Y2 - 2023/11/01/20:26:47 ER - TY - CHAP TI - Dimensions of Executive-Legislature Relations In the Katsina State House of Assembly - (1999-2011)” T2 - The Legislature and Governance in Nigeria A2 - Ojo, E.O. A2 - Omotola, S.J. CY - Ibadan DA - 2014/// PY - 2014 VL - 1 SP - 358 EP - 376 LA - en PB - John Archers Publishers Limited ER - TY - CONF TI - Dinus Intelligent Assistance (DINA) Chatbot for University Admission Services AU - Agus Santoso, Heru AU - Anisa Sri Winarsih, Nurul AU - Mulyanto, Edy AU - Wilujeng saraswati, Galuh AU - Enggar Sukmana, Septian AU - Rustad, Supriadi AU - Syaifur Rohman, Muhammad AU - Nugraha, Adhitya AU - Firdausillah, Fahri T2 - 2018 International Seminar on Application for Technology of Information and Communication AB - Nowadays, universities offer most of their services using corporate website. In higher education services including admission services, a university needs to always provide excellent service to ensure student candidate satisfaction. To obtain student candidate satisfaction apart from the quality of education must also be accompanied by providing consultation services and information to them. This paper proposes the development of Chatbot which acts as a conversation agent that can play a role of as student candidate service. This Chatbot is called Dinus Intelligent Assistance (DINA). DINA uses knowledge based as a center for machine learning approach. The pattern extracted from the knowledge based can be used to provide responses to the user. The source of knowledge based is taken from Universitas Dian Nuswantoro (UDINUS) guest book. It contains of questions and answers about UDINUS admission services. Testing of this system is done by entering questions. From 166 intents, the author tested it using ten random sample questions. Among them, it got eight tested questions answered correctly. Therefore, by using this study we can develop further intelligent Chatbots to help student candidates find the information they need without waiting for the admission staffs's answer. C3 - 2018 International Seminar on Application for Technology of Information and Communication DA - 2018/09// PY - 2018 DO - 10.1109/ISEMANTIC.2018.8549797 DP - IEEE Xplore SP - 417 EP - 423 KW - Chatbot KW - Knowledge based systems KW - NLP KW - Neural network KW - Ontologies KW - Robots KW - Seminars KW - Task analysis KW - ontology ER - TY - JOUR TI - Directory of Accredited Programmes Offered in Polytechnics, Technical and Vocational Institutions AU - Government of Nigeria DA - 2017/// PY - 2017 LA - English UR - https://net.nbte.gov.ng/sites/default/files/2018-02/2017%20DIRECTORY%20OF%20INSTITUTIONS%20UNDER%20THE%20PURVIEW%20OF%20NBTE.pdf Y2 - 2018/12/06/17:24:46 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - TVET Provider KW - publicImportV1 ER - TY - BOOK TI - Disability, Bias, and AI AU - Mills, Mara AU - Whittaker, Meredith T2 - AI Now Institute Report DA - 2019/// PY - 2019 DP - NYU Scholars LA - en PB - AI Now Institute Report KW - Final_citation KW - anystyle KW - existing ER - TY - GEN TI - Disability, computer and school data in Zanzibar (Unpublished) AU - Othman, Othman S. DA - 2020/// PY - 2020 PB - EMIS Department MoEVT Zanzibar ER - TY - RPRT TI - Disability in and Around Urban Areas of Sierra Leone AU - Trani, Jean-Francois AU - Bah, Osman AU - Bailey, Nicki AU - Browne, Joyce AU - Groce, Nora AU - Kett, Maria DA - 2017/11/01/ PY - 2017 DP - ResearchGate UR - https://www.researchgate.net/publication/320757193_Disability_in_and_Around_Urban_Areas_of_Sierra_Leone KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Disability in contexts of displacement AU - Karanja, Michael T2 - Disability Studies Quarterly DA - 2009/// PY - 2009 DO - 10.18061/dsq.v29i4.969 VL - 29 IS - 4 KW - __C:filed:1 ER - TY - RPRT TI - Disadvantaged Schools and Students in Ethiopia: Why is the GEQIP-E Reform Necessary? AU - Tiruneh, Dawit AU - Sabates, Ricardo AU - Woldehanna, Tassew AB - This Insight provides an overview of the prevalence of inequity in access to quality primary education for children and particularly girls living in the emerging regions, and children with disabilities in Ethiopia. DA - 2021/04/29/ PY - 2021 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) ST - Disadvantaged Schools and Students in Ethiopia UR - https://riseprogramme.org/publications/disadvantaged-schools-and-students-ethiopia-why-geqip-e-reform-necessary Y2 - 2023/01/07/20:46:50 ER - TY - RPRT TI - Disclosable Restructuring Paper-Support to Implementation of the Regional Education Strategy-P158836 AU - Yang, Hongyu DA - 2018/// PY - 2018 DP - Google Scholar PB - The World Bank ER - TY - JOUR TI - Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India. AU - Muralidharan, Karthik AU - Singh, Abhijeet AU - Ganimian, Alejandro J. T2 - American Economic Review DA - 2019/// PY - 2019 DO - 10.1257/aer.20171112 VL - 109 SP - 1426 EP - 60 KW - interesting ER - TY - JOUR TI - Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India AU - Muralidharan, Karthik AU - Singh, Abhijeet AU - Ganimian, Alejandro J. T2 - American Economic Review AB - We study the impact of a personalized technology-aided after-school instruction program in middle-school grades in urban India using a lottery that provided winners with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively. We find similar absolute test score gains for all students, but much greater relative gains for academically-weaker students. Our results suggest that well-designed, technology-aided instruction programs can sharply improve productivity in delivering education. DA - 2019/04// PY - 2019 DO - 10.1257/aer.20171112 DP - www.aeaweb.org VL - 109 IS - 4 SP - 1426 EP - 1460 LA - en SN - 0002-8282 ST - Disrupting Education? UR - https://www.aeaweb.org/articles?id=10.1257/aer.20171112 Y2 - 2022/11/16/02:52:00 KW - Analysis of Education, Returns to Education, Education: Government Policy, Human Capital KW - Final_citation KW - Human Development KW - Income Distribution KW - Labor Productivity, Economic Development: Human Resources KW - Migration KW - Occupational Choice KW - Skills KW - existing ER - TY - RPRT TI - Disseminating the evidence and outputs generated by your programme AU - Haßler, Björn AU - Friese, Laila AU - Mansour, Hassan AB - An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1001 DA - 2023/12/01/ PY - 2023 DP - DOI.org (Crossref) LA - en PB - EdTech Hub UR - https://docs.edtechhub.org/lib/PWN42VDQ Y2 - 2023/11/24/09:43:38 KW - Coming Soon KW - _comingsoon KW - _forthcoming KW - _r:AddedByMyEducationEvidence ER - TY - BOOK TI - Dissemination and implementation research in health: translating science to practice A3 - Brownson, Ross C. A3 - Colditz, Graham A. A3 - Proctor, Enola Knisley CN - R852 .D57 2012 CY - Oxford ; New York DA - 2012/// PY - 2012 DP - Library of Congress ISBN ET - First edition SP - 536 LA - en PB - Oxford University Press SN - 978-0-19-975187-7 ST - Dissemination and implementation research in health KW - Clinical Trials as Topic KW - Information Dissemination KW - Translational Research KW - methods ER - TY - BOOK TI - Dissemination and implementation research in health: translating science to practice A3 - Brownson, Ross C. A3 - Colditz, Graham A. A3 - Proctor, Enola Knisley CN - R852 .D57 2018 CY - New York, NY DA - 2018/// PY - 2018 DP - Library of Congress ISBN ET - Second edition SP - 515 PB - Oxford University Press SN - 978-0-19-068321-4 ST - Dissemination and implementation research in health KW - Information Dissemination KW - Translational Medical Research KW - methods ER - TY - RPRT TI - Distance Education for Rohingya Children during COVID 19 Emergency: Bangladesh Rohingya Response Perspectives; Challenges, Recommendations and Proximities AU - Nurul Mostafa Kamal, Zafari AB - COVID 19 leaves the humanity in a burdened edge. During this unprecedented health emergency, a big lapse in education sector is hampering the educational services in the Rohingya camps in Bangladesh. This paper will focus on the foundational ideas and concepts of distance education and distance education in emergencies. Distance education in emergencies is a very new concept. The present paper will layout the principles of distance education or remote learning. Also the paper frame the learning delivery modalities, learning competencies, offline games for Rohingya learners, and support systems for EiE practitioners during the COVID 19 emergency for health, mental, and psychosocial well-being. This paper will recommend some particular actions, will check the challenges and present some proximities. CY - Rochester, NY DA - 2020/05/06/ PY - 2020 DP - papers.ssrn.com LA - en M3 - SSRN Scholarly Paper PB - Social Science Research Network SN - ID 3594676 ST - Distance Education for Rohingya Children during COVID 19 Emergency UR - https://papers.ssrn.com/abstract=3594676 Y2 - 2020/08/14/20:22:18 KW - Education in emergency KW - distance education in emergency KW - home schooling. KW - remote learning KW - remote schooling ER - TY - JOUR TI - Distance Learning for Teacher Training in Brazil AU - Bof, Alvana T2 - International Review of Research in Open and Distance Learning DA - 2004/// PY - 2004 DO - 10.19173/irrodl.v5i1.172 VL - 5 IS - 1 LA - EN KW - C:Brazil KW - _C:Brazil BRA KW - _C:Germany DEU KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - 'Distance learning' or 'learning at a distance'? Case study of an education initiative to deliver an in‐service bachelors degree in Zambia AU - Smith, CJ T2 - Innovations in Education and Teaching International AB - In 1998, as part of what was then Zambia’s Department of Technical Education and Vocational Training’s (DTEVT) human resources capacity building initiative, under the Ministry of Science, Technology and Vocational Training (MSTVT), donor funding was secured to provide degree-level training for key teachers and managers within the technical education and vocational education and training (TEVET) system. However, the lack of degree-level courses designed for TEVET personnel at both of Zambia’s universities prevented progress. This situation has disadvantaged TEVET staff and for years has limited their professional development. To address this, a pilot project involving a British Higher Education Institution delivering a degree programme, in-country and in-service (part-time), was proposed by senior DTEVT staff. Some seven years after the commencement of this programme and with three cohorts having successfully been completed, this paper examines some of the key issues in delivery of the programme over the years and reflects on significant events that have influenced the programme’s development and are likely to continue to impact on its future direction. Keywords: blended learning; distance learning; e-learning; international development; professional development; TVET (technical and vocational education and training) DA - 2010/// PY - 2010 DO - 10.1080/14703291003718950 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/14703291003718950 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Zambia KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - P:service industry KW - Q:degree KW - Q:distance learning KW - Q:open learning KW - R:case study KW - T:TVET KW - publicImportV1 ER - TY - ELEC TI - Distance learning solutions AU - https://plus.google.com/+UNESCO T2 - UNESCO AB - Below is a list of educational applications and platforms to help parents, teachers, schools and school systems facilitate student learning and provide social caring and interaction during periods of school closure. While these solutions do not carry UNESCO’s explicit endorsement, they tend to have wide reach, a strong user-base and evidence of impact. Most of the solutions DA - 2020/03/05/T10:03:16+00:00 PY - 2020 LA - en UR - https://en.unesco.org/covid19/educationresponse/solutions Y2 - 2020/06/28/18:51:47 ER - TY - RPRT TI - Distance to School and the educational consequences AU - Theunynck, Serge DA - 2018/// PY - 2018 PB - World Bank ER - TY - THES TI - Distributed learning as a potential approach to distance education: prospects and challenges at Allama Iqbal Open University. AU - Bukhsh, Qadir DA - 2014/// PY - 2014 DP - Google Scholar M3 - PhD Thesis ST - Distributed learning as a potential approach to distance education ER - TY - JOUR TI - Distribution of Soil Chemical Properties of Smallholder Farms on Derelict Mined-Sites of Jos South LGA, Jos Plateau, Nigeria AU - Dakagan, J.B. AU - Tudunwada, I.Y. AU - Ajiji, S.A. AU - Aliyu, J.A. T2 - Asian Journal of Soil Science and Plant Nutrition DA - 2024/// PY - 2024 DO - 10.9734/ajsspn/2024/v10i1208 VL - 10 IS - ue 1 SP - 30 EP - 44, LA - en ER - TY - RPRT TI - District Profile: Bombali (Sierra Leone) AU - UNOCHA DA - 2015/// PY - 2015 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/district_profile_bombali_10_dec_2015am%20%281%29.pdf Y2 - 2020/07/17/18:40:22 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - District Profile: Tonkolili (Sierra Leone) AU - UNOCHA AB - English News and Press Release on Sierra Leone about Education, Food and Nutrition, Epidemic and more; published on 03 Dec 2015 by OCHA DA - 2015/// PY - 2015 DP - reliefweb.int LA - en ST - Sierra Leone UR - https://reliefweb.int/report/sierra-leone/sierra-leone-tonkolili-district-profile-3-december-2015 Y2 - 2020/07/17/12:17:08 KW - _C:Sierra Leone SLE ER - TY - CONF TI - Do animations in enhanced ebooks for children favour the reading comprehension process?: a pilot study AU - Dalla Longa, Nicol AU - Mich, Ornella C3 - Proceedings of the 12th International Conference on Interaction Design and Children DA - 2013/// PY - 2013 DO - 10.1145/2485760.2485885 SP - 621 EP - 624 PB - ACM ER - TY - JOUR TI - Do boys and girls use computers differently, and does it contribute to why boys do worse in school than girls? AU - Fairlie, Robert W. T2 - The BE Journal of Economic Analysis & Policy AB - Boys are doing worse in school than are girls, which has been dubbed “the Boy Crisis.” An analysis of the latest data on educational outcomes among boys and girls reveals extensive disparities in grades, reading and writing test scores, and other measurable educational outcomes, and these disparities exist across family resources and race. Focusing on disadvantaged schoolchildren, I then examine whether time investments made by boys and girls related to computer use contribute to the gender gap in academic achievement. Data from several sources indicate that boys are less likely to use computers for schoolwork and are more likely to use computers for playing games, but are less likely to use computers for social networking and email than are girls. Using data from a large field experiment randomly providing free personal computers to schoolchildren for home use, I also test whether these differential patterns of computer use displace homework time and ultimately translate into worse educational outcomes among boys. No evidence is found indicating that personal computers crowd out homework time and effort for disadvantaged boys relative to girls. Home computers also do not have negative effects on educational outcomes such as grades, test scores, courses completed, and tardies for disadvantaged boys relative to girls. DA - 2016/01/01/ PY - 2016 DO - 10.1515/bejeap-2015-0094 DP - Google Scholar VL - 16 IS - 1 SP - 59 EP - 96 LA - en SN - 1935-1682 UR - https://www.degruyter.com/document/doi/10.1515/bejeap-2015-0094/html ER - TY - JOUR TI - Do cognitive interventions improve general cognition in dementia? A meta-analysis and meta-regression AU - Huntley, J. D. AU - Gould, R. L. AU - Liu, K. AU - Smith, M. AU - Howard, R. J. T2 - BMJ Open AB - Objectives To review the efficacy of cognitive interventions on improving general cognition in dementia. Method Online literature databases and trial registers, previous systematic reviews and leading journals were searched for relevant randomised controlled trials. A systematic review, random-effects meta-analyses and meta-regression were conducted. Cognitive interventions were categorised as: cognitive stimulation (CS), involving a range of social and cognitive activities to stimulate multiple cognitive domains; cognitive training (CT), involving repeated practice of standardised tasks targeting a specific cognitive function; cognitive rehabilitation (CR), which takes a person-centred approach to target impaired function; or mixed CT and stimulation (MCTS). Separate analyses were conducted for general cognitive outcome measures and for studies using ‘active’ (designed to control for non-specific therapeutic effects) and non-active (minimal or no intervention) control groups. Results 33 studies were included. Significant positive effect sizes (Hedges’ g) were found for CS with the mini-mental state examination (MMSE) (g=0.51, 95% CI 0.29 to 0.69; p<0.001) compared to non-active controls and (g=0.35, 95% CI 0.06 to 0.65; p=0.019) compared to active controls. Significant benefit was also seen with the Alzheimer's disease Assessment Scale-Cognition (ADAS-Cog) (g=−0.26, 95% CI −0.445 to −0.08; p=0.005). There was no evidence that CT or MCTS produced significant improvements on general cognition outcomes and not enough CR studies for meta-analysis. The lowest accepted minimum clinically important difference was reached in 11/17 CS studies for the MMSE, but only 2/9 studies for the ADAS-Cog. Additionally, 95% prediction intervals suggested that although statistically significant, CS may not lead to benefits on the ADAS-Cog in all clinical settings. Conclusions CS improves scores on MMSE and ADAS-Cog in dementia, but benefits on the ADAS-Cog are generally not clinically significant and difficulties with blinding of patients and use of adequate placebo controls make comparison with the results of dementia drug treatments problematic. DA - 2015/04/01/ PY - 2015 DO - 10.1136/bmjopen-2014-005247 DP - bmjopen.bmj.com VL - 5 IS - 4 SP - e005247 LA - en SN - 2044-6055, 2044-6055 ST - Do cognitive interventions improve general cognition in dementia? UR - https://bmjopen.bmj.com/content/5/4/e005247 Y2 - 2023/11/02/22:10:13 KW - GERIATRIC MEDICINE ER - TY - JOUR TI - Do Conditional Cash Transfers for Schooling Generate Lasting Benefits? A Five-Year Followup of PROGRESA/Oportunidades. AU - Behrman, Jere R. AU - Parker, Susan W. AU - Todd, Petra E. T2 - Journal of Human Resources DA - 2011/// PY - 2011 KW - ❓ Multiple DOI ER - TY - JOUR TI - Do extra hours of tutoring payoff? Evaluation of a community education programme in Bangladesh AU - Ruthbah, Ummul AU - Rabbani, Atonu AU - Hossain, Salim AU - Sarwar, Golam T2 - Journal of Development Effectiveness AB - Primary school dropout rate in Bangladesh is very high. Both the government and the NGOs have taken many initiatives to raise the quality of education and reduce the dropout rate. In this study we explore the impacts of supplementary tutoring provided to primary school students in different districts of Bangladesh. The goal of this programme is to reduce dropouts and to improve the class performance of the primary school students. We find that after-hour tutoring, offered to Grade 2 students, helped them to continue up to Grade 5. However, it did not exhibit any significant impact on test scores. DA - 2016/// PY - 2016 DO - 10.1080/19439342.2015.1111922 VL - 8 IS - 2 SP - 196 EP - 215 UR - https://www.tandfonline.com/doi/full/10.1080/19439342.2015.1111922 Y2 - 2020/11/17/00:00:00 KW - _Added to LR KW - _G:reviewed ER - TY - JOUR TI - Do financial education interventions for women from poor households impact their financial behaviors? Experimental evidence from India AU - Bhutoria, Aditi AU - Vignoles, Anna T2 - Journal of Research on Educational Effectiveness DA - 2018/// PY - 2018 DO - 10.1080/19345747.2018.1465317 DP - Google Scholar VL - 11 IS - 3 SP - 409 EP - 432 ST - Do financial education interventions for women from poor households impact their financial behaviors? ER - TY - RPRT TI - Do impact bonds affect the ecosystem of social services delivery and financing? AU - Gustafsson-Wright, Emily AU - Osborne, Sarah AU - Massey, Meg DA - 2020/// PY - 2020 DP - Google Scholar UR - https://policycommons.net/artifacts/4141410/do-impact-bonds-affect-the-ecosystem-of-social-services-delivery-and-financing/4949753/ Y2 - 2024/03/01/11:37:20 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - Do Large Language Models Understand Chemistry? A Conversation with ChatGPT AU - Castro Nascimento, Cayque Monteiro AU - Pimentel, André Silva T2 - Journal of Chemical Information and Modeling AB - Large language models (LLMs) have promised a revolution in answering complex questions using the ChatGPT model. Its application in chemistry is still in its infancy. This viewpoint addresses the question of how well ChatGPT understands chemistry by posing five simple tasks in different subareas of chemistry. DA - 2023/03/27/ PY - 2023 DO - 10.1021/acs.jcim.3c00285 DP - ACS Publications VL - 63 IS - 6 SP - 1649 EP - 1655 J2 - J. Chem. Inf. Model. SN - 1549-9596 ST - Do Large Language Models Understand Chemistry? UR - https://doi.org/10.1021/acs.jcim.3c00285 Y2 - 2024/02/24/17:42:54 ER - TY - JOUR TI - Do Muslim Women Really Need Saving? Anthropological Reflections on Cultural Relativism and Its Others AU - Abu-Lughod, Lila T2 - American Anthropologist AB - This article explores the ethics of the current 'War on Terrorism, asking whether anthropology, the discipline devoted to understanding and dealing with cultural difference, can provide us with critical purchase on the justifications made for American intervention in Afghanistan in terms of liberating, or saving, Afghan women. I look first at the dangers of reifying culture, apparent in the tendencies to plaster neat cultural icons like the Muslim woman over messy historical and political dynamics. Then, calling attention to the resonances of contemporary discourses on equality, freedom, and rights with earlier colonial and missionary rhetoric on Muslim women, I argue that we need to develop, instead, a serious appreciation of differences among women in the world—as products of different histories, expressions of different circumstances, and manifestations of differently structured desires. Further, I argue that rather than seeking to 'save' others (with the superiority it implies and the violences it would entail) we might better think in terms of (1) working with them in situations that we recognize as always subject to historical transformation and (2) considering our own larger responsibilities to address the forms of global injustice that are powerful shapers of the worlds in which they find themselves. I develop many of these arguments about the limits of 'cultural relativism' through a consideration of the burqa and the many meanings of veiling in the Muslim world. [Keywords: cultural relativism, Muslim women, Afghanistan war, freedom, global injustice, colonialism] DA - 2002/// PY - 2002 DO - 10.1525/aa.2002.104.3.783 DP - Wiley Online Library VL - 104 IS - 3 SP - 783 EP - 790 LA - en SN - 1548-1433 ST - Do Muslim Women Really Need Saving? UR - https://onlinelibrary.wiley.com/doi/abs/10.1525/aa.2002.104.3.783 Y2 - 2022/04/04/19:44:38 ER - TY - JOUR TI - Do ResearchGate Scores create ghost academic reputations? AU - Orduna-Malea, Enrique AU - Martín-Martín, Alberto AU - Thelwall, Mike AU - López-Cózar, Emilio Delgado T2 - Scientometrics DA - 2017/// PY - 2017 DO - 10.1007/s11192-017-2396-9 DP - Google Scholar VL - 112 IS - 1 SP - 443 EP - 460 ER - TY - JOUR TI - Do Tests Applied to Teachers Predict Their Effectiveness? AU - Cruz-Aguayo, Yyannú AU - Ibarrarán, Pablo AU - Schady, Norbert T2 - Economics Letters DA - 2017/// PY - 2017 DO - 10.1016/j.econlet.2017.06.035 VL - 159 SP - 108 EP - 111 UR - https://doi.org/10.1016/j.econlet.2017.06.035 ER - TY - JOUR TI - Do the maths: An analysis of the gender gap in mathematics in Africa AU - Dickerson, Andy AU - McIntosh, Steven AU - Valente, Christine T2 - Economics of Education Review DA - 2015/06// PY - 2015 DO - 10.1016/j.econedurev.2015.02.005 DP - DOI.org (Crossref) VL - 46 SP - 1 EP - 22 J2 - Economics of Education Review LA - en SN - 02727757 ST - Do the maths UR - https://linkinghub.elsevier.com/retrieve/pii/S0272775715000230 Y2 - 2020/04/28/12:56:04 ER - TY - RPRT TI - Do youth employment programs improve labor market outcomes? A systematic review AU - Kluve, Jochen AU - Puerto, Susana AU - Robalino, David A. AU - Romero, Jose Manuel AU - Rother, Friederike AU - Stöterau, Jonathan AU - Weidenkaff, Felix AU - Witte, Marc T2 - Ruhr Economic Papers AB - This study reviews the evidence on the labor market impact of youth employment programs. We analyze the effectiveness of interventions, and factors that influence program performance including country context, target beneficiaries, program design, implementation, and evaluation type. We identify 113 impact evaluations covering a wide range of methodologies, interventions, and countries. The meta-analysis synthesizes the evidence based on 2,259 effect sizes (Standardized Mean Differences) and the statistical significance of 3,105 impact estimates (Positive and Statistically Significant). Just more than one-third of youth employment program evaluations worldwide show a significant positive impact on labor market outcomes - either employment rates or earnings. In general, programs have been more successful in middle- and low-income countries; this may be because programs' investments are especially helpful for the most vulnerable population groups that they target. We conjecture that recent programs might have benefited from innovations in design and implementation. In middle-low income countries, skills training and entrepreneurship programs have had a higher impact. In high-income countries, the role of intervention type is less decisive - much depends on context and how services are chosen and delivered, a result that holds across country types. We find evidence that programs integrating multiple interventions more likely succeed because they respond better to different needs of beneficiaries. Results also point to the importance of profiling and follow-up systems in determining program performance, as well as to incentive systems for services provider CY - Essen DA - 2016/// PY - 2016 DP - Google Scholar M3 - Working Paper PB - RWI - Leibniz-Institut für Wirtschaftsforschung ST - Do youth employment programs improve labor market outcomes? UR - http://hdl.handle.net/10419/149137 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Ethiopia KW - C:Kenya KW - C:Liberia KW - C:Malawi KW - C:South Africa KW - CLL:en KW - Employment KW - _C:Uganda UGA KW - publicImportV1 ER - TY - JOUR TI - Doctrine and Layers in Space: A Critique of Stephen Ajadi’s Design for the Anglican Church in Ogidi, Nigeria’ AU - Igwe, M.J. T2 - Lagos Journal of Architecture DA - 2019/// PY - 2019 DO - https://portal.issn.org/resource/ISSN/2645-2669 VL - 3 SP - 61 EP - 78 LA - en KW - ⚠️ Invalid DOI ER - TY - RPRT TI - Document de Travail - La formation en secteur informel: Note de problématique AU - Walther, Richard CY - Paris, France DA - 2006/// PY - 2006 LA - French PB - Agence Française de Développement SN - 15 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Benin KW - C:Cameroon KW - C:Morocco KW - C:Senegal KW - C:South Africa KW - CLL:fr KW - publicImportV1 ER - TY - JOUR TI - Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence AU - Webb, Thomas L. AU - Sheeran, Paschal T2 - Psychological Bulletin AB - Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency. DA - 2006/03// PY - 2006 DO - 10.1037/0033-2909.132.2.249 DP - PubMed VL - 132 IS - 2 SP - 249 EP - 268 J2 - Psychol Bull LA - eng SN - 0033-2909 ST - Does changing behavioral intentions engender behavior change? KW - Attitude KW - Cooperative Behavior KW - Female KW - Humans KW - Intention KW - Male KW - Social Behavior ER - TY - JOUR TI - Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing AU - Lai, Fang AU - Luo, Renfu AU - Zhang, Linxiu AU - Huang, Xinzhe AU - Rozelle, Scott T2 - Economics of Education Review AB - The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning. DA - 2015/08/01/ PY - 2015 DO - 10.1016/j.econedurev.2015.03.005 DP - ScienceDirect VL - 47 SP - 34 EP - 48 J2 - Economics of Education Review LA - en SN - 0272-7757 ST - Does computer-assisted learning improve learning outcomes? UR - http://www.sciencedirect.com/science/article/pii/S027277571500045X Y2 - 2020/07/27/13:08:46 KW - China KW - Computer-assisted learning KW - Development KW - Education KW - Migration KW - Random assignment KW - Test scores KW - __C:filed:1 ER - TY - RPRT TI - Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function AU - Bettinger, Eric AU - Fairlie, Robert AU - Kapuza, Anastasia AU - Kardanova, Elena AU - Loyalka, Prashant AU - Zakharov, Andrey CY - Cambridge, MA DA - 2020/04// PY - 2020 DP - DOI.org (Crossref) SP - w26967 LA - en PB - National Bureau of Economic Research SN - w26967 ST - Does EdTech Substitute for Traditional Learning? UR - http://www.nber.org/papers/w26967.pdf Y2 - 2021/03/23/13:11:18 KW - _genre:PR-primary_research KW - interesting ER - TY - JOUR TI - Does Google Scholar contain all highly cited documents (1950-2013)? AU - Martín-Martín, Alberto AU - Orduña-Malea, Enrique AU - Ayllón, Juan Manuel AU - López-Cózar, Emilio Delgado T2 - arXiv preprint arXiv:1410.8464 DA - 2014/// PY - 2014 DP - Google Scholar KW - ⛔ No DOI found ER - TY - RPRT TI - Does having digital skills really pay off? AU - OECD AB - Having the highest levels of skills in problem solving using ICT (information and communication technologies) increases chances of participating in the labour force by six percentage points compared with adults who have the lowest levels of these skills, even after accounting for various other factors, such as age, gender, level of education, literacy and numeracy proficiency, and use of e-mail at home. Adults without ICT experience are less likely to participate in the labour force; if they are employed, they earn less than adults with ICT experience, after accounting for various other factors. Experience in using ICT has a particularly large impact on participation in the labour force and earnings in Australia, England/Northern Ireland (UK) and the United States. Workers who use ICT frequently have substantially higher wages than those who do not use ICT often. CY - Paris DA - 2015/06/23/ PY - 2015 DP - OECD iLibrary LA - en PB - OECD UR - https://www.oecd-ilibrary.org/education/does-having-digital-skills-really-pay-off_5js023r0wj9v-en Y2 - 2022/11/18/01:53:24 KW - Final_citation KW - existing ER - TY - JOUR TI - Does it make a difference? Evaluating professional development AU - Guskey, Thomas R T2 - Education Leadership AB - Using five critical levels of evaluation, you can improve your school's professional development program. But be sure to start with the desired result—improved student outcomes. DA - 2002/03// PY - 2002 DP - Zotero VL - 59 IS - 6 SP - 45 EP - 51 LA - en UR - http://emsyh.org.uk/assets/Uploads/Does-It-Make-a-Difference-Guskey-2002-1.pdf KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone AU - Kamanda, Mamusu AU - Madise, Nyovani AU - Schnepf, Sylke T2 - International Journal of Educational Development AB - In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages. DA - 2016/01// PY - 2016 DO - 10.1016/j.ijedudev.2015.09.008 DP - DOI.org (Crossref) VL - 46 SP - 114 EP - 124 J2 - International Journal of Educational Development LA - en SN - 07380593 ST - Does living in a community with more educated mothers enhance children's school attendance? UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059315001145 Y2 - 2022/12/25/00:53:09 KW - Girls’ education KW - Mothers’ education KW - School attendance KW - Sierra Leone KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Does Math Achievement h'APP'en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction? AU - Carr, Jennie M T2 - Journal of Information Technology Education DA - 2012/// PY - 2012 VL - 11 IS - 1 J2 - JITE KW - ⛔ No DOI found ER - TY - CHAP TI - Does Outcomes-Based Reporting Contribute to or Contradict the Realisation of Social Outcomes? AU - Tomkinson, Emma T2 - The Three Sector Solution: Delivering public policy in collaboration with not-for-profits and business C2 - Butcher, John C2 - Gilchrist, David DA - 2016/// PY - 2016 DP - Google Scholar SP - 185 PB - ANU Press UR - https://press-files.anu.edu.au/downloads/press/n1949/pdf/ch09.pdf Y2 - 2024/03/19/20:02:54 KW - Final_citation ER - TY - JOUR TI - Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa AU - Alcott, Benjamin AU - Rose, Pauline T2 - Oxford Review of Education AB - In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities. DA - 2016/09/02/ PY - 2016 DO - 10.1080/03054985.2016.1215611 DP - Taylor and Francis+NEJM VL - 42 IS - 5 SP - 495 EP - 510 SN - 0305-4985 ST - Does private schooling narrow wealth inequalities in learning outcomes? UR - http://dx.doi.org/10.1080/03054985.2016.1215611 Y2 - 2017/02/27/19:28:12 ER - TY - JOUR TI - Does supply matter? Initial schooling conditions and the effectiveness of conditional cash transfers for grade progression in Nicaragua AU - Maluccio, John A. AU - Murphy, Alexis AU - Regalia, Ferdinando T2 - Journal of development DA - 2010/// PY - 2010 VL - 2 SP - 87 EP - 116 KW - ⛔ No DOI found ER - TY - JOUR TI - Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program AU - Loyalka, Prashant AU - Popova, Anna AU - Li, Guirong AU - Shi, Zhaolei T2 - American Economic Journal: Applied Economics DA - 2019/07// PY - 2019 DO - 10.1257/app.20170226 DP - DOI.org (Crossref) VL - 11 IS - 3 SP - 128 EP - 154 J2 - American Economic Journal: Applied Economics LA - en SN - 1945-7782, 1945-7790 ST - Does Teacher Training Actually Work? UR - https://pubs.aeaweb.org/doi/10.1257/app.20170226 Y2 - 2020/05/16/21:14:43 KW - C:China KW - _genre:PR-primary_research ER - TY - JOUR TI - Does teacher training affect pupil learning? Evidence from matched comparisons in Jerusalem public schools AU - Angrist, J. AU - Lavy, V. T2 - Journal of Labor Economics DA - 2001/// PY - 2001 DO - 10.1086/319564 VL - 19 IS - 2 SP - 343 EP - 369 UR - https://doi.org/10.1086/319564. ER - TY - BOOK TI - Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research AU - Kini, Tara AU - Podolsky, Anne AB - Do teachers continue to improve in their effectiveness as they gain experience in the teaching profession? This paper aims to answer that question by critically reviewing recent literature that analyzes the effect of teaching experience on student outcomes in K-12 public schools in the United States. This report reviews 30 studies published within the last 15 years that analyze the effect of teaching experience on student outcomes in the United States. The goal of this paper is to provide researchers and policymakers with a comprehensive and timely review of this body of work. A renewed look at this research is warranted due to advances in research methods (including the use of teacher and student fixed effects) and data systems that have allowed researchers to more accurately answer this question. Specifically, by including teacher fixed effects in their analyses, researchers have been able to compare a teacher with multiple years of experience to that same teacher when he or she had fewer years of experience. In contrast, older studies often used less precise methods, such as cross-sectional analyses, which compare distinct cohorts of teachers with different experience levels during a single school year. [For the research brief to this report "Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Research Brief," see ED606427.] DA - 2016/06// PY - 2016 DP - ERIC LA - en PB - Learning Policy Institute ST - Does Teaching Experience Increase Teacher Effectiveness? UR - https://eric.ed.gov/?id=ED606426 Y2 - 2021/03/07/18:07:23 KW - Achievement Gains KW - At Risk Students KW - Attendance KW - Collegiality KW - Correlation KW - Educational Legislation KW - Educational Policy KW - Elementary Secondary Education KW - Ethnicity KW - Federal Legislation KW - Gender Differences KW - Mathematics Achievement KW - Peer Influence KW - Public School Teachers KW - Racial Differences KW - Reading Achievement KW - Socioeconomic Status KW - Student Characteristics KW - Teacher Distribution KW - Teacher Effectiveness KW - Teaching Conditions KW - Teaching Experience KW - _C:India IND KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Does teaching style explain differences in learner achievement in low and high performing schools in Kenya? AU - Ngware, M.W. AU - Oketch, M. AU - Mutisya, M. T2 - International Journal of Educational Development DA - 2014/// PY - 2014 DO - 10.1016/j.ijedudev.2014.01.004 VL - 36 SP - 3 EP - 12 UR - https://doi.org/10.1016/j.ijedudev.2014.01.004. ER - TY - JOUR TI - Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya AU - Piper, Benjamin AU - Zuilkowski, Stephanie Simmons AU - Kwayumba, Dunston AU - Strigel, Carmen T2 - International Journal of Educational Development AB - Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector. DA - 2016/07/01/ PY - 2016 DO - 10.1016/j.ijedudev.2016.03.006 DP - ScienceDirect VL - 49 SP - 204 EP - 214 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Does technology improve reading outcomes? UR - http://www.sciencedirect.com/science/article/pii/S0738059316300293 Y2 - 2019/11/21/13:48:22 KW - Education policy KW - International education KW - Kenya KW - Literacy KW - Reading KW - Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457283 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - Doing Reform Differently: Combining Rigor and Practicality in Implementation and Evaluation of System Reforms AU - Crouch, Luis AU - DeStefano, Joseph AB - This paper brings together two promising intellectual trends in development: Doing Development Differently (DDD), and whole-system reform. In addition, it provides a framework for evaluating system reforms, as rigorously as possible. Doing Development Differently proposes an approach to development in which many different things are tried, in smallish ways, involving stakeholders; in one sense it is a reaction against “blueprint” development. These approaches have much to recommend them. DA - 2017/01/31/ PY - 2017 DP - www.rti.org LA - en ST - Doing Reform Differently UR - https://www.rti.org/publication/doing-reform-differently Y2 - 2022/12/15/21:21:04 KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - BOOK TI - Doing Research: A New Researcher’s Guide AU - Hiebert, James AU - Cai, Jinfa AU - Hwang, Stephen AU - Morris, Anne K AU - Hohensee, Charles T2 - Research in Mathematics Education CY - Cham DA - 2023/// PY - 2023 DP - DOI.org (Crossref) LA - en PB - Springer International Publishing SN - 978-3-031-19077-3 978-3-031-19078-0 ST - Doing Research UR - https://link.springer.com/10.1007/978-3-031-19078-0 Y2 - 2023/09/04/12:20:20 ER - TY - BOOK TI - Doing Research In and On the Digital: Research Methods across Fields of Inquiry A3 - Costa, Cristina A3 - Condie, Jenna DA - 2018/05/23/ PY - 2018 DP - Amazon SP - 226 LA - Inglés ST - Doing Research In and On the Digital ER - TY - CONF TI - Doly: Bengali chatbot for bengali education AU - Kowsher, Md AU - Tithi, Farhana Sharmin AU - Alam, M. Ashraful AU - Huda, Mohammad Nurul AU - Moheuddin, Mir Md AU - Rosul, Md Golam C3 - 2019 1st International Conference on Advances in Science, Engineering and Robotics Technology (ICASERT) DA - 2019/// PY - 2019 DO - 10.1109/ICASERT.2019.8934592 DP - Google Scholar SP - 1 EP - 6 PB - IEEE ST - Doly ER - TY - RPRT TI - Dominica: Safe Education Sector Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1043 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/62ATQD4T KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Dominica: Safe Education Sector Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education ST - Dominica UR - https://docs.opendeved.net/lib/62ATQD4T Y2 - 2023/12/06/18:12:53 ER - TY - BOOK TI - "Don't Be Too Polite, Girls!" Women, Work, and Vocational Education and Training: A Critical Review of the Literature AU - Butler, Elaine AU - Ferrier, Fran AB - Most of the research on women and vocational education and training (VET) in Australia and elsewhere that was published in 1987-1998 may be characterized as follows: (1) it was undertaken to inform or support policy decisions and is therefore framed by political and ideological agendas; (2) it is piecemeal; (3) it tends to consider women as "other" while normalizing the experiences of men; and (4) it lacks a perspective of "advantage" as opposed to "disadvantage." The literature on women and VET revolves around the following themes: (1) globalization and change; (2) social, cultural, and demographic changes; (3) policies, politics, and VET; (4) marketization of VET; (5) economic and social policies and practices for VET; (6) gender issues in VET; and (7) curriculum, pedagogies, and practices in VET. The literature on all these themes reveals a consistency in research findings and recommendations that seek structural systemic change in the VET system, including the political will to position equity as a central organizing feature. A scheme providing research grants for VET operating like the grants awarded by the Australian Research Council should be established. Grants should promote a vigorous, knowledge-seeking and inclusive culture in VET. (Fourteen tables/figures are included. The bibliography lists 279 references.) (MN) DA - 2000/// PY - 2000 DP - ERIC LA - en PB - National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia; E-mail: ncver@ncver SN - 978-0-87397-582-7 ST - "Don't Be Too Polite, Girls!" Women, Work, and Vocational Education and Training Y2 - 2018/08/01/15:08:12 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - Adult Education KW - C:Australia KW - CLL:en KW - Continuing Education KW - Curriculum KW - Education Work Relationship KW - Educational Needs KW - Educational Policy KW - Educational Practices KW - Educational Research KW - Educational Trends KW - Employed Women KW - Equal Education KW - Foreign Countries KW - Literature Reviews KW - Marketing KW - Needs Assessment KW - Policy Formation KW - Politics of Education KW - Postsecondary Education KW - Public Policy KW - Secondary Education KW - Social Change KW - Teaching Methods KW - Trend Analysis KW - Vocational Education KW - Womens Education KW - publicImportV1 ER - TY - RPRT TI - Donor Organizations and the Principles for Digital Development: A Landscape Assessment and Gap Analysis AU - Haßler, Björn AU - Brugha, Meaghan AU - Muyoya, Chisenga AU - Mitchell, Joel AU - Hollow, David AU - Jackson, Alan AB - Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1)   Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf DA - 2018/03/20/ PY - 2018 DP - Zenodo M3 - Principles for Digital Development — Resource Development Program Asset PB - Digital Impact Alliance SN - 1 ST - Donor Organizations & the Principles for Digital Development UR - https://zenodo.org/record/1204703#.XgqAyMb7Qeo Y2 - 2019/12/30/22:57:16 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:China CHN KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:Norway NOR KW - _C:Philippines PHL KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:c KW - docs.opendeved.net ER - TY - JOUR TI - Donor Programming in Albania in Other (Non-justice and Security) Sectors Relevant to Organised Crime AU - Haider, Huma AB - This helpdesk report provides an overview of sectors relevant to the existence and prevalence of organised crime in Albania; and a mapping of donor work in these sectors. While the programmes and projects discussed are not necessarily designed and adopted specifically to counter organised crime, linkages can be inferred. Literature was selected through database searches (Google, Google Scholar, Web of Science) and by visiting multilateral and bilateral donor websites. Corruption and organised crime are prevalent in Albania and remain key problems in the country. Institutional and everyday petty corruption undermine social trust and creates an environment in which the rule of law is weak and higher order criminal activity can more easily flourish (UNODC, 2015). Corruption is closely interlinked with organised crime as many of the country’s senior state officials are involved in smuggling, contrabands, tax evasions and land grabbing (Sokoli and Resulaj, 2013). Corruption poses a major money laundering risk in Albania as it generates significant amounts of criminal proceeds (COE, 2018). Trafficking in human beings and drugs are also key problems. Albania has been the region’s top producer of cannabis (Global Initiative, 2019). Trafficking in humans for sexual exploitation occurs internally. Many girls and women, particularly Roma and other marginalised groups with low socio-economic backgrounds, are trafficked in main cities in Albania (Meçe, 2016). Organised crime and economic inequality and development are correlated (EC, 2018). Key areas of development requiring attention to tackle organised crime in Albania and elsewhere include: livelihoods and employment; rural development; governance reform; and service delivery. Improving the poor socio-economic conditions of vulnerable populations, for example, can help to prevent human trafficking (Meçe, 2016). This query uses these core areas to structure this report. DA - 2019/12/06/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14966 Y2 - 2022/12/18/18:13:40 KW - ⛔ No DOI found ER - TY - GEN TI - Donor Scorecard Just Beginning: Addressing inequality in donor funding for Early Childhood Development AU - Zubairi, Asma AU - Rose, Pauline DA - 2018/// PY - 2018 DP - Google Scholar PB - London: Theirworld ST - Donor Scorecard Just Beginning UR - https://theirworld.org/wp-content/uploads/2018/04/Theirworld-Donor-Scorecard-Just-Beginning-April-2018.pdf Y2 - 2023/11/08/16:15:38 ER - TY - JOUR TI - Dos and don't in monitoring and evaluation AU - Unwin, T. AU - Day, B. T2 - Excerpted from the infoDev publication: Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries DA - 2005/// PY - 2005 SP - 65 EP - 70 ST - Dos and don't in monitoring and evaluation KW - ⛔ No DOI found ER - TY - RPRT TI - DQ Global Standards Report 2019 Common Framework for Digital Literacy, Skills and Readiness AU - DQ Institute DA - 2019/// PY - 2019 LA - English UR - https://www.dqinstitute.org/wp-content/uploads/2019/03/DQGlobalStandardsReport2019.pdf ER - TY - BOOK TI - Dr Math gets MUDDY: the "dirt" on how to attract teenagers to Mathematics and Science by using multi-user dungeon games over Mxit on cell phones AU - Butgereit, L. AU - Leonard, B. AU - Le Roux, C. AU - Rama, H. AU - De Sousa, M. AU - Naidoo, T. AB - The current group of teenagers has been called many things – some of the terms unprintable in respectable publications. However terms such as the “thumb tribe” (because they can type faster on their cell phones with their thumbs than adults can type on a keyboard using ten fingers) and “gamers” (because they play computer games for hours, and even days, at a time) are indicative of the close relationship teenagers have with their cell phones and computers. This paper explores a project where multi-user dungeon games (MUDs) with a science and mathematical twist were deployed using Mxit (a popular instant messaging system in South Africa) on cell phones to encourage teenagers to learn more about math and science to practice math and science skills DA - 2010/05// PY - 2010 DP - researchspace.csir.co.za LA - en PB - The authors SN - 978-1-905824-15-1 ST - Dr Math gets MUDDY UR - https://researchspace.csir.co.za/dspace/handle/10204/4085 Y2 - 2022/12/26/14:45:18 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Driving the process or driven by the process? The transformation of Nkrumah college of education into Nkrumah university college. AU - Cheyeka, Austin AU - Mulenga, Innocent Mutale AU - Masaiti, Gift DA - 2010/// PY - 2010 DP - Google Scholar ST - Driving the process or driven by the process? UR - http://dspace.unza.zm/bitstream/handle/123456789/6599/The%20Transformation%20of%20Nkhrumah%20College%20of%20Education%20into%20a%20University%20-%20Article.pdf?sequence=1&isAllowed=y Y2 - 2023/12/06/15:41:00 KW - ⛔ No DOI found ER - TY - VIDEO TI - Drone Delivery Start-Up Zipline Beats Amazon, UPS And FedEx To The Punch AU - CNBC DA - 2018/04/03/ PY - 2018 DP - YouTube UR - https://www.youtube.com/watch?v=FeSCEalMOL8 Y2 - 2019/01/07/20:56:05 ER - TY - ELEC TI - DSTI | Home AU - Directorate of Science, Technology & Innovation (Sierra Leone) DA - 2020/// PY - 2020 UR - https://www.dsti.gov.sl/ Y2 - 2020/06/25/17:36:19 ER - TY - JOUR TI - Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia AU - Widodo, Ari AU - Riandi T2 - Teacher Development AB - This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia DA - 2013/// PY - 2013 DO - 10.1080/13664530.2013.813757 DP - EBSCOhost VL - 17 IS - 3 SP - 380 EP - 392 J2 - Teacher Development SN - 13664530 UR - http://file.upi.edu/Direktori/FPMIPA/JUR._PEND._BIOLOGI/196705271992031-ARI_WIDODO/Dual%20Mode%20Teacher%20Professional%20Development.pdf KW - CONTINUING education KW - EDUCATION & state KW - EDUCATION -- Forecasting KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational Change KW - Educational Strategies KW - Elementary Secondary Education KW - FORECASTING KW - Faculty Development KW - Foreign Countries KW - HIGHER education KW - Higher Education KW - INDONESIA KW - Indonesia KW - Information Skills KW - Instructional Design KW - Interviews KW - Models KW - Needs Assessment KW - Online instruction KW - PROFESSIONAL education KW - Pedagogical Content Knowledge KW - Postsecondary Education KW - Professional development KW - Public policy KW - Questionnaires KW - Science Teachers KW - TEACHER certification KW - TEACHER development KW - TEACHER education KW - Teacher Education KW - Teacher education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097039 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - SLIDE TI - Dual VET - Vocational Education and Training in Germany A2 - BIBB DA - 2018/// PY - 2018 LA - German ST - Dual VET presentation UR - https://www.bibb.de/govet/en/54880.php Y2 - 2019/04/03/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - CHAP TI - Durumi Camp: Conflict and the Spatial Praxes of a Furtive-Periphery’ AU - Ajadi, S.B. T2 - ‘Embodying the Periphery’ A2 - G., Fina A2 - HwaK CY - Firenze DA - 2022/// PY - 2022 SP - 119 EP - 143 LA - en PB - Firenze University Press ER - TY - JOUR TI - Dynamic content synchronization between learning management systems over limited bandwidth network AU - Ijtihadie, Royyana M. AU - Hidayanto, Bekti C. AU - Affandi, Achmad AU - Chisaki, Yoshifumi AU - Usagawa, Tsuyoshi T2 - Human-centric Computing and Information Sciences AB - Well-designed instructional material is equally important for successful e-Learning implementation. Teachers and instructors play a major role in terms of designing and building learning content. In one respect, it requires costs in terms of effort, time and experience. In other respects, a good learning content is likely a result of recurring revisions as a result of teaching experience as well as evaluating student activities. In the case of higher educational institutions (HEI) in developing countries (such as Indonesia), resource sharing in many aspects is highly recommended effort against high cost and redundant works, e-Learning is no exception. Sharing and re-using e-Learning content on particular subject between Learning Management Systems (LMS) can be one of the methods. In addition, collaborative teaching may cause a content develops gradually while conducting content sharing. Thus, the capability of synchronizing the content between LMS is necessary. On the other hand, typical e-Learning implementation might not be appropriate due to the concerns of network infrastructure in developing countries. In some areas, the network has less bandwidth and even frequent disconnections. This paper introduces a novel method of sharing e-Learning content between distributed Learning Management Systems by using dynamic content synchronization. This method also suites the need of course sharing which supports collaborative teaching activity. Moreover, this approach is designed to address the needs of content sharing in areas with network infrastructure limitation in terms of bandwidth and availability. DA - 2012/12/01/ PY - 2012 DO - 10.1186/2192-1962-2-17 DP - link.springer.com VL - 2 IS - 1 SP - 17 J2 - Hum. Cent. Comput. Inf. Sci. LA - en SN - 2192-1962 UR - https://link.springer.com/article/10.1186/2192-1962-2-17 Y2 - 2018/06/09/16:56:05 KW - __C:filed:1 ER - TY - JOUR TI - Dynamic Effect of Rapid Urbanization on City Logistics: Literature Gleened Lessons for Developing Countries AU - Mwamba, Evans AU - Masaiti, Gift AU - Simui, Francis T2 - Journal of City and Development DA - 2021/// PY - 2021 DP - Google Scholar VL - 3 IS - 1 SP - 37 EP - 47 ST - Dynamic Effect of Rapid Urbanization on City Logistics UR - https://www.researchgate.net/profile/Francis-Simui/publication/350515613_Dynamic_Effect_of_Rapid_Urbanization_on_City_Logistics_Literature_Gleened_Lessons_for_Developing_Countries/links/60645a54a6fdccbfea1ab119/Dynamic-Effect-of-Rapid-Urbanization-on-City-Logistics-Literature-Gleened-Lessons-for-Developing-Countries.pdf Y2 - 2023/12/05/11:39:24 KW - ⛔ No DOI found ER - TY - CHAP TI - E-Learning as a Vehicle for the Development of Rural Girls in Ghana, West Africa AU - Roberts-Lewis, Kristie AU - Orok, Michael E. T2 - Information Communication Technology (ICT) Integration to Educational Curricula: A New Direction for Africa A3 - Nwokeafor, Cosmas Uchenna DA - 2015/// PY - 2015 DP - Google Scholar SP - 47 EP - 65 PB - University Press of America UR - https://books.google.co.uk/books?hl=en&lr=&id=f_rbBgAAQBAJ&oi=fnd&pg=PA47&dq=E-Learning+as+a+Vehicle+for+the+Development+of+Rural+Girls+in+Ghana,+West+Africa&ots=telpKl3F5M&sig=liMg3MPx4Vo16-7Jzb4V_O8_QYs#v=onepage&q=E-Learning%20as%20a%20Vehicle%20for%20the%20Development%20of%20Rural%20Girls%20in%20Ghana%2C%20West%20Africa&f=false KW - Equity through Access KW - ⛔ No DOI found ER - TY - RPRT TI - E-Learning for Teacher Training in Tanzania AU - Baker, D AU - Bliss, A AU - Chung, R AB - Rural Tanzania is struggling to provide an adequate number of qualified teachers to keep up with increased primary and secondary school enrollment rates. Teachers enter classrooms with minimal teaching experience and education, sometimes having never studied the subject they are teaching. As a result of this under-qualification, teachers struggle in critical topics such as math, science, and English, exacerbating the trend of low academic performance. A lack of well-qualified teachers means the country is producing students whose education is cut short, as they are not passing national exams for graduation. This result is a great disappointment and an unacceptable outcome for students who represent years of investment and hope for the future. Primary and secondary school teachers must have sufficient knowledge and skills in the classroom. Teacher training will need to employ a variety of tools, among them education of and with Information and Communications Technologies (ICTs). This project has two components. First, it provides a landscape review of national and international policies and initiatives that affect education in Tanzania, clarifying how Asante Africa’s programs can best fit into the country’s established systems. Second, it identifies best practices for using e-learning ICTs to train teachers and improve the country’s education system. The report identifies four prospective e-learning models, and recommends that Asante Africa consider aspects of two: mobile learning and massive open online courses (MOOCs). Through our model evaluation, we found that these two models ranked best for Tanzania in effectiveness, cost, rural feasibility, scalability, and sustainability. Once a delivery method is in place and Asante Africa ensures technical support for the teachers utilizing the training materials, Asante Africa can strategize a plan for content and curriculum that leverages its Khan Academy videos. By implementing the recommended ICTs for learning and teacher training, Asante Africa will deliver increased access of quality training to teachers in the rural districts of Tanzania, improving the academic environment and performance of students throughout the country. DA - 2013/// PY - 2013 LA - en UR - https://asanteafrica.org/wp-content/uploads/2018/03/E-Learning.-TZ-Teachers.2013.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - F:learning KW - F:ministry KW - P:teacher training KW - Q:e-learning KW - Q:mobile learning KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - E-Learning in nursing education in Rwanda: benefits and challenges. An exploration of participants' perspectives AU - Harerimana, A AU - Mtshali, NG AU - Hewing, H T2 - Journal of Nursing and Health Science AB - E-learning is a commonplace in nursing and healthcare professional education, and generally the importance of Information and Communication Technology (ICT) and the Internet in tertiary education is recognized. The entry visa for e-learning is a computer and an Internet connection [1]. The aim of this paper is to analyse the utilisation of e-learning in selected nursing campus in Rwanda. A convergence parallel mixed method was use as recommended by Creswell[2]. For quantitative survey, a total of 275 participants responded to the questionnaires, and for qualitative approach, a total number of 40 participants were purposively selected. Quantitative data was analysed using SPSS 23, and for qualitative data, thematic analysis was used. The finding from this study indicated that participants were ready and eager to embrace e-learning in nursing education due to a number of benefits they reported such e-learning being a student centred approach, being a blended learning method, and fast track for the production of nursing workforce taking into consideration the history of Rwanda. However it was found that a number of challenges were hindering a proper implementation such as: resource constraints, insufficient teachers and students training in ICT, language barrier, lack of policies regarding e-learning, resistance to change, issues related to Moodle accessibility. DA - 2016/// PY - 2016 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Central Africa KW - C:Rwanda KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:nurse KW - Q:e-learning KW - T:Training KW - T:continuing education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research AU - Tinoco-Giraldo, Harold AU - Torrecilla Sánchez, Eva María AU - García-Peñalvo, Francisco José T2 - Sustainability AB - Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer-mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the efficacy of virtual or e-mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e-mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting offsite internships. Our research reviews e-mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e-mentoring programs for students in offsite internships and how they can be structured to achieve the same level of success. DA - 2020/01// PY - 2020 DO - 10.3390/su12114344 DP - www.mdpi.com VL - 12 IS - 11 SP - 4344 LA - en SN - 2071-1050 ST - E-Mentoring in Higher Education UR - https://www.mdpi.com/2071-1050/12/11/4344 Y2 - 2022/04/05/20:37:24 KW - e-mentoring KW - higher education KW - literature review KW - mapping KW - open educational resources KW - sustainable education ER - TY - JOUR TI - 'Early Childhood Benefits at Low Cost: Evidence from a Randomized Trial in Mexico ', Unpublished Manuscript AU - Cárdenas, Sergio AU - Evans, David K. AU - Holland, Peter DA - 2015/// PY - 2015 KW - ⛔ No DOI found ER - TY - BOOK TI - Early Childhood Care and Education (ECCE) Toolkit: Long form version AU - Secretariat, Commonwealth AB - High-quality and accessible Early Childhood Care and Education (ECCE) lays the foundation for healthy and well-functioning societies. Effective ECCE systems equip young children with the means to develop to their fullest potential during their formative years, in a safe and inspiring environment, nurtured by well trained professional teachers and carers. The Commonwealth’s ECCE Toolkit has been designed as a resource for Ministers of Education and officials to increase access to quality ECCE services, for ages 0 to 8 years, using a multi-sectoral approach. This toolkit outlines five features to support this approach, covering topics including conducting situational ECCE sector analyses, planning and implementing quality services,methods to expand access, and monitoring and evaluating ECCE systems. In addition, it aims to assist governments in ensuring these services are responsive to the rights, needs, and capabilities of children, their families and their communities. DA - 2022/11/16/ PY - 2022 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Early Childhood Care and Education (ECCE) Toolkit UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1085 Y2 - 2023/05/12/09:26:49 ER - TY - JOUR TI - Early Childhood Development Coming of Age: Science through the Life Course. AU - Black, Maureen M. AU - Walker, Susan P. AU - Fernald, Lia C.H. AU - Andersen, Christopher T. AU - DiGirolamo, Ann M. AU - Lu, Chunling AU - C, Dana T2 - McCoy et al DA - 2017/// PY - 2017 VL - 389 SP - 77 EP - 90 UR - https://www.sciencedirect.com/science/article/abs/pii/S0140673616313897 KW - ⛔ No DOI found ER - TY - JOUR TI - Early childhood environmental education: A systematic review of the research literature AU - Ardoin, Nicole M. AU - Bowers, Alison W. T2 - Educational Research Review AB - Environmental education focused on the early-childhood years is experiencing dynamic growth in research and practice due to persistent environmental challenges coupled with burgeoning interest in the documented benefits of nature-rich experiences for infants and children. To better understand the landscape of early childhood environmental education (ECEE) pedagogical practices and expected outcomes, we undertook a systematic review of empirical studies of ECEE programs. Focusing on a 25-year span, we surfaced 66 studies that met our inclusion criteria. We found that participants in such programs spanned the early-childhood age range (birth through age eight) with the majority involving three- to six-year-olds in teacher-led, formal (school-like) programs. The primary outcomes documented in our sample studies included environmental literacy development, cognitive development, and social and emotional development. To a lesser extent, the studies addressed physical development and language and literacy development. On balance, our sample of ECEE studies reported strongly positive findings associated with the aforementioned outcomes. The majority emphasized the effectiveness of play-based, nature-rich pedagogical approaches that incorporated movement and social interaction. We include a visualization that synthesizes cross-sample findings with the intention of assisting ECEE practitioners in developing, implementing, and evaluating programs as well as encouraging researchers to further study elements, processes, and theoretical assumptions inherent in them. DA - 2020/11/01/ PY - 2020 DO - 10.1016/j.edurev.2020.100353 DP - ScienceDirect VL - 31 SP - 100353 J2 - Educational Research Review LA - en SN - 1747-938X ST - Early childhood environmental education UR - https://www.sciencedirect.com/science/article/pii/S1747938X19305561 Y2 - 2022/04/05/20:37:08 KW - Early childhood KW - Environmental education KW - Forest schools KW - Nature preschools KW - Systematic reviews ER - TY - CHAP TI - Early Childhood Intervention: A Continuing Evolution AU - Meisels, Samuel J AU - Shonkoff, Jack P T2 - Handbook of Early Childhood Intervention A2 - Meisels, Samuel J A2 - Shonkoff, Jack P CY - Cambridge DA - 2000/// PY - 2000 ET - 2 SP - 3 EP - 32 PB - Cambridge University Press ER - TY - JOUR TI - Early Childhood Stimulation Interventions in Developing Countries: A Comprehensive Literature Review. AU - Baker-Henningham, Helen AU - Bóo, Florencia López T2 - IDB Working Paper Series DA - 2010/// PY - 2010 VL - 213 UR - https://www.econstor.eu/bitstream/10419/89041/1/IDB-WP-213.pdf KW - ⛔ No DOI found ER - TY - BOOK TI - Early Grade Mathematics Assessment (EGMA) toolkit AU - Platas, L.M. AU - Ketterlin-Gellar, L. AU - Brombacher, A. AU - Sitabkhan, Y. CY - Research Triangle Park, NC DA - 2014/// PY - 2014 PB - RTI International ER - TY - BOOK TI - Early Grade Mathematics in South Africa A3 - Hamsa, Venkat A3 - Roberts, Nicky DA - 2022/// PY - 2022 LA - en PB - Oxford University Press SN - 978 0 19 075444 0 KW - ⛔ No DOI found ER - TY - BOOK TI - Early Grade Reading and Mathematics Interventions in South Africa - Interventions A3 - Spaull, Nic A3 - Taylor, Stephen DA - 2022/// PY - 2022 PB - Oxford University Press SN - 978 0 19 074119 8 ER - TY - JOUR TI - Early Grade Reading Assessment (EGRA) Plus: Liberia AU - Piper, B. AU - Poole, M.Korda T3 - Program evaluation report. RTI International. Prepared for USAID/Liberia DA - 2010/// PY - 2010 UR - https://www.eddataglobal.org/documents/index.cfm KW - ⛔ No DOI found ER - TY - CHAP TI - Early Grade Reading Assessment (EGRA) Plus: Liberia. Program evaluation report AU - b T2 - Implementing Mother Tongue DA - 2016/// PY - 2016 ER - TY - BOOK TI - Early Grade Reading Assessment (EGRA) Plus: Liberia. Program evaluation report. AU - Piper, Benjamin AU - Medina, Korda CY - In DA - 2010/// PY - 2010 PB - Research Triangle ER - TY - BOOK TI - Early Grade Reading in South Africa A3 - Spaull, Nic A3 - Pretorius, Elizabeth DA - 2022/// PY - 2022 LA - en PB - Oxford University Press SN - 978 0 19 074138 9 KW - ⛔ No DOI found ER - TY - JOUR TI - Early in the epidemic: impact of preprints on global discourse about COVID-19 transmissibility AU - Majumder, Maimuna S. AU - Mandl, Kenneth D. T2 - The Lancet Global Health DA - 2020/05/01/ PY - 2020 DO - 10.1016/S2214-109X(20)30113-3 DP - www.thelancet.com VL - 8 IS - 5 SP - e627 EP - e630 J2 - The Lancet Global Health LA - English SN - 2214-109X ST - Early in the epidemic UR - https://www.thelancet.com/journals/langlo/article/PIIS2214-109X(20)30113-3/fulltext Y2 - 2021/10/05/18:37:04 ER - TY - JOUR TI - Early Marriage, Age of Menarche, and Female Schooling Attainment in Bangladesh AU - Field, Erica AU - Ambrus, Attila T2 - Journal of Political Economy DA - 2008/// PY - 2008 DO - 10.1086/593333 VL - 116 SP - 881 EP - 930 ER - TY - JOUR TI - Early Marriage, Pregnancy and Girl Child School Dropout AU - Birchall, Jenny AB - The aim of this review was to present the recent evidence on the impact of early marriage and/or pregnancy on the rates of girl child drop out. It also synthesises evidence that focus on laws, policies and practices that force pregnant girls or new mothers out of school. Although early marriage and pregnancy are often linked to school dropout, evidence proving a direct and causal link is limited. This is because early marriage and pregnancy can be both the cause and consequence of dropping out of school. Girls certainly leave or are taken out of school because they are pregnant or married, but girls who have already dropped out of school are more likely to marry and/or become pregnant. There is a significant body of evidence looking at the links between early pregnancy (often outside of marriage) and school dropout in Sub-Saharan Africa, and there are some studies that consider the relationship between early marriage (and resulting early pregnancies) and school drop out in South Asia. While it is clear that early pregnancy and marriage play an important part in girl child school dropout, the different perimeters of available studies, combined with a lack of robust, comparable national data, and the fact that early marriage and pregnancy, as well as school dropout, are so interlinked with socioeconomic inequalities and unequal gender norms, means it is difficult to make simple causal assumptions about exactly how early marriage and pregnancy influence school dropout. DA - 2018/10// PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14285 Y2 - 2022/12/18/18:13:42 KW - ⛔ No DOI found ER - TY - JOUR TI - Early Occupational Aspirations and Fractured Transitions: A Study of Entry into ‘NEET’ Status in the UK AU - Yates, Scott AU - Harris, Angel AU - Sabates, Ricardo AU - Staff, Jeremy T2 - Journal of Social Policy AB - There has been significant recent research and policy interest in issues of young people's occupational aspirations, transitions to employment and the antecedents of NEET (not in employment, education or training) status. Many have argued that changes to the youth labour market over the past 30 years have led to transitions to work becoming more individualised, complex and troublesome for many, particularly those from poorer backgrounds. However, little research has examined the connection between early uncertainty or misalignment in occupational aspirations and entry into NEET status. This paper draws on the British Cohort Study to investigate these issues, and finds that young people with uncertain occupational aspirations or ones misaligned with their educational expectations are considerably more likely to become NEET by age 18. Uncertainty and misalignment are both more widespread and more detrimental for those from poorer backgrounds. These findings are discussed in the context of recent research and debates on emerging adulthood and the youth labour market. DA - 2011/07// PY - 2011 DO - 10.1017/S0047279410000656 DP - Cambridge University Press VL - 40 IS - 3 SP - 513 EP - 534 LA - en SN - 1469-7823, 0047-2794 ST - Early Occupational Aspirations and Fractured Transitions UR - https://www.cambridge.org/core/journals/journal-of-social-policy/article/abs/early-occupational-aspirations-and-fractured-transitions-a-study-of-entry-into-neet-status-in-the-uk/1FDDA4825AC6E143FDE42F8C4E6F2199 Y2 - 2023/01/07/20:45:42 ER - TY - JOUR TI - Early primary literacy instruction in Kenya AU - Dubeck, M.M. AU - Jukes, M.C.H. AU - Okello, G. T2 - Comparative Education Review DA - 2012/// PY - 2012 DO - 10.1086/660693 VL - 56 IS - 1 SP - 48 EP - 68 UR - https://doi.org/10.1086/660693. ER - TY - BOOK TI - Early reading: Igniting education for all. A report by the Early Grade Learning Community of Practice (Rev. Ed.) AU - Gove, A. AU - Cvelich, P. CY - Research Triangle Park, NC DA - 2011/// PY - 2011 PB - RTI International UR - https://www.rti.org/sites/default/files/resources/early-reading-report-revised.pdf. ER - TY - RPRT TI - Early Years Toolkit DA - 2018/// PY - 2018 DP - Zotero SP - 15 LA - en ER - TY - GEN TI - Early Years Toolkit AU - Education Endowment Foundation DA - 2018/// PY - 2018 PB - Education Endowment Foundation UR - https://educationendowmentfoundation.org.uk/public/files/Toolkit/complete/EEF-Early-Years-toolkit-July-2018.pdf Y2 - 2021/02/25/00:00:00 ER - TY - ELEC TI - Early Years Toolkit AU - Education Endowment Foundation AB - An accessible summary of educational research for early years teaching DA - 2021/// PY - 2021 LA - en UR - https://educationendowmentfoundation.org.uk/evidence-summaries/early-years-toolkit Y2 - 2021/08/30/16:02:18 ER - TY - JOUR TI - Earthquake and Its Impacts on Education: Aftermath Nepal Quake 2015 AU - Basnet, Bal Krishna T2 - European Educational Researcher AB - Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and English. DA - 2020/// PY - 2020 DO - 10.31757/euer.332 DP - ERIC VL - 3 IS - 3 SP - 101 EP - 118 LA - en SN - 2517-6323 ST - Earthquake and Its Impacts on Education UR - https://eric.ed.gov/?q=%22teacher+development%22+with+%22natural+disaster%22&id=EJ1272439 Y2 - 2021/02/12/10:03:17 KW - Administrator Attitudes KW - Content Analysis KW - Counseling Services KW - Emergency Programs KW - Faculty Development KW - Foreign Countries KW - Futures (of Society) KW - Grade 10 KW - Grade 9 KW - Multilingualism KW - Natural Disasters KW - Nongovernmental Organizations KW - Prevention KW - Program Descriptions KW - Resilience (Psychology) KW - Risk KW - Safety KW - Secondary School Curriculum KW - Simulation KW - Student Attitudes KW - Teacher Attitudes KW - Textbooks KW - Trauma KW - _C:Bangladesh BGD KW - _C:Cambodia KHM KW - _C:Chile CHL KW - _C:China CHN KW - _C:Egypt EGY KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Nepal NPL KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Philippines PHL KW - _C:Sri Lanka LKA KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Ebola: beyond the health emergency AU - Plan International DA - 2015/// PY - 2015 SP - 211 LA - EN PB - Plan International UR - https://www.plan.ie/wp-content/uploads/2015/03/GLO-Ebola-Final-IO-Eng-Feb15.pdf ER - TY - BLOG TI - Ebola, Education And Innovation In Sierra Leone AU - Berry, Chris T2 - DFID bloggers DA - 2015/// PY - 2015 UR - https://dfid.blog.gov.uk/2015/09/11/ebola-education-and-innovation-in-sierra-leone/ Y2 - 2020/08/18/00:46:00 KW - _C:Sierra Leone SLE KW - ___working_potential_duplicate ER - TY - RPRT TI - Eckpunktepapier: Wirtschaftliche Entwicklung Afrikas – Herausforderungen und Optionen AU - Die Bundesregierung CY - Berlin, Germany DA - 2017/// PY - 2017 UR - https://www.bundesregierung.de/resource/blob/997532/444316/1423bb55c37af6ce594b4e6f14ab36ca/2017-06-07-eckpunkte-afrika-data.pdf?download=1 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - publicImportV1 ER - TY - JOUR TI - Economic and Gendered Impacts of the Healthcare Workforce AU - Browne, Evie AB - There is general agreement in the literature that getting more girls into school and into higher education should lead to more women in the healthcare workforce, particularly focusing on getting women into better jobs. However, this is not supported by much explicit evidence. It is a causal assumption made by policymakers and donors. There is little evidence to suggest that women in the healthcare workforce have made strong contributions to economic development beyond that of the health sector as a whole. This may be because it is too difficult to separate out different demographic groups’ contributions. There is some evidence that women’s presence as workers and leaders has improved attitudes about women and is making some progress towards women’s rights. It is unclear to what extent this is due to efforts to increase girls’ schooling, as few studies examine this causal link. Women are battling an extremely patriarchal work environment and the literature makes strong recommendations that structural and institutional elements are improved, in order for women to reach their economic potential. DA - 2018/07/06/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13951 Y2 - 2022/12/18/18:13:44 KW - ⛔ No DOI found ER - TY - JOUR TI - 'Economic Returns to Interventions that Increase Learning ', Policy Research Working Paper, The World Bank AU - Evans, David K. AU - Yuan, Fei DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - JOUR TI - EDI WORKING PAPER SERIES AU - Leaver, Clare AU - Ozier, Owen AU - Serneels, Pieter AU - Zeitlin, Andrew DA - 2021/// PY - 2021 DP - Google Scholar KW - ⛔ No DOI found ER - TY - JOUR TI - Editor’s Comments: advancing research transparency at MIS quarterly: a pluralistic approach AU - Burton-Jones, A. AU - Boh, W.F. AU - Oborn, E. T2 - MIS Quarterly DA - 2021/// PY - 2021 VL - 45 IS - 2 SP - – LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Editor’s comments: synergies between big data and theory AU - Rai, A. T2 - MIS Quarterly DA - 2016/// PY - 2016 VL - 40 IS - 2 SP - – LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Editor’s comments: the ions of theory construction AU - Rivard, S. T2 - MIS Quarterly DA - 2014/// PY - 2014 VL - 38 IS - 2 SP - – LA - en KW - ⛔ No DOI found ER - TY - CHAP TI - Editorial AU - Maclean, Rupert AU - Lai, Ada T2 - The future of technical and vocational education and training: Global challenges and possibilities DA - 2011/// PY - 2011 DP - Google Scholar PB - Taylor & Francis KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - publicImportV1 ER - TY - JOUR TI - Editorial: Covid-19 Pandemic and Innovations in Institutional Transformation, Technology and Pedagogy AU - Panda, Santosh T2 - Journal of Learning for Development DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 264 EP - 270 LA - en SN - 2311-1550 ST - Editorial UR - https://jl4d.org/index.php/ejl4d/article/view/478 Y2 - 2020/11/21/13:31:06 KW - COVID-19 KW - ⛔ No DOI found ER - TY - JOUR TI - Editorial: Learning for Development – Discourse and Practice AU - Panda, Santosh T2 - Journal of Learning for Development DA - 2021/11/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 3 SP - i EP - iv LA - en SN - 2311-1550 ST - Editorial UR - https://jl4d.org/index.php/ejl4d/article/view/593 Y2 - 2022/04/05/12:27:10 KW - _genre:PR-primary_research KW - discourse KW - learning for development KW - practice KW - ⛔ No DOI found ER - TY - JOUR TI - Editorial: Researching Technology-Enabled Teaching, Learning and Training AU - Panda, Santosh T2 - Journal of Learning for Development AB - Editorial DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 221 EP - 227 LA - en SN - 2311-1550 ST - Editorial UR - https://jl4d.org/index.php/ejl4d/article/view/536 Y2 - 2022/04/05/12:25:48 KW - learning KW - teaching KW - technology-enabled KW - training KW - ⛔ No DOI found ER - TY - JOUR TI - Editorial: Some More Research on Technology-Enabled Learning AU - Panda, Santosh T2 - Journal of Learning for Development DA - 2022/03/19/ PY - 2022 DP - jl4d.org VL - 9 IS - 1 SP - i EP - iv LA - en SN - 2311-1550 ST - Editorial UR - https://jl4d.org/index.php/ejl4d/article/view/658 Y2 - 2022/04/05/12:27:50 KW - technology-enabled learning (TEL) KW - ⛔ No DOI found ER - TY - RPRT TI - EdTech and COVID-19 response [EdTech Hub Report] AU - Haßler, Björn AU - Nicolai, Susan AU - McBurnie, Chris AU - Jordan, Katy AU - Wilson, Sam AU - Kreimeia, Adam AB - This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6. DA - 2020/10/23/ PY - 2020 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/IA9PL99D KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _EdTechHub_Output KW - _r:ImportedToMyEducationEvidence KW - _yl:j KW - _yl:k KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - EdTech and COVID-19 response [Save Our Future] AU - Haßler, Björn AU - Nicolai, Susan AU - McBurnie, Chris AU - Jordan, Katy AU - Wilson, Sam AU - Kreimeia, Adam T2 - #SaveOurFuture AB - This document is background paper 3 for the #SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D DA - 2020/10/22/ PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Background paper PB - Education Commission SN - 3 UR - https://saveourfuture.world/wp-content/uploads/2020/10/EdTech-and-COVID-19-Response_SOF_BP3.pdf KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _EdTechHub_Output KW - _cover:v2 KW - _r:ImportedToMyEducationEvidence KW - _yl:j KW - _yl:k KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Edtech and parental engagement AU - Nicolai, Susan AU - Rui, Tingting Yang AU - Zubairi, Asma AU - Seluget, Chebet AU - Kamninga, Tony DA - 2023/// PY - 2023 DP - Google Scholar UR - https://policycommons.net/artifacts/6942541/edtech-and-parental-engagement/7851978/ Y2 - 2023/11/08/16:16:01 KW - ⛔ No DOI found ER - TY - RPRT TI - EdTech Decision-making in Higher Education AU - Hollands, Fiona M. AU - Escueta, Maya DA - 2017/// PY - 2017 KW - Stefanie ER - TY - RPRT TI - EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone AU - Nicolai, Susan AU - Jefferies, Kate AU - Lockhart, Ashley Stepanek DA - 2022/// PY - 2022 LA - en PB - EdTech Hub ST - EdTech Evidence From Covid-19 Response KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone AU - Nicolai, Susan AU - Jefferies, Kate AU - Stepanek Lockhart, Ashley AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/// PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/K5BJUBRE KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - GEN TI - EdTech Evidence Mid-Year Report AU - Platform, Instructure Learn DA - 2023/// PY - 2023 LA - en UR - https://www.instructure.com/resources/research-reports/edtech-evidence-2023-mid-year-report#:~:text=This%20report%20looks%20at%20the,%2D%20December%2031%2C%202022. KW - Final_citation KW - anystyle KW - existing ER - TY - RPRT TI - EdTech Fellowship – Course Syllabus AU - Haßler, Björn AU - Walker, Hannah AU - Moustafa, Nariman AU - Macharia, Grace AU - Adam, Taskeen AU - Lurvink, Anne-Fleur AU - McBurnie, Chris AB - This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/. CN - 0288 DA - 2023/04/30/ PY - 2023 LA - en M3 - EdTech Fellowship PB - Open Development & Education SN - 1 UR - https://docs.opendeved.net/lib/UH95PISR KW - _comingsoon KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - EdTech Fellowship Residential: Day 1 AU - McBurnie, Chris AU - Hassan, Syed Mustafa AB - An output of the Open Development & Education, https://.opendeved.net/ CN - 1016 DA - 2023/// PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/S7J9TC7H KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - EdTech for Learners with Disabilities in Primary School Settings in LMICs: A Systematic Literature Review AU - Lynch, Paul AU - Singal, Nidhi AU - Francis, Gill A. AB - This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others. DA - 2021/// PY - 2021 DP - DOI.org (Datacite) LA - en M3 - Working Paper PB - EdTech Hub ST - EdTech for Learners with Disabilities in Primary School Settings in LMICs UR - https://docs.edtechhub.org/lib/XJ42VUQG KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _genre:LR-literature_review KW - _yl:a KW - _zenodoETH ER - TY - RPRT TI - EdTech for Learners with Disabilities in Primary School Settings in LMICs: A Systematic Literature Review AU - Lynch, Paul AU - Singhal, Nidhi AU - Francis, Gill A. DA - 2020/// PY - 2020 LA - en PB - Zenodo ST - EdTech for Learners with Disabilities in Primary School Settings in LMICs ER - TY - RPRT TI - EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review AU - Lynch, Paul AU - Singhal, Nidhi AU - Francis, Gill A. DA - 2021/// PY - 2021 LA - en PB - EdTech Hub ST - EdTech for Learners with Disabilities in Primary School Settings in LMICS KW - auto_merged ER - TY - BLOG TI - EdTech for learners with disabilities: urgent need to focus on access, engagement and learning outcomes AU - Singal, Nidhi AU - Lynch, Paul AU - Kaye, Tom AU - Francis, Gill T2 - EdTech Hub AB - The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of… DA - 2021/04/23/T15:36:47+00:00 PY - 2021 LA - en-US ST - EdTech for learners with disabilities UR - https://edtechhub.org/2021/04/23/edtech-for-learners-with-disabilities-urgent-need-to-focus-on-access-engagement-and-learning-outcomes/ Y2 - 2021/04/29/18:28:44 KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - EdTech for learning in emergencies and displaced settings AU - Tauson, Michaelle AU - Stannard, Luke DA - 2018/// PY - 2018 DP - Google Scholar PB - London: Save the Children UK KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:China CHN KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Holy See VAT KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Israel ISR KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Qatar QAT KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Syrian Arab Republic SYR KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Yemen YEM KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - ELEC TI - EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis AU - Tauson and Stannard T2 - Resource Centre DA - 2018/// PY - 2018 LA - en ST - EdTech for Learning in Emergencies and Displaced Settings UR - https://resourcecentre.savethechildren.net/node/13238/pdf/edtech-learning.pdf Y2 - 2020/07/27/13:09:20 ER - TY - GEN TI - EdTech for learning in emergencies and  displaced settings: a rigorous review and narrative synthesis​ AU - Tauson, M. AU - Stannard, L. DA - 2018/// PY - 2018 PB - Save the Children ER - TY - RPRT TI - EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis AU - Tauson, Michaelle AU - Stannard, Luke DA - 2018/// PY - 2018 DP - resourcecentre.savethechildren.net LA - en PB - Save The Children ST - EdTech for Learning in Emergencies and Displaced Settings UR - https://resourcecentre.savethechildren.net/node/13238/pdf/edtech-learning.pdf Y2 - 2020/03/30/14:29:28 ER - TY - RPRT TI - EdTech for learning in emergencies and displaced settings — a rigorous review and narrative synthesis AU - Tauson, Michaelle AU - Stannard, Luke CY - UK DA - 2018/// PY - 2018 PB - Save the Children UR - https://www.savethechildren.org.uk/content/dam/global/reports/education-and-child-protection/edtech-learning.pdf KW - IMPORT_FROM_DFID_RITE KW - Important KW - Read KW - _THEME: Teacher Professional Development KW - ___working_potential_duplicate ER - TY - RPRT TI - EdTech Horizon Scan: Blockchain technology in education AU - Beoku-Betts, Iman AU - Kaye, Tom AB - EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org DA - 2022/07/11/ PY - 2022 M3 - Position paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/94H68P58 ER - TY - RPRT TI - EdTech Impact Evaluation Frameworks: Summary 2023 AU - Kucirkova, Natalia I. AU - Campbell, Janine AU - Cermakova, Anna Lindroos DA - 2023/// PY - 2023 PB - WikIT UR - https://static1.squarespace.com/static/62fc80ec4c86a26330d18835/t/651aafa362c10a6513e376b3/1696247723463/EdTech+Impact+Evaluation+Frameworks_WiKIT+2023.pdf Y2 - 2023/10/25/04:00:00 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - EdTech Impact in Education – An Analysis Prepared for the Education Endowment Foundation AU - Walker, Hannah AU - Moustafa, Nariman AU - Haßler, Björn CN - 0294 DA - 2023/01/31/ PY - 2023 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/4PD4PMAF KW - _r:AddedByZotZen KW - _r:AddedByZotZen-Plus KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - EdTech in Developing Countries: A Review of the Evidence AU - Rodriguez-Segura, Daniel T2 - World Bank Research Observer AB - The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries. DA - 2020/// PY - 2020 DO - 10.1093/wbro/lkab011 DP - elibrary.worldbank.org (Atypon) VL - 37 IS - 2 SP - 171 EP - 203 SN - 1564-6971 ST - EdTech in Developing Countries UR - https://elibrary.worldbank.org/doi/10.1093/wbro/lkab011 Y2 - 2022/10/16/22:15:07 KW - ACCESS TO TECHNOLOGY KW - EDTECH KW - EMERGENCE OF EDUCATIONAL TECHNOLOGY KW - INNOVATION ER - TY - JOUR TI - EdTech in Developing Countries: A Review of the Evidence AU - Rodriguez-Segura, Daniel T2 - World Bank Research Observer AB - The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries. DA - 2020/// PY - 2020 DO - 10.1093/wbro/lkab011 DP - elibrary.worldbank.org (Atypon) VL - 37 IS - 2 SP - 171 EP - 203 SN - 1564-6971 ST - EdTech in Developing Countries UR - https://elibrary.worldbank.org/doi/10.1093/wbro/lkab011 Y2 - 2022/10/16/22:15:07 KW - ACCESS TO TECHNOLOGY KW - EDTECH KW - EMERGENCE OF EDUCATIONAL TECHNOLOGY KW - Final_citation KW - INNOVATION KW - cited KW - existing ER - TY - JOUR TI - EdTech in Developing Countries: A Review of the Evidence AU - Rodriguez-Segura, Daniel T2 - The World Bank Research Observer AB - The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries. DA - 2022/08/01/ PY - 2022 DO - 10.1093/wbro/lkab011 DP - Silverchair VL - 37 IS - 2 SP - 171 EP - 203 J2 - The World Bank Research Observer SN - 0257-3032 ST - EdTech in Developing Countries UR - https://doi.org/10.1093/wbro/lkab011 Y2 - 2023/07/19/10:02:19 ER - TY - RPRT TI - EdTech in Jordan: A Rapid Scan AU - Khalayleh, A. AU - Taddese, A. AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert. CY - Cambridge, UK DA - 2020/// PY - 2020 LA - en M3 - EdTech Hub Country Scan PB - EdTech Hub ST - EdTech in Jordan UR - https://docs.edtechhub.org/lib/NB8YWJYP KW - C:Jordan KW - _C:Jordan JOR KW - _C:Nepal NPL KW - _C:State of Palestine PSE KW - _C:Syrian Arab Republic SYR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - EdTech in Sierra Leone: A Rapid Scan AU - Mullan, Joel AU - Taddese, Abeba AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert. DA - 2020/06/30/ PY - 2020 LA - en M3 - Country Scan PB - EdTech Hub SN - 3 ST - EdTech in Sierra Leone UR - https://docs.edtechhub.org/lib/C5MWWQI2 KW - C:Sierra Leone KW - LP: English KW - _C:Sierra Leone SLE KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH ER - TY - JOUR TI - EdTech Innovation for COVID-19: Insights from our global call for ideas AU - Plaut, Daniel AU - Carter, Alice AU - Dixon, Miranda AU - Salami, Taiye AB - [No description available.] DA - 2020/01/01/ PY - 2020 DO - 10.5281/zenodo.4768571 DP - Zenodo ST - EdTech Innovation for COVID-19 UR - https://zenodo.org/record/4768571 Y2 - 2022/12/19/02:46:46 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - EdTech, Learning and Equity: The EdTech Hub Research Portfolio AU - Haßler, Björn AU - Wagner, Dan AU - Outhwaite, Laura CN - edtechhub.1000 DA - 2023/11/30/T00:00:00.000Z PY - 2023 LA - en PB - EdTechHub UR - https://docs.edtechhub.org/lib/MBGNU7HP KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - BLOG TI - EdTech’s three promising approaches to #SaveOurFuture AU - Nicolai, Susan AU - Haßler, Björn T2 - EdTech Hub AB - By Susan Nicolai and Björn Haßler Covid-19 has led to the biggest upheaval to daily life that many of us have ever seen, including for education. Even before schools shut in early March, there was a recognised global learning crisis and some 260 million not in school. The pandemic has further interrupted education for 90% of children around the world,… DA - 2020/10/29/T05:00:02+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/10/29/edtech-three-promising-approaches-to-saveourfuture/ Y2 - 2020/11/07/12:28:32 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - EdTech testbeds: Models for improving evidence AU - Batty, Richard DA - 2019/// PY - 2019 DP - Zotero SP - 44 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - EdTech testbeds: Models for improving evidence AU - Batty, Richard AU - Wong, Andrea AU - Florescu, Ana AU - Sharples, Mike DA - 2019/// PY - 2019 DP - Zotero SP - 44 LA - en UR - https://www.science-practice.com/teams/good-problems/projects/edtech-testbeds/edtech-testbeds-report.pdf KW - Carmen ER - TY - GEN TI - EdTech to Reach the Most Marginalised: A Call to Action AU - Zubairi, Asma AU - Kreimeia, Adam AU - Jefferies, Kate AU - Nicolai, Susan DA - 2021/// PY - 2021 DP - Google Scholar PB - EdTech Hub. https://docs. edtechhub. org/lib/W8DB96IE/download/XDMFQU9V … ST - EdTech to Reach the Most Marginalised UR - http://www.ictworks.org/wp-content/uploads/2021/10/EdTech-Reach-Most-Marginalised.pdf Y2 - 2023/11/08/16:15:32 ER - TY - RPRT TI - Educando en multi-emergencias: Un estudio cualitativo sobre el bienestar en docentes nicaragüenses AU - , SUMMA DA - 2022/// PY - 2022 PB - SUMMA - KIX LAC UR - https://www.summaedu.org/wp-content/uploads/2022/09/Revista-KIX-LAC-Coloquio.pdf ER - TY - CHAP TI - Education 2.0: A Vision for Educational Transformation in Egypt AU - Moustafa, Nariman AU - Elghamrawy, Ebtehal AU - King, Katherine AU - Hao, Yu (Claire) AU - Hao, Yu T2 - Education to Build Back Better: What Can We Learn from Education Reform for a Post-pandemic World A2 - Reimers, Fernando M. A2 - Amaechi, Uche A2 - Banerji, Alysha A2 - Wang, Margaret AB - Abstract This chapter presents a comprehensive description and analysis of Egypt’s Education 2.0 (EDU. 2.0) reform plan for grades K-2. The reform’s five key components are described including the new multidisciplinary curriculum, technology integration, school management Continuous Professional Development (CPD), access and infrastructure, and reformed assessment. We analyze this reform from five perspectives and conclude that a cultural shift, high-quality CPD, and a robust accountability system are imperative to sustainable educational reform in Egypt. This cannot be achieved without a shared vision and engagement between teachers, parents, and Egypt’s Education Ministry. CY - Cham DA - 2022/// PY - 2022 DP - DOI.org (Crossref) SP - 51 EP - 74 LA - en PB - Springer International Publishing SN - 978-3-030-93950-2 978-3-030-93951-9 ST - Education 2.0 UR - https://link.springer.com/chapter/10.1007/978-3-030-93951-9_3 Y2 - 2022/06/08/14:45:50 KW - Author:OpenDevEd ER - TY - ELEC TI - Education 2030: Incheon Declaration and Framework for Action Towards inclusive and equitable quality education and lifelong learning for all AU - UNESCO T2 - UNESCO IITE AB - “The Incheon Declaration was adopted on 21 May 2015 at the World Education Forum (WEF 2015) held in Incheon, Republic of Korea. The Incheon Declaration constitutes the commitment of the... Read more Education 2030: Incheon Declaration and Framework for Action Towards inclusive and equitable quality education and lifelong learning for all DA - 2015/// PY - 2015 LA - en-GB ST - Education 2030 UR - https://iite.unesco.org/publications/education-2030-incheon-declaration-framework-action-towards-inclusive-equitable-quality-education-lifelong-learning/ Y2 - 2022/12/15/23:03:42 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Education 3.0 and Internet Governance: A new global alliance for children and young people’s sustainable digital development AU - Frau-Meigs, Divina AU - Hibbard, Lee DA - 2016/// PY - 2016 DP - Google Scholar ST - Education 3.0 and Internet Governance UR - https://www.cigionline.org/sites/default/files/gcig_no27web_0.pdf Y2 - 2024/03/01/12:38:53 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - Education access for all AU - Pinnock, Helen AU - Hodgkin, Marian T2 - Forced Migration Review DA - 2010/// PY - 2010 IS - 35 SP - 34 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - BLOG TI - Education and climate change: What retrofits could make classroom environments more conducive to learning? AU - Toyinbo, Oluyemi AU - Villavicencio, Xuzel T2 - The Education and Development Forum (UKFIET) AB - To foster optimal student learning, well-being, and overall health, it is vital that school environments prioritise comfort. DA - 2023/// PY - 2023 LA - en-GB ST - Education and climate change UR - https://www.ukfiet.org/2023/education-and-climate-change-what-retrofits-could-make-classroom-environments-more-conducive-to-learning/ Y2 - 2023/11/07/19:29:13 ER - TY - RPRT TI - Education and climate change – What retrofits could make classroom environments more conducive to learning? AU - Toyinbo, Oluyemi AU - Villavicencio, Xuzel AB - An output of the Open Development & Education, https://.opendeved.net/ CN - 0297 DA - 2023/// PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/WSD6C5HV KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - Education and COVID-19: Focusing on the long-term impact of school closures AU - Rachel, LINDEN DA - 2020/// PY - 2020 DP - Zotero SP - 7 LA - en KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Education and Disability in the Global South: New Perspectives from Africa and Asia AU - Fennell, Shailaja T2 - Journal of Human Development and Capabilities DA - 2020/// PY - 2020 DO - 10.1080/19452829.2020.1827518 DP - Taylor and Francis+NEJM VL - 21 IS - 4 SP - 399 EP - 401 SN - 1945-2829 ST - Education and Disability in the Global South UR - https://doi.org/10.1080/19452829.2020.1827518 Y2 - 2020/12/10/00:00:00 ER - TY - BOOK TI - Education and Disability in the Global South: New Perspectives from Africa and Asia AU - Singal, Nidhi AU - Lynch, Paul AU - Johansson, Shruti Taneja AB - Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments. DA - 2018/12/13/ PY - 2018 DP - Google Books SP - 438 LA - en PB - Bloomsbury Publishing SN - 978-1-4742-9121-7 ST - Education and Disability in the Global South KW - Education / Educational Policy & Reform / General KW - Education / Inclusive Education KW - Education / Special Education / General ER - TY - JOUR TI - Education and Fragility: A Synthesis of the Literature AU - Mosselson, Jacqueline AU - Wheaton, Wendy AU - Frisoli, Paul St John AB - The purpose of this paper is to provide a synthesis of the emerging literature in the field of education and fragility. We examine the various attempts to capture the contexts of fragility in a pragmatic manner, from both an operational and a policy-making perspective. We review the macro, statecentric definitions of fragility, which highlight the importance of the state and its institutions in driving fragility and as a partner for change, but also look at the limitations of this perspective. We then turn to more micro-level approaches to capturing the contexts of fragility, showing its difference from conflict, and looking in particular at more cross-sectoral and societal characteristics of fragility. Ultimately, we conclude this paper by acknowledging that, in practical terms, practitioners and donors are using both perspectives to guide their work in education and fragility. DA - 2009/// PY - 2009 DP - Zotero SP - 17 LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - Education and International Development: An Introduction AU - McCowan, Tristan AU - Unterhalter, Elaine AB - Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world. DA - 2021/08/12/ PY - 2021 DP - Google Books SP - 521 LA - en PB - Bloomsbury Publishing SN - 978-1-350-11907-9 ST - Education and International Development KW - Education / Comparative KW - Education / Multicultural Education ER - TY - JOUR TI - Education and Management Engineering AU - Hassan, Malik AU - Mirza, Tabasum AU - Hussain, Mirza T2 - International Journal of Education and Management Engineering AB - The world has witnessed a sudden change in the teaching-learning processes due to the ongoing pandemic of COVID-19. The worldwide compulsive lockdown for ensuring the preventive measures to stop the spread of this infection has equally affected education sector as other business sectors. As all of us know that quality education is the only long-term rescue for all the challenges and therefore, the need to find out the alternative solution to the traditional classroom teaching-learning is the concern of all stakeholders and the only option found is online mode of teaching-learning, which was somehow already available and had attracted an intense attention during this period. The aim of the paper is to study the teacher's perspective in India about this mode of learning, challenges and issues faced by them in migration to online platform, experience about online tools/platforms used for instructional delivery and their suggestions to improve the process for effective teaching. This study will help in gaining insight towards the possible improvements in the ongoing mode of online teaching and in future situations also. The results obtained based on sample collection through web based questionnaire clearly gives some information, which could be an eye opener for enhancing the implementation of the online teaching-learning among the learners especially teachers, who can further help in implementation of the large. Although, the online mode was already in place and was utilized in blended form to a substantial level in the developed countries, but in developing countries like India, where teachers are not familiar with online platforms/tools, lack of knowledge and skills to handle the online ICT infrastructure in a challenging situation. The results also give an impression about the need of professional development with special focus on digital literacy skills and awareness among the teacher community about the merits of online platforms for the teaching-learning process. DA - 2020/12/08/ PY - 2020 DO - 10.5815/ijeme.2020.05.03 DP - ResearchGate VL - 10 SP - 17 EP - 27 J2 - International Journal of Education and Management Engineering ER - TY - JOUR TI - Education and Stability Learning Journey: Lessons Learned and Emerging Issues AU - Millican, Juliet AB - This document brings together key findings from a Foreign, Commonwealth and Development Office (FCDO) Learning Journey designed to explore the relationship between education, conflict, and stability. Prepared by the Knowledge, Evidence and Learning for Development Programme (K4D), it responds to questions from FCDO on how education interventions can build peace and stability, drawing together research and lessons from FCDO posts, and input from leading academics. The Key messages are: 1) Education matters for peace. 2) At the same time, education can exacerbate conflict. 3) All education interventions need to be grounded in robust political economy and conflict analyses. 4) To avoid instrumentalising education simply as a tool for security. 5) Taking a pragmatic inter-sectoral approach to maximise opportunities. 6) Recogniseing the links between education and inclusive economic development 7) Acknowledging unavoidable trade-offs in meeting the needs of different groups. 8) Aiming for nationally owned systemic change rather than piecemeal interventions 9) To consider the importance of different educational sectors, 10) Recognising that the recommendations set out by the global education agenda are difficult to achieve in situations of extreme instability. DA - 2021/03// PY - 2021 DO - 10.19088/K4D.2022.013 DP - opendocs.ids.ac.uk LA - en_US ST - Education and Stability Learning Journey UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17118 Y2 - 2022/12/18/18:13:53 ER - TY - JOUR TI - Education and Stability: Synopsis Paper AU - Millican, Juliet AB - DFID are aware that there are strong connections between education and stability which have implications for programming in different country contexts. Fiftyseven percent of the total DFID ODA spend, and 93% of bilateral ODA spend, has been allocated to fragile states and regions since 2017 with a long-term goal of supporting the peaceful management of change. A growing body of research in this area confirms the “two faces of education in conflict,”1 i.e. the fact that education can both mitigate and exacerbate conflict. Until recently, this mainly concerned primary and secondary education, but there is a new recognition of the potential for universities to play a significant role in conflict mobilisation, conflict response and conflict recovery. The relationship is, however, complex and context dependent, affected by a number of key factors. For example, while much research shows that education has an overall pacifying effect on conflict, there is also evidence of above-average levels of education among terrorists and genocide perpetrators. There is also no “one size fits all” solution, but several important factors to be aware of. Education can contribute to divisiveness, as unequal access to education can add to the societal injustice underlying conflict and politicised curricula can cause indoctrination and negative stereotypes. However, education can also contribute to social cohesion, inclusive identities and reconciliation. The goals of different international policies, such as the global education agenda (focused on education for all), may not match with the specific needs of conflict-affected societies requiring interventions that prioritise minorities or work for societal change. Imbalances of power between international and local actors can also lead to tensions in national policy formulation and programme implementation. Those developing programmes for stability should begin with a thorough conflict and situational analysis and a deep understanding of context. DA - 2019/12// PY - 2019 DP - opendocs.ids.ac.uk LA - en ST - Education and Stability UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14899 Y2 - 2022/12/18/18:13:55 KW - ⛔ No DOI found ER - TY - JOUR TI - Education and the electrification of rural schools AU - Welland, Alicia DA - 2017/// PY - 2017 DP - Zotero LA - en UR - https://e4sv.org/wp-content/uploads/2017/05/TR13-Education-and-the-Electrification-of-Rural-Schools_web-1.pdf KW - Final_citation KW - ⛔ No DOI found ER - TY - CHAP TI - Education as currently provided in Zambia. AU - Masaiti, Gift DA - 2018/// PY - 2018 DP - Google Scholar PB - UNZA Press UR - http://dspace.unza.zm/bitstream/handle/123456789/6055/Chapter%204.pdf?sequence=1 Y2 - 2023/12/05/11:39:27 ER - TY - JOUR TI - Education, Conflict, and Stability in South Sudan AU - Haider, Huma AB - This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability. DA - 2021/07// PY - 2021 DO - 10.19088/K4D.2021.129 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17020 Y2 - 2022/12/18/18:14:00 ER - TY - BOOK TI - Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP) [zip] AU - SSEIP AB - ZIP file for Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP). DA - 2020/04/07/ PY - 2020 DP - DOI.org (Datacite) UR - https://docs.opendeved.net/lib/KQEE3GAS Y2 - 2020/06/28/10:55:31 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Education continuity during the Coronavirus crisis: Sierra Leone and Liberia Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando DA - 2020/// PY - 2020 PB - Rising Academy Network UR - https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf Y2 - 2021/10/11/13:14:41 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Education Coverage in Sierra Leone AU - GRID3 DA - 2020/12// PY - 2020 UR - https://grid3.org/publications/education-coverage-in-sierra-leone KW - _C:Luxembourg LUX KW - _C:Sierra Leone SLE KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - Education, Democracy and Development: does education contribute to democratisation in developing countries? AU - Harber, Clive AU - Mncube, Vusi AB - Education is often seen as the key agency in international development and poverty reduction. Frequently the emphasis is on the economic and social role of education in development. This book, on the other hand, is unusual in explicitly examining the political role of education in development. In particular, it sets out the theories, evidence and arguments concerning the potential and actual relationships between education and democracy and critically explores the contradictory role of formal education in both supporting and hindering democratic political development. A key theme of the book is the importance of considering the type and nature of the education actually provided and experienced – what goes on inside the ‘black box’ of education? Currently in developing countries and elsewhere this is often at odds with democratic principles but the book also provides many examples of successful democratic practice in schools in developing countries as well as discussing a detailed case study of South Africa where democratic change in education is a key aspect of the policy agenda. DA - 2012/05/14/ PY - 2012 DP - Google Books SP - 194 LA - en PB - Symposium Books Ltd SN - 978-1-873927-71-7 ST - Education, Democracy and Development ER - TY - JOUR TI - Education during the COVID-19: crisis Opportunities and constraints of using EdTech in low-income countries AU - Jordan, Katy AU - David, Raluca AU - Phillips, Toby AU - Pellini, Arnaldo T2 - Revista de Educación a Distancia (RED) DA - 2021/// PY - 2021 DO - 10.6018/red.453621 DP - Google Scholar VL - 21 IS - 65 ST - Education during the COVID-19 UR - https://revistas.um.es/red/article/view/453621 Y2 - 2024/03/01/11:56:51 KW - Final_citation ER - TY - JOUR TI - Education during the COVID-19 crisis Opportunities and constraints of using EdTech in low-income countries AU - Jordan, Katy AU - David, Raluca AU - Phillips, Toby AU - Pellini, Arnaldo T2 - Revista de Educación a Distancia (RED) DA - 2021/09/01/ PY - 2021 DO - 10.6018/red.453621 DP - Google Scholar VL - 21 IS - 65 KW - _EdTechHub_Output ER - TY - GEN TI - Education (Early Childhood Education Services) Regulations AU - Government of Grenada DA - 2014/// PY - 2014 PB - Government of Grenada UR - https://www.gov.gd/sites/hop/files/Acts-SROs/2014/S.R._O.%2024%20of%202014%20Education%20(Early%20Childhood%20Edcation%20Services)%20Reg.%202014.pdf Y2 - 2021/03/08/00:00:00 KW - _publish ER - TY - JOUR TI - Education, Equality and Social Cohesion: A distributional approach AU - GREEN, ANDY AU - PRESTON, JOHN AU - SABATES, RICARDO T2 - Compare: A Journal of Comparative and International Education AB - Promoting social cohesion through education has re-emerged as an important policy objective in many countries during the past decade. But there is little clarity in policy discussions about what social cohesion means and how education may affect it. In this article we distinguish between social capital and societal cohesion and argue that education acts in differential ways on each. Using comparative, cross-country analysis, we develop a 'distributional model' which shows the relationship between equality of educational outcomes and various measures of social cohesion. In the final part of the article we discuss theories explaining the cross-country trends and variations in educational inequality and social inheritance in education, and argue that education system characteristics, such as degrees of 'comprehensiveness' in secondary schooling, may be an important factor in both. We conclude by arguing that policies to increase social cohesion through education must pay more attention to the reduction of educational equality than they currently do. DA - 2003/12/01/ PY - 2003 DO - 10.1080/0305792032000127757 DP - Taylor and Francis+NEJM VL - 33 IS - 4 SP - 453 EP - 470 SN - 0305-7925 ST - Education, Equality and Social Cohesion UR - https://doi.org/10.1080/0305792032000127757 Y2 - 2023/01/07/20:45:33 ER - TY - RPRT TI - Education, Equity and Social Cohesion: A Distributional Model. Wider Benefits of Learning Research Report AU - Green, Andy AU - Preston, John AU - Sabates, Ricardo AB - The effects of education on social cohesion at the societal level were examined. First, a theoretical analysis and critique of models in the existing international and comparative literature on education, social capital, and social cohesion was conducted. The analysis resulted in development of a new hypothetical model relating skills distribution to social cohesion. Cross-national, quantitative research techniques were used to test the model on aggregated data for 15 countries from the World Values Survey, International Adult Literacy Survey, and Interpol crime statistics. The analysis established that societal cohesion is different, although related, to the community-level cohesion typically investigated in social capital research. The new "distributional" model therefore hypothesized a relation between education and societal cohesion based on distribution of educational outcomes rather than average levels of education. The analysis based on the new model established that Germany, Portugal, and the United States have the lowest scores on social cohesion, and the Netherlands, Denmark, and Norway have the highest. Measures of inequality in educational outcomes were higher in English-speaking countries and in some northern continental and Nordic countries. The analysis confirmed the hypothetical relationship between educational equality and societal cohesion. (Eight figures/tables are included. The bibliography lists 93 references. An explanation of the country indicators' derivation is appended.) (MN) DA - 2003/03// PY - 2003 DP - ERIC LA - en PB - The Centre for Research on the Wider Benefits of Learning, Institute of Education, 20 Bedford Way, London WC1H 0AL (5 British pounds) ST - Education, Equity and Social Cohesion UR - https://eric.ed.gov/?id=ED478332 Y2 - 2023/01/07/20:46:04 KW - Access to Education KW - Comparative Education KW - Crime KW - Developed Nations KW - Educational Attainment KW - Educational Research KW - Equal Education KW - Foreign Countries KW - Literature Reviews KW - Models KW - Multivariate Analysis KW - Outcomes of Education KW - Research Methodology KW - Role of Education KW - Skill Development KW - Social Capital KW - Social Integration KW - Social Science Research KW - Sociology ER - TY - JOUR TI - EDUCATION: EXPERIENCE OF MEXICO AND BRAZIL AU - Wolff, Laurence AU - Castro, Claudio de Moura AU - Navarro, Juan Carlos AU - García, Norma T2 - Technologies for Education: Potentials, Parameters and Prospects DA - 2002/// PY - 2002 DP - Zotero SP - 144 EP - 152 LA - en UR - http://woulibrary.wou.edu.my/weko/eed502/Chapter_10_Technologies_for_education.pdf KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - RPRT TI - Education Finance Watch 2023 AU - Bend, May AU - Hu, Yitong AU - Pan, Yilin AU - Patrinos, Harry Anthony AU - Poulsen, Thomas AU - Rivera-Olvera, Angelica AU - Tanaka, Nobuyuki AU - Antoninis, Manos AU - Murakami, Yuki AU - Benveniste, Luis DA - 2023/// PY - 2023 DP - Google Scholar UR - https://policycommons.net/artifacts/6951221/education-finance-watch-2023-english/7861178/ Y2 - 2024/02/29/14:05:25 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - Education for All 2000–2015: Review and perspectives AU - Benavot, Aaron AU - Antoninis, Manos AU - Bella, Nicole AU - Delprato, Marcos AU - Härmä, Joanna AU - Jere, Catherine AU - Joshi, Priyadarshani AU - Köseleci Blanchy, Nihan AU - Longlands, Helen AU - McWilliam, Alasdair T2 - ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik DA - 2015/// PY - 2015 DP - Google Scholar VL - 38 IS - 2 SP - 10 EP - 15 ST - Education for All 2000–2015 UR - https://www.pedocs.de/frontdoor.php?source_opus=14014 Y2 - 2023/11/08/16:15:00 KW - ⛔ No DOI found ER - TY - CHAP TI - Education for All 2000–2015: The Influence of Global Interventions and Aid on EFA Achievements AU - Benavot, Aaron AU - Antoninis, Manos AU - Bella, Nicole AU - Delprato, Marcos AU - Härmä, Joanna AU - Jere, Catherine AU - Joshi, Priyadarshani AU - Blanchy, Nihan Koseleci AU - Longlands, Helen AU - McWilliam, Alasdair AU - Zubairi, Asma T2 - The Handbook of Global Education Policy A2 - Mundy, Karen A2 - Green, Andy A2 - Lingard, Bob A2 - Verger, Antoni DA - 2016/04/14/ PY - 2016 DP - DOI.org (Crossref) ET - 1 SP - 241 EP - 258 LA - en PB - Wiley SN - 978-1-118-46805-0 978-1-118-46800-5 ST - Education for All 2000–2015 UR - https://onlinelibrary.wiley.com/doi/10.1002/9781118468005.ch13 Y2 - 2023/11/08/16:14:46 ER - TY - THES TI - Education for All? Complex solutions to complex problems in the Nigerian education sector AU - Waziri, Nafisa DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis ST - Education for All? UR - https://www.repository.cam.ac.uk/items/4c1021f5-3aaf-480a-9bd0-7fa09019a6cb Y2 - 2023/10/30/18:29:42 ER - TY - RPRT TI - Education for all in the time of COVID-19: how EdTech can be part of the solution AU - Chebib, Kinda CY - London DA - 2020/// PY - 2020 PB - GSMA UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/09/EdTech-Final-WEB.pdf Y2 - 2021/05/10/10:38:42 ER - TY - BOOK TI - Education for all, the quality imperative and the problem of pedagogy AU - Alexander, Robin J CY - Brighton DA - 2008/// PY - 2008 DP - Open WorldCat LA - English PB - CREATE - Consortium for Research on Educational Access, Transitions & Equity, University of Sussex SN - 0-901881-25-2 978-0-901881-25-0 ER - TY - JOUR TI - Education for Children with Disabilities AU - Thompson, Stephen AB - This report provides a rapid literature review of the evidence on what data and evidence exists, to identify, categorise and support children with disabilities to access education and achieve measurable learning outcomes in Tanzania and other similar resource-constrained contexts. Literature focused on the debate between mainstream and specialist education for children with disabilities is discussed. Where possible, the report flags gender dimensions. While the scope of the report did not allow for complex judgements to be made about the quality of the body of evidence, or of the strength of individual pieces of evidence, details were included to enable the reader to undertake such analysis if needed in the future, using the DFID How to Note on Assessing the Strength of Evidence. All the evidence included was in English, no more than 10 years old and from peer reviewed journals. A number of experts in the field were consulted. DA - 2017/05/26/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13091 Y2 - 2022/12/18/18:13:57 KW - ⛔ No DOI found ER - TY - JOUR TI - Education for sustainable development in Africa: a critique of regional agendas AU - Tikly, Leon T2 - Asia Pacific Education Review DA - 2019/06// PY - 2019 DO - 10.1007/s12564-019-09600-5 DP - DOI.org (Crossref) VL - 20 IS - 2 SP - 223 EP - 237 J2 - Asia Pacific Educ. Rev. LA - en SN - 1598-1037, 1876-407X ST - Education for sustainable development in Africa UR - http://link.springer.com/10.1007/s12564-019-09600-5 Y2 - 2022/12/25/00:55:16 ER - TY - RPRT TI - Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education – Act one AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub ST - Education for the most marginalised post-COVID-19 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 SP - 118 LA - en PB - EdTech Hub, UNESCO, UniTwin ST - Education for the most marginalised post‑COVID-19 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Education, Girls’ Education and Climate Change AU - Sims, Kate AB - This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields. DA - 2021/03// PY - 2021 DO - 10.19088/K4D.2021.044 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16523 Y2 - 2022/12/18/18:14:02 ER - TY - JOUR TI - Education, HIV, and Early Fertility: Experimental Evidence from Kenya. AU - Duflo, E. AU - Dupas, P. AU - Kremer, M. T2 - The American Economic Review DA - 2015/// PY - 2015 DO - 10.1257/aer.20121607 VL - 105 SP - 2757 EP - 97 UR - https://doi.org/10.1257/aer.20121607 ER - TY - THES TI - Education ICT assemblage: encounters of discourses, emotions, affects, subjects, and their productive forces AU - Lameu, Paula Cristina DA - 2017/// PY - 2017 DP - Google Scholar M3 - PhD Thesis PB - University of Birmingham ST - Education ICT assemblage KW - _C:Australia AUS KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Korea, Republic KOR KW - _C:New Zealand NZL KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Education in Africa: What Are We Learning? [journal paper] AU - Evans, David K AU - Mendez Acosta, Amina T2 - Journal of African Economies AB - Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64% of the studies evaluate government-implemented programs, 36% include detailed cost analysis and 35% evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks). DA - 2021/01/05/ PY - 2021 DO - 10.1093/jae/ejaa009 DP - Silverchair VL - 30 IS - 1 SP - 13 EP - 54 J2 - Journal of African Economies SN - 0963-8024 ST - Education in Africa UR - https://doi.org/10.1093/jae/ejaa009 Y2 - 2022/04/05/20:17:48 KW - _genre:LR-literature_review ER - TY - JOUR TI - Education in Africa: What Are We Learning? [preprint] AU - Evans, David AU - Acosta, Amina Mendez AB - Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64 percent of the studies evaluate government implemented programs, 36 percent include detailed cost analysis, and 35 percent evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks). DA - 2020/// PY - 2020 DP - Zotero SP - 101 LA - en UR - https://www.cgdev.org/sites/default/files/education-africa-what-are-we-learning.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Education in Conflict and Crisis: How Can Technology Make a Difference? A Landscape Review. AU - Dahya, N. DA - 2016/// PY - 2016 PB - GIZ UR - https://www.eccnetwork.net/sites/default/files/media/file/GIZ%20InDesign-Vorlage%20fu%CC%88r%20Publikationen%20%E2%80%93%20DIN%20A4%20hoch.pdf KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Education in Conflict and Crisis: How Can Technology Make a Difference? A Landscape Review AU - Dahya, Negin DA - 2016/// PY - 2016 DP - Google Scholar PB - GIZ ST - Education in Conflict and Crisis UR - https://inee.org/sites/default/files/resources/20160303_Landscape_Review_ICT4E_in_Conflict_and_Crisis.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Education in Emergencies: A Rapid Evidence Review AU - Mitchell, Joel AU - Ashlee, Amy AU - Clericetti, Giulia AU - Gladwell, Jessica AU - Torrance, Rebecca DA - 2020/// PY - 2020 PB - EdTech Hub ST - Education in Emergencies KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Education in Emergencies Endline Evaluation Report – Sierra Leone AU - Sankoh, Didan AU - Cowan, Emma DA - 2016/06/10/ PY - 2016 PB - Girls' Education Challenge, UK Aid KW - _C:Sierra Leone SLE ER - TY - JOUR TI - EDUCATION IN POST-FEDERATION MONTSERRAT: REFLECTIONS, INTROSPECTIONS AND PROPOSITIONS AU - SHOTTE, GERTRUDE T2 - The Caribbean in a Changing World: Surveying the Past, Mapping the Future, Volume 2 DA - 2017/// PY - 2017 DP - Google Scholar SP - 79 ST - EDUCATION IN POST-FEDERATION MONTSERRAT KW - ⛔ No DOI found ER - TY - BOOK TI - Education in Zambia at fifty years of independence and beyond: history, current status and contemporary issues. AU - Masaiti, Gift DA - 2018/// PY - 2018 DP - Google Scholar PB - Unza Press ST - Education in Zambia at fifty years of independence and beyond UR - http://dspace.unza.zm/handle/123456789/6098 Y2 - 2023/12/05/11:39:04 ER - TY - MGZN TI - Education Matters AU - MoEHRD T2 - Ministry of Education and Human Resource Development - Education Matters DA - 2016/// PY - 2016 UR - http://www.education.gov.dm/images/documents/education_matters/26016_MOE_Education_Matters_2016.pdf Y2 - 2020/11/10/08:09:53 ER - TY - RPRT TI - Education Needs Assessment Report - Sierra Leone AU - Plan International DA - 2016/// PY - 2016 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Education of Children with Disabilities in the South Asian Context AU - Singal, Nidhi T2 - Handbook of Education Systems in South Asia DA - 2019/// PY - 2019 DP - Google Scholar SP - 1 EP - 23 KW - ⛔ No DOI found ER - TY - JOUR TI - Education Policies and Teacher Deployment in Northern Ireland: Ethnic Separation, Cultural Encapsulation and Community Cross-Over AU - Milliken, Matthew AU - Bates, Jessica AU - Smith, Alan T2 - British Journal of Educational Studies AB - Education is a key mechanism for the restoration of inter-community relations in post-conflict societies. The Northern Ireland school system remains divided along sectarian lines. Much research has been conducted into the efficacy of initiatives developed to bring children together across this divide but there has been an absence of studies into the impact of educational division on teachers. A number of policies, separately and in combination, restrict teachers’ options to move across and between the divided school sectors. The recruitment of teachers is excepted from fair employment legislation; details of teachers’ community identity are consequently not collected, and little is known about the impact that ethnic identity, educational policies and sectoral practices have had on teacher deployment. This quantitative project investigates the extent to which the deployment of teachers in mainstream schools in Northern Ireland reflects the enduring community divide. It is observed that, whilst primary schools are staffed mainly by community-consistent teachers, there has been an increase in cross-over teachers in post-primary schools – particularly in the grammar sector. Around one-in-five teachers have had no educational experience outside of their community of origin; this cultural encapsulation may contribute to a reluctance to engage with contentious issues in reconciliation programmes. DA - 2020/03/03/ PY - 2020 DO - 10.1080/00071005.2019.1666083 DP - Taylor and Francis+NEJM VL - 68 IS - 2 SP - 139 EP - 160 SN - 0007-1005 ST - Education Policies and Teacher Deployment in Northern Ireland UR - https://doi.org/10.1080/00071005.2019.1666083 Y2 - 2021/03/07/17:52:28 KW - Northern Ireland KW - _C:Ireland IRL KW - _C:Poland POL KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - community division KW - cultural encapsulation KW - post-conflict education KW - teacher identity ER - TY - ELEC TI - Education recovery chief quits in English schools catch-up row AU - Sally Weale T2 - the Guardian AB - Sir Kevan Collins said to be dismayed that his long-awaited £15bn proposals were watered down to a £1.4bn package DA - 2021/06/02/T16:54:57.000Z PY - 2021 LA - en UR - http://www.theguardian.com/politics/2021/jun/02/education-recovery-chief-kevan-collins-quit-english-schools-catch-up-row Y2 - 2021/06/04/21:27:49 ER - TY - CONF TI - Education research designed for uptake: Co-constructing an actionable research agenda for Education Research in Conflict and Protracted-Crisis (ERICC AU - Adesina, Adedoyin AU - Akogun, Oladele B C3 - Paper Presentation. 67th Annual Meeting of the Comparative and International Education Society (CIES DA - 2022/// PY - 2022 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Education research in conflict and protracted crisis AU - Akogun, O. AU - Adesina, A. AU - Watts, M. DA - 2022/// PY - 2022 LA - en M3 - Nigeria country scan report – Technical Report ER - TY - RPRT TI - Education research in conflict and protracted crisis AU - Akogun, O. AU - Adesina, Adedoyin AU - Watts, M. DA - 2022/// PY - 2022 LA - en M3 - Nigeria country scan report – Technical Report ER - TY - RPRT TI - Education research in conflict and protracted crisis – Research Agenda – Report AU - Akogun, O. AU - Diazgranados Ferrans, S. AU - Njobdi, S. AU - Adesina, Adedoyin DA - 2023/// PY - 2023 ER - TY - JOUR TI - Education research in sub-Saharan Africa: Quality, visibility, and agendas AU - Mitchell, Rafael AU - Rose, Pauline AU - Asare, Samuel T2 - Comparative Education Review DA - 2020/// PY - 2020 DO - 10.1086/709428 DP - Google Scholar VL - 64 IS - 3 SP - 363 EP - 383 ST - Education research in sub-Saharan Africa ER - TY - RPRT TI - Education Sector Analysis of the Republic of Sierra Leone, Assessing the enabling environment for gender equality AU - UNICEF CY - Dakar DA - 2020/// PY - 2020 PB - UNICEF UR - https://unesdoc.unesco.org/ark:/48223/pf0000375434/PDF/375434eng.pdf.multi Y2 - 2021/04/19/00:00:00 ER - TY - RPRT TI - Education Sector Contingency Plan: Guidelines and Templates AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1047 DA - 2023/11/20/T00:00:00.000Z PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/A24E5AEX KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Education Sector Contingency Plan: Guidelines and Templates AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2023/11/20/ PY - 2023 DP - DOI.org (Crossref) PB - Open Development & Education ST - Education Sector Contingency Plan UR - https://docs.opendeved.net/lib/A24E5AEX Y2 - 2023/12/06/18:17:40 ER - TY - RPRT TI - Education Sector Diagnosis - School safety assessment for six CDEMA Member States AU - Vijil Morin, Alejandra AU - Villavicencio Peralta, Xuzel Ana AU - Sheldon, Ayeisha AU - Haßler, Björn CN - 0282 DA - 2022/06/20/ PY - 2022 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/JSB9CSW7 KW - Author:OpenDevEd KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Education Sector Plan 2018-2020 AU - Ministry of Education, Science and Technology (Sierra Leone) DA - 2018/// PY - 2018 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra_leone_education_sector_plan_2018-2020_0.pdf Y2 - 2020/06/25/17:11:35 ER - TY - RPRT TI - Education Sector Plan (2018-2020) AU - MOEST DA - 2017/// PY - 2017 UR - https://www.globalpartnership.org/sites/default/files/2018-10-sierra-leone-esp.pdf Y2 - 2020/07/15/09:43:30 ER - TY - RPRT TI - Education Sector Plan, 2018-2020: Getting It Right – Service Delivery, Integrity and Learning in Sierra Leone AU - Ministry of Education, Science and Technology DA - 2018/01/06/ PY - 2018 LA - EN PB - Government of Sierra Leone UR - https://www.globalpartnership.org/sites/default/files/sierra_leones_education_sector_plan_2018-2020.pdf Y2 - 2020/11/23/19:28:48 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Education sector strategy, 2012-2021 AU - OECS DA - 2013/// PY - 2013 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/oecs-education-sector-strategy-2012-2021.pdf Y2 - 2020/07/25/18:16:38 ER - TY - ELEC TI - Education service transformation in Sierra Leone: Where policy meets the people AU - Sengeh, David DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people KW - _C:Sierra Leone SLE ER - TY - BLOG TI - Education service transformation in Sierra Leone: Where policy meets the people | Blog | Global Partnership for Education AU - Sengeh, David Moinina AB - As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone. DA - 2020/11// PY - 2020 LA - en ST - Education service transformation in Sierra Leone UR - https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people Y2 - 2020/12/16/15:57:20 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Education Standards Officers Supervision Roles of Curriculum Implementation in Choma District in Zambia: What do Teachers Think? AU - Mooya, Eugine AU - Mulenga, Innocent Mutale T2 - Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736) DA - 2021/// PY - 2021 DP - Google Scholar VL - 4 IS - 1 SP - 90 EP - 113 ST - Education Standards Officers Supervision Roles of Curriculum Implementation in Choma District in Zambia UR - https://engineering.unza.zm/index.php/mjlsse/article/view/603 Y2 - 2023/12/06/15:39:33 KW - ⛔ No DOI found ER - TY - JOUR TI - Education Statistics Annual Abstract AU - Government of Ethiopia DA - 2011/// PY - 2011 LA - English UR - http://www.moe.gov.et/documents/20182/23015/Education+Statistics+Annual+Abstract/993180be-b6a2-44d3-9353-71b468be46dd Y2 - 2019/01/04/17:12:57 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ethiopia KW - publicImportV1 ER - TY - JOUR TI - Education Systems for Girls’ Education in the Indo-Pacific Region AU - Newman, Lorenzo AU - Pelosi, Alice AU - Zino, Giovanni AU - Crespi, Silvia AU - Gordon, Rebecca AB - Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming. DA - 2021/09// PY - 2021 DO - 10.19088/K4D.2021.114 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16833 Y2 - 2022/12/18/18:13:59 ER - TY - JOUR TI - Education Technology: An Evidence-Based Review. AU - Escueta, Maya AU - Quan, Vincent AU - Nickow, Andre Joshua AU - Oreopoulos, Philip T2 - NBER Working Paper DA - 2017/// PY - 2017 VL - 23744 UR - http://www.nber.org/papers/w23744.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Education Technology: An Evidence-Based Review AU - Escueta, Maya AU - Quan, Vincent AU - Nickow, Andre Joshua AU - Oreopoulos, Philip AB - In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning. CY - Cambridge, MA DA - 2017/08// PY - 2017 DP - DOI.org (Crossref) SP - w23744 LA - en PB - National Bureau of Economic Research SN - w23744 ST - Education Technology UR - http://www.nber.org/papers/w23744.pdf Y2 - 2022/12/19/04:09:29 ER - TY - RPRT TI - Education Technology: An Evidence-Based Review AU - Escueta, Maya AU - Quan, Vincent AU - Nickow, Andre Joshua AU - Oreopoulos, Philip AB - In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning. CY - Cambridge, MA DA - 2017/08// PY - 2017 DP - DOI.org (Crossref) SP - w23744 LA - en PB - National Bureau of Economic Research SN - w23744 ST - Education Technology UR - http://www.nber.org/papers/w23744.pdf Y2 - 2022/12/19/04:09:29 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Education Technology for Effective Teachers AU - Evans, David K. DA - 2021/// PY - 2021 DO - 10.1596/35079 ER - TY - RPRT TI - Education technology in developing countries: A systematic review AU - Rodriguez-Segura, D DA - 2020/// PY - 2020 UR - https://www.curry.virginia.edu/sites/default/files/uploads/epw/72_Edtech_in_Developing_Countries.pdf KW - _genre:LR-literature_review ER - TY - RPRT TI - Education Technology Map: Guidance Document AU - Hollow, D. AU - Muyoya, C. AU - Brugha, M. DA - 2016/// PY - 2016 LA - en PB - Jigsaw Consult ST - Education Technology Map KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Education Technology Map: Guidance Document AU - Muyoya, Chisenga AU - Brugha, Meaghan AU - Hollow, David CY - United Kingdom DA - 2016/// PY - 2016 PB - Jigsaw Consult ER - TY - RPRT TI - Education Workforce Costed Options Paper AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 29 LA - en M3 - Research and Policy Paper PB - Education Commission KW - _C:Sierra Leone SLE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Education Workforce Initiative: Sierra Leone AU - Education Commission DA - 2020/// PY - 2020 ER - TY - RPRT TI - Education Workforce Management in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 32 LA - en M3 - Research and Policy Paper PB - Education Commission KW - _C:Australia AUS KW - _C:Chile CHL KW - _C:China CHN KW - _C:Eritrea ERI KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Iceland ISL KW - _C:India IND KW - _C:Italy ITA KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Mozambique MOZ KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:Tanzania TZA KW - _C:Togo TGO KW - _C:Uganda UGA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Management in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 32 LA - en M3 - Research and Policy Paper PB - Education Commission KW - _yl:d ER - TY - RPRT TI - Education Workforce Recruitment and Matching in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 32 LA - en M3 - Research and Policy Paper PB - Education Commission UR - https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf Y2 - 2021/01/30/16:39:12 KW - _C:Bangladesh BGD KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:India IND KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:Sierra Leone SLE KW - _C:Tanzania TZA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Education Workforce Recruitment and Matching in Sierra Leone AU - Mackintosh, Alasdair AU - Ramírez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 UR - https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf KW - _yl:b KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Spatial Analysis in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius CY - New York, NY DA - 2020/// PY - 2020 DP - Zotero SP - 31 LA - en M3 - Research and Policy Paper PB - Education Workforce Initiative SN - 2 UR - https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf KW - _C:India IND KW - _C:Sierra Leone SLE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Education Workforce Spatial Analysis in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 31 LA - en UR - https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf KW - _yl:a KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Spatial Analysis in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 UR - https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf ER - TY - RPRT TI - Education Workforce Supply and Needs in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius CY - New York, NY DA - 2020/// PY - 2020 DP - Zotero SP - 41 LA - en M3 - Research and Policy Paper PB - Education Workforce Initiative SN - 3 UR - https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:Finland FIN KW - _C:Ghana GHA KW - _C:Korea, Republic KOR KW - _C:Malawi MWI KW - _C:Nigeria NGA KW - _C:Peru PER KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - _yl:c KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Supply and Needs in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 UR - https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf ER - TY - JOUR TI - Educational attainment gap: Regional disparities AU - Winchester, Nicole AB - Following the release of this year’s GCSE and A-level results, some commentators have raised concerns that the educational attainment gap between the north and south of England has widened. This issue is the focus of an upcoming question for short debate in the House of Lords. In preparation for the debate, this briefing looks at recent commentary on the issue and provides an overview of this year’s results. DA - 2022/09/02/T14:18:39+00:00 PY - 2022 DP - lordslibrary.parliament.uk LA - en-GB ST - Educational attainment gap UR - https://lordslibrary.parliament.uk/educational-attainment-gap-regional-disparities/ Y2 - 2023/11/03/11:33:57 KW - ⛔ No DOI found ER - TY - JOUR TI - Educational building retrofit under climate change and urban heat island effect AU - Akkose, Gizem AU - Meral Akgul, Cagla AU - Dino, Ipek Gursel T2 - Journal of Building Engineering AB - Climate change (CC) and urban heat island (UHI) are important environmental forces that have serious consequences for the existing buildings, such as increased resource consumption and environmental footprint, adverse human health effects and reduced occupant comfort. In this context, educational buildings represent a critical category amongst other building typologies, due to their high energy use, high occupant density, atypical daily/annual occupancy patterns, and their occupants’ high vulnerability to heat. Poor indoor conditions can reduce the health and productivity of students and teachers, worsen learning performance and reduce attendance. Retrofitting educational buildings is an effective solution to tackle this challenge. This study investigates the impact of CC&UHI on educational building performance and demonstrates the effectiveness of passive retrofit scenarios targeting CC&UHI mitigation and adaptation. These investigations are based on a systematic approach that consists of (i) the generation and analyses of CC&UHI-modified weather datasets, and (ii) simulation-based comparative analyses of the as-is building and various retrofit scenarios. An existing secondary school building in Ankara, Turkey is selected as a case study for evaluations of the selected performance indicators including energy use, global warming potential (GWP) and thermal comfort. Obtained results indicate that total energy consumption can be reduced up to 50% with retrofit, whereas possible reductions in indoor discomfort are even more pronounced, underlining the significance of selecting the optimal combination of passive measures for maximum impact towards the adaptation of the existing educational buildings to the changes in climatic conditions. DA - 2021/08/01/ PY - 2021 DO - 10.1016/j.jobe.2021.102294 DP - ScienceDirect VL - 40 SP - 102294 J2 - Journal of Building Engineering SN - 2352-7102 UR - https://www.sciencedirect.com/science/article/pii/S2352710221001509 Y2 - 2024/03/14/18:40:28 KW - Climate change KW - Educational building KW - Energy efficiency KW - Retrofit KW - Thermal comfort KW - Urban heat island ER - TY - CHAP TI - Educational design research AU - McKenney, Susan AU - Reeves, Thomas C. T2 - Handbook of research on educational communications and technology A2 - Spector, Michael A2 - Merrill, David M. A2 - Elen, Jan A2 - Bishop, M. J. AB - Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs, or policies. Educational design research not only targets solving significant problems facing educational practitioners but at the same time seeks to discover new knowledge that can inform the work of others facing similar problems. Working systematically and simultaneously toward these dual goals is perhaps the most defining feature of educational design research. This chapter seeks to clarify the nature of educational design research by distinguishing it from other types of inquiry conducted in the field of educational communications and technology. Examples of design research conducted by different researchers working in the field of educational communications and technology are described. The chapter concludes with a discussion of several important issues facing educational design researchers as they pursue future work using this innovative research approach. CY - New York DA - 2013/05/22/ PY - 2013 DP - ResearchGate ET - 4 SP - 131 EP - 140 PB - Springer-Verlag UR - https://www.researchgate.net/publication/265092587_Educational_Design_Research ER - TY - JOUR TI - Educational inequality and the expansion of UK higher education AU - Blanden, Jo AU - Machin, Stephen T2 - Scottish Journal of Political Economy AB - In this paper we explore changes over time in higher education (HE) participation and attainment between people from richer and poorer family backgrounds during a time period when the UK higher education system expanded at a rapid rate. We use longitudinal data from three time periods to study temporal shifts in HE participation and attainment across parental income groups for children going to university in the 1970s, 1980s and 1990s. The key finding is a highly policy relevant one, namely that HE expansion has not been equally distributed across people from richer and poorer backgrounds. Rather, it has disproportionately benefited children from relatively rich families. Despite the fact that many more children from higher income backgrounds participated in HE before the recent expansion of the system, the expansion acted to widen participation gaps between rich and poor children. This finding is robust to different measures of education participation and inequality. It also emerges from non-parametric estimations and from a more detailed econometric model allowing for the sequential nature of education choices with potentially different income associations at different stages of the education sequence. DA - 2004/// PY - 2004 DO - 10.1111/j.0036-9292.2004.00304.x DP - Google Scholar VL - 51 IS - 2 SP - 230 EP - 249 LA - en SN - 1467-9485 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.0036-9292.2004.00304.x ER - TY - JOUR TI - Educational outcomes and research from 1:1 computing settings AU - Bebell, D. AU - O'Dwyer, L. M. T2 - Journal of Technology, Learning, and Assessment AB - Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement. DA - 2010/// PY - 2010 VL - 9 IS - 1 SP - 5 EP - 13 ST - Educational outcomes and research from 1:1 computing settings UR - http://www.jtla.org KW - ⛔ No DOI found ER - TY - JOUR TI - Educational policy choice and policy practice in Malawi: Dilemmas and disjunctures AU - Kadzamira, Esme AU - Rose, Pauline DA - 2001/// PY - 2001 DP - Google Scholar ST - Educational policy choice and policy practice in Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - Educational reform, enquiry‐based learning and the re‐professionalisation of teachers AU - Williamson, Ben AU - Morgan, John T2 - The Curriculum Journal DA - 2009/09// PY - 2009 DO - 10.1080/09585170903195894 DP - DOI.org (Crossref) VL - 20 IS - 3 SP - 287 EP - 304 J2 - Curric. j. LA - en SN - 0958-5176, 1469-3704 UR - https://www.researchgate.net/publication/248993852_Educational_reform_enquiry-based_learning_and_the_re-professionalisation_of_teachers Y2 - 2021/05/31/18:01:13 ER - TY - JOUR TI - Educational Resource Management System Based on JSP Technology AU - Xu, Qin AU - Zhou, Zhongli AU - Yang, Dexiang T2 - Educational Sciences: Theory & Practice DA - 2018/// PY - 2018 DP - Google Scholar VL - 18 IS - 6 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review AU - Lynch, Paul AU - Singal, Nidhi AU - Francis, Gill Althia T2 - Educational Review AB - Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities. DA - 2022/04/04/ PY - 2022 DO - 10.1080/00131911.2022.2035685 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 27 SN - 0013-1911 ST - Educational technology for learners with disabilities in primary school settings in low- and middle-income countries UR - https://doi.org/10.1080/00131911.2022.2035685 Y2 - 2022/04/05/12:35:20 KW - Educational technology KW - _genre:LR-literature_review KW - assistive technology KW - disability KW - inclusive education KW - low- and middle-income countries KW - primary education ER - TY - JOUR TI - Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review AU - Lynch, Paul AU - Singal, Nidhi AU - Francis, Gill Althia T2 - Educational Review DA - 2022/04/04/ PY - 2022 DO - 10.1080/00131911.2022.2035685 VL - 0 IS - 0 SP - 1 EP - 27 SN - 0013-1911 ST - Educational technology for learners with disabilities in primary school settings in low- and middle-income countries KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Educational technology in Abu Dhabi public schools: teaching with interactive whiteboards (IWBs) AU - Samsonova, Olga DA - 2020/// PY - 2020 DP - Google Scholar ST - Educational technology in Abu Dhabi public schools KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Cyprus CYP KW - _C:Jordan JOR KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - ELEC TI - Educational Technology Rapid Cycle Evaluations AU - USA Department of Eduction T2 - Office of Educational Technology AB - With more classrooms connected to high-speed Wi-Fi, it is imperative to create an evidence-based process to determine the effectiveness of technology apps used in the classroom. Why RCE? Rapid-Cycle tech evaluations are designed to assist school leaders in making evidence-based decisions regarding ed tech acquisitions. Traditional research approaches do not meet the needs of evaluating […] DA - 2022/// PY - 2022 LA - en-US UR - https://tech.ed.gov/rce/ Y2 - 2023/01/26/20:04:04 ER - TY - JOUR TI - Educational Technology Research Patterns in the Realm of the Digital Knowledge Age AU - Bozkurt, Aras T2 - Journal of Interactive Media in Education AB - Educational technology (EdTech) is a dynamic, evolving field and as such, in identifying and mapping research patterns in this field, a systematic approach is required. Starting from when the World Wide Web became publicly available, this study conducts a systematic review of educational technology research patterns. The review showed that after 1993, there was a sudden increase in the number of educational technology publications, and that in terms of subject areas, social sciences dominate the field, which suggests that there is a need for more interdisciplinary research. Regarding the geographical distribution of the research, the review found that most of the contributions come from the same developed countries. The following themes from over the course of almost three decades were identified: 1993–1999 multimedia learning and instructional design; 2000–2004 convergence of educational technology, distance education and online learning environments, and educational technology integration in traditional learning settings; 2005–2009 revising curriculum for educational technology, educational technology in higher education and distance education, and the bottleneck of the significant differences in educational technology research; 2010–2014 online learning and higher education, integration of ICT and full potential of educational technology; and 2015–2019 data-driven, smart educational technology, big data, and learning analytics. While critical views are increasing, this study also observed that some discourse, such as arguments that EdTech will change education and replace teachers, are constantly articulated throughout the literature. DA - 2020/09/17/ PY - 2020 DO - 10.5334/jime.570 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 1 EP - 17 LA - en-US SN - 1365-893X UR - https://jime.open.ac.uk/articles/10.5334/jime.570 Y2 - 2024/01/26/19:08:35 KW - Final_citation KW - anystyle KW - existing ER - TY - CHAP TI - Educational Technology to Improve Capacity – Integrating Adaptive Education Programmes in Public School in Kenya AU - Kaye, Tom T2 - Trust, Accountability and Capacity in Education System Reform A2 - Ehren, Melanie A2 - Baxter, Jacqueline C2 - Ehren, Melanie C2 - Baxter, Jacqueline DA - 2020/12/29/ PY - 2020 DP - DOI.org (Crossref) ET - 1 SP - 182 EP - 200 LA - en PB - Routledge SN - 978-0-429-34485-5 UR - https://www.taylorfrancis.com/books/9781000330823/chapters/10.4324/9780429344855-9 Y2 - 2021/04/08/20:32:35 ER - TY - RPRT TI - Educational Technology Topic Guide AU - Power, Tom DA - 2014/// PY - 2014 DP - Google Scholar ST - EdTech Topic Guide UR - http://www.heart-resources.org/topic/educational-technology/ Y2 - 2014/10/20/15:00:18 KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Chile CHL KW - _C:Congo XCO KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Haiti HTI KW - _C:India IND KW - _C:Jamaica JAM KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Qatar QAT KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Educational Technology Topic Guide AU - Power, Tom AU - Gater, Rosalind AU - Grant, Catherine AU - Winters, Niall DA - 2014/// PY - 2014 DP - Google Scholar PB - Health and Education Advice Resource Team ST - EdTech Topic Guide UR - http://oro.open.ac.uk/41070/ Y2 - 2014/10/20/15:00:18 KW - CitedIn:OER4Schools-HHH3 KW - Final_citation KW - Important KW - cited KW - existing KW - lit review ER - TY - RPRT TI - Educational Television: A Rapid Evidence Review AU - Watson, Joe AU - McIntyre, Nora DA - 2020/06// PY - 2020 LA - en PB - EdTech Hub ST - Educational Television KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - EDUCAUSE Horizon Report: 2019 Higher Education Edition AU - Alexander, Bryan AU - Ashford-Rowe, Kevin AU - Barajas-Murphy, Noreen AU - Dobbin, Gregory AU - Knott, Jessica AU - McCormack, Mark AU - Pomerantz, Jeffrey AU - Seilhamer, Ryan AU - Weber, Nicole T2 - EDUCAISE DA - 2019/// PY - 2019 DP - Zotero LA - en KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - RPRT TI - EDUsummIT 2011 report from TWG3: teacher professional development AU - Twining, Peter AU - Albion, Peter AU - Knezek, Don CY - Paris DA - 2011/// PY - 2011 DP - Zotero LA - en PB - UNESCO UR - http://oro.open.ac.uk/30220/1/Twining%20et%20al%202011%20EDUsummIT%20TWG3%20Report.pdf ER - TY - RPRT TI - EEF Evidence Database Coding Guide – Effect Size Data Extraction AU - Education Endowment Foundation AU - Durham University DA - 2022/03// PY - 2022 SN - Version 2 UR - https://d2tic4wvo1iusb.cloudfront.net/production/documents/toolkit/ESDE_CodingGuide_V2_March_2022-1.pdf Y2 - 2023/11/02/14:40:25 KW - _yt:b ER - TY - RPRT TI - EEF Evidence Database Coding Guide – Main Data Extraction AU - Education Endowment Foundation AU - Durham University DA - 2022/03// PY - 2022 SN - Version 3 UR - https://d2tic4wvo1iusb.cloudfront.net/production/documents/toolkit/MDE_CodingGuide_V3_March2022-1.pdf Y2 - 2023/11/02/14:40:27 KW - _yt:a ER - TY - ELEC TI - EEF Toolkit AU - Education Endowment Foundation DA - 2014/// PY - 2014 UR - http://educationendowmentfoundation.org.uk ER - TY - JOUR TI - Effect of a cash transfer programme for schooling on prevalence of HIV and herpes simplex type 2 in Malawi: a cluster randomised trial AU - Baird, Sarah J. AU - Garfein, Richard S. AU - McIntosh, Craig T. AU - Özler, Berk T2 - The Lancet DA - 2012/// PY - 2012 DO - 10.1016/S0140-6736(11)61709-1 DP - Google Scholar VL - 379 IS - 9823 SP - 1320 EP - 1329 ST - Effect of a cash transfer programme for schooling on prevalence of HIV and herpes simplex type 2 in Malawi UR - https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(11)61709-1/fulltext?width=921.6&height=921.6&TB_iframe=true Y2 - 2024/02/29/13:32:59 KW - Final_citation ER - TY - JOUR TI - Effect of Campus Built Environment on Students’ Sustainable Activities AU - Unah, M.O. AU - Ali, S.M. AU - Jaafar, G.A. T2 - BIMA, Journal of Science and Technology DA - 2022/// PY - 2022 VL - 6 IS - 1 SP - 73 EP - 87 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Effect of Classroom Learning Environment on Students' Academic Achievement in Mathematics at Secondary Level AU - Malik, Riaz Hussain AU - Rizvi, Asad Abbas AB - The aim of the study was to examine the effect of the perceptions of students about classroom learning environment on their academic achievement at secondary level in the Mathematics classrooms. The participants were selected from the secondary and higher secondary schools located in Tehsil Rawalpindi and Islamabad (Federal Area), Pakistan. Twenty four schools were selected randomly. A total of five hundred sixteen students of 10th grade studying Mathematics in twenty seven classrooms, were included in the sample. Classroom Environment Instrument (Personal Form) was used to measure the students' perceptions after translating it into Urdu for Urdu medium schools. The pilot testing was carried out before the actual application of this instrument. The reliability of the instrument was determined by the use of Cronbach Alpha which was found as 0.85. The marks obtained by students in the subject of Mathematics in annual examination in 10th grade conducted by both BISE Rawalpindi and FBISE Islamabad were taken as achievements in Mathematics. The data was analyzed using multiple regression, Pearson r and ANOVA to find out the effect of perception of students about classroom learning environment on their academic achievement. The results of study revealed that the subscales, `Involvement', `Personal relevance', `Emphasis on understanding', were major predictors contributing towards classroom learning environment and students' academic achievement whereas subscales `Investigation' and `Autonomy' have negative effect on students' academic achievement. The researcher recommends that active involvement of the low achievers may affect their learning more positively. DA - 2018/// PY - 2018 DP - Zotero SP - 12 LA - en KW - BE:RELEVANT KW - ⛔ No DOI found ER - TY - JOUR TI - Effect of design and operational strategies on thermal comfort and productivity in a multipurpose school building AU - Kükrer, Ergin AU - Eskin, Nurdil T2 - Journal of Building Engineering DA - 2021/// PY - 2021 DO - 10.1016/j.jobe.2021.102697 DP - Google Scholar VL - 44 SP - 102697 KW - BE:RELEVANT ER - TY - THES TI - Effect of Flipped Classroom Strategy on The Performance of Prospective Teachers of Khyber Pakhtunkhwa AU - Minaz, Maksal DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - Northern University Nowshera KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:China CHN KW - _C:Egypt EGY KW - _C:Finland FIN KW - _C:Greece GRC KW - _C:India IND KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Saudi Arabia SAU KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Effect of Land Cover on Normalized Difference Vegetation Index (NDVI) Dynamics in Falgore Game Reserve, Kano, Nigeria AU - Tudunwada, I.Y. AU - Momale, S.B. T2 - Journal of Agricultural Technology DA - 2014/// PY - 2014 VL - 17 SP - 41 EP - 57 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - Effect of Rainfall on NDVI in the Falgore Game Reserve, Kano, Nigeria AU - Tudunwada, I.Y. AU - Mohammed, S.O. C1 - Kano C3 - Proceedings of the 46th Annual Conference of the Agricultural Society of Nigeria DA - 2012/// PY - 2012 SP - 1077 EP - 1084 LA - en KW - ⛔ No DOI found ER - TY - THES TI - Effect van een Robot op het aanleren van Productieve Woordenschat in een Tweede Taal bij Kleuters AU - Limpens, Lisa GA DA - 2017/// PY - 2017 DP - Google Scholar M3 - Master's Thesis KW - _C:Chile CHL KW - _C:Netherlands NLD KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Effective Adult Education AU - Bolton, Laura AB - The most important element for successful adult literacy and numeracy learning is to take a people-centred approach. Literacy and numeracy teaching should be incorporated into subjects that are directly relevant and useful for participants. Ideally, learners would be consulted on their priorities and be involved in the planning and design of the programme and of educational materials. The most effective learning will happen when adults are actively engaged in the construction of their own knowledge. Inter-generational or family learning programmes is one possible approach which has seen success in being responsiveness to the needs and concerns of learners. DA - 2017/05/24/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13092 Y2 - 2022/12/18/18:14:04 KW - ⛔ No DOI found ER - TY - JOUR TI - Effective Classroom Adaptations for Students with Visual Impairments AU - Cox, Penny R. AU - Dykes, Mary K. T2 - TEACHING Exceptional Children DA - 2001/07// PY - 2001 DO - 10.1177/004005990103300609 DP - DOI.org (Crossref) VL - 33 IS - 6 SP - 68 EP - 74 J2 - TEACHING Exceptional Children LA - en SN - 0040-0599, 2163-5684 UR - http://journals.sagepub.com/doi/10.1177/004005990103300609 Y2 - 2024/03/27/15:15:22 ER - TY - JOUR TI - Effective follow-up strategies for professional development for primary teachers in Namibia AU - O'Sullivan, Margo C. T2 - Teacher development DA - 2002/// PY - 2002 DO - 10.1080/13664530200200164 DP - Google Scholar VL - 6 IS - 2 SP - 181 EP - 203 ER - TY - JOUR TI - Effective integration of information and communication technologies (ICTs) in technical and vocational education and training (TVET) toward knowledge management AU - Saud, MS AU - Shu, B AU - Yasin, MAM T2 - African Journal of Business Management AB - The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be exhausted by studies available in the “knowledge-based” society. The world of work is in continuous change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Despite numerous studies revealing the extent to which ICTs are applied at different educational specializations, literature on the effective integration of ICTs into Technical and Vocational Education and Training (TVET) field is scarce and needs further exploration to highlight the TVETs’ level of requirement for ICTs integration. Therefore, this paper attempts to add to the available literature on ICTs integration in TVET by bringing out clearly; the need for effective integration of ICTs in TVET, factors influencing the effective integration of ICTs in TVET, overview of the challenges to the effective integration of ICTs in TVET. The paper concludes by recommending for a proper planning and management of ICTs resources in TVET. DA - 2011/// PY - 2011 LA - en UR - http://www.academicjournals.org/journal/AJBM/article-abstract/11F54F315018 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:pedagogy KW - F:teaching KW - P:architecture KW - P:social KW - P:teacher education KW - P:technology KW - Q:ICT KW - R:meta-analysis KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Effective Learning Strategies to Improve Basic Education Outcomes AU - Bolton, Laura AB - Improving basic education outcomes is a very broad research area. The time constraints of the helpdesk review directed focus on large-scale reviews of learning strategies in low- and middle-income countries. This was supplemented by rapid searching to see what research could be identified within the limitations of this report that focussed on outcomes on highly marginalised, conflict affected children, or those from federal states. Broader scope strategies to improve learning for other important marginalised groups for example, girls and indigenous populations, are also included.Different systematic reviews emphasise different conclusions. Bashir et al. (2018) highlight a focus on teaching to improve learning. They recommend focus on teacher knowledge, teaching practice, and instructional time. DA - 2018/04/27/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13799 Y2 - 2022/12/18/18:14:07 KW - ⛔ No DOI found ER - TY - JOUR TI - Effective partnership models AU - Baars, Dr Sam AU - Menzies, Loic DA - 2015/// PY - 2015 DP - Zotero SP - 10 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Effective Strategies for Integrating Project Based Learning into Woodwork Technology Education and Understanding at Tertiary Institutes in Nigeria AU - Muhammad Umar Isa AU - Yusri Bin Kamin T2 - International Journal of Emerging Technologies in Learning (iJET) T3 - Journal AB - The purpose of this examination is to research viable methodologies for in-corporating Project-based Learning (PoBL) in instructing and learning Woodwork Technology Education (WTE) at tertiary foundations in Nige-ria. A mixed-method approach including both quantitative and subjective technique was utilized for the investigation. The example of the examination involved 50 in-administration postgraduate understudies from Nigerian tertiary foundations concentrating Technical Vocational Education and Training (TVET) in University Teknologi Malaysia for the quantitative perspective and 9 in-administration postgraduate understudies for the subjective part. A 16-thing organized poll was utilized for quantitative information accumulation while semi-organized meeting convention was utilized for subjective information gathering. Quantitative information was investigated utilizing SPSS programming variant 24 to process the rate and intend to demonstrate the degree of understanding or difference on things of the survey. NVIVO 12 was utilized for subjective data examination. Mem-ber check and pear questioning were utilized to build up the reliability of the interview convention. The principal discoveries of the examination un-covered that PoBL has not been embraced in WTE educating and learning at tertiary establishments of Nigeria, and the conventional instructional methodology including lecture, demonstration and task have been the instructional methodologies received. It was additionally uncovered from the discoveries that rebuilding of WTE educational plan at tertiary organizations in Nigeria to concentrate on a student-focused methodology, just as sorting out courses and workshops for WTE speakers to be familiar with the utilization of PoBL in WTE instructing and learning as a component of the successful techniques for incorporating PoBL in instructing and learn-ing WTE at tertiary establishments in Nigeria. PoBL is appropriate in the instructional procedures of courses like WTE which include intellectual and psychomotor aptitude procurement. At long last, the deficiencies of studies identifying with PobL in Nigeria illuminates the need to attempt this examination in WTE at tertiary organizations. DA - 2019/// PY - 2019 DO - 10.3991/ijet.v14i20.11468 ER - TY - RPRT TI - Effective teacher education in low-connectivity settings: a curated resource list AU - Koomar, Saalim AU - Allier-Gagneur, Zoé AU - McBurnie, Chris CY - Cambridge, UK DA - 2020/06/30/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 21 KW - Author:OpenDevEd KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Effective teacher professional development AU - Darling-Hammond, Linda AU - Hyler, Maria E. AU - Gardner, Madelyn CY - Palo Alto, CA DA - 2017/// PY - 2017 DP - Google Scholar PB - Learning Policy Institute UR - https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf KW - ___working_potential_duplicate ER - TY - RPRT TI - Effective Teacher Professional Development AU - Darling-Hammond, Linda AU - Hyler, Maria E AU - Gardner, Madelyn AU - Gardner, Madelyn CY - Learning Policy Institute DA - 2016/// PY - 2016 DP - Zotero SP - 76 LA - EN PB - Learning Policy Institute UR - https://www.yu.edu/sites/default/files/inline-files/Effective_Teacher_Professional_Development_REPORT.pdf KW - C:United States / International KW - __C:filed:1 KW - important KW - ⛔ No DOI found ER - TY - RPRT TI - Effective teaching and learning of large cohorts in institutions of higher learning in Zambia: Challenges and opportunities AU - Haßler, Björn AU - Shemi, Alice CN - opendeved.1033 DA - 2017/// PY - 2017 LA - en SN - ZESSTA Occasional Technical Report No. 11 UR - https://docs.opendeved.net/lib/R38SGR74 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _bjoern_cv KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - Effective use of textbooks: A neglected aspect of education in Pakistan AU - Mohammed, R. AU - Kumari, R. T2 - Journal of Education for International Development DA - 2007/// PY - 2007 VL - 3 IS - 1 SP - 1 EP - 11 KW - ⛔ No DOI found ER - TY - JOUR TI - Effectiveness and viability of revenue diversification in sub-saharan africa’s higher education: examining Zambia’s public universities. AU - Masaiti, Gift DA - 2015/// PY - 2015 DP - Google Scholar ST - Effectiveness and viability of revenue diversification in sub-saharan africa’s higher education UR - http://dspace.unza.zm/handle/123456789/6761 Y2 - 2023/12/05/11:39:15 KW - ⛔ No DOI found ER - TY - THES TI - Effectiveness of an iPad Intervention to Support Development of Maths Skills in Foundation Year Children AU - Outhwaite, Laura DA - 2017/// PY - 2017 M3 - BSc Psychology UR - https://onebillion.org.uk/downloads/dunkirk-primary-final-report.pdf ER - TY - JOUR TI - Effectiveness of Computer-Assisted Instruction in Statistics: A Meta-Analysis AU - Sosa, Giovanni W. AU - Berger, Dale E. AU - Saw, Amanda T. AU - Mary, Justin C. T2 - Review of Educational Research AB - Although previous meta-analyses have documented the efficacy of computer-assisted statistics instruction, the current study examined a range of specific features that presumably influence its effectiveness, such as the level of learner engagement, learner control, and the nature of feedback. In 45 experimental studies with a control condition, computer-assisted statistics instruction provided a meaningful average performance advantage ( d = 0.33). Because of great methodological heterogeneity among the studies, the authors employed a conservative but appropriate mixed effects model to examine potential moderator effects. The authors’ analyses revealed three statistically significant findings. Larger effects were reported in studies in which treatment groups received more instructional time than control groups, in studies that recruited graduate students as participants, and in studies employing an embedded assessment. A newly developed second order standardized mean effect size, d diff , reveals that additional study characteristics may serve as meaningful moderators. Tight experimental control is needed to assess the importance of specific instructional features in computer-assisted statistics instruction. DA - 2011/03// PY - 2011 DO - 10.3102/0034654310378174 DP - DOI.org (Crossref) VL - 81 IS - 1 SP - 97 EP - 128 J2 - Review of Educational Research LA - en SN - 0034-6543, 1935-1046 ST - Effectiveness of Computer-Assisted Instruction in Statistics UR - http://journals.sagepub.com/doi/10.3102/0034654310378174 Y2 - 2024/03/19/21:04:30 KW - Final_citation ER - TY - JOUR TI - Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis AU - Benavides-Varela, Silvia AU - Callegher, Claudio Zandonella AU - Fagiolini, Barbara AU - Leo, Irene AU - Altoè, Gianmarco AU - Lucangeli, Daniela T2 - Computers & Education DA - 2020/11// PY - 2020 DO - 10.1016/j.compedu.2020.103953 VL - 157 SP - 103953 J2 - Computers & Education LA - en SN - 03601315 ST - Effectiveness of digital-based interventions for children with mathematical learning difficulties KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis AU - Benavides-Varela, Silvia AU - Zandonella Callegher, Claudio AU - Fagiolini, Barbara AU - Leo, Irene AU - Altoè, Gianmarco AU - Lucangeli, Daniela T2 - Computers & Education AB - The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection criterion. A random effects meta-analysis indicated that digital-based in­ terventions generally improved mathematical performance (mean ES ¼ 0.55), though there was a significant heterogeneity across studies. There was no evidence that videogames offer additional advantages with respect to digital-based drilling and tutoring approaches. Moreover, effect size was not moderated when interventions were delivered in primary school or in preschool. DA - 2020/11// PY - 2020 DO - 10.1016/j.compedu.2020.103953 DP - DOI.org (Crossref) VL - 157 SP - 103953 J2 - Computers & Education LA - en SN - 03601315 ST - Effectiveness of digital-based interventions for children with mathematical learning difficulties UR - https://linkinghub.elsevier.com/retrieve/pii/S0360131520301512 Y2 - 2022/09/27/11:59:36 KW - Mathematics KW - SEND KW - _Import_to_OpenDevEd_EvLib KW - learning difficulties ER - TY - JOUR TI - Effectiveness of educational technology in early mathematics education: A systematic literature review AU - Verbruggen, Sandy AU - Depaepe, Fien AU - Torbeyns, Joke T2 - International Journal of Child-Computer Interaction AB - Despite the general agreement regarding the importance of stimulating young children’s early mathematical skills, mathematical learning opportunities in preschool are limited. Educational technology (ET) may be an effective tool to address this problem. Taking into account the weaknesses of previous reviews, we conducted a systematic and comprehensive review of the research literature on the effectiveness of ET in early mathematics education, critically analyzing the findings of studies adhering to a media comparison approach (comparing an ET condition to a non-ET condition or another ET condition) versus studies following a value-added approach (comparing at least two ET conditions which only differ with respect to one feature in the ET or in its implementation). Reviewing 54 studies, we systematically analyzed (1) the effectiveness of ET, (2) the features of the ET and ET implementation associated with ET effectiveness, and (3) child characteristics associated with ET effectiveness. Our analyses indicated that media comparison studies comparing an ET to a non-ET condition provide evidence for the effectiveness of ET for enhancing young children’s mathematical competencies. Second, value-added studies pointed to ET implementation features associated with ET effectiveness, namely teacher support during ET use and an individual grouping structure. Finally, both media comparison and value-added studies revealed that ET effectiveness is associated with children’s performance in the ET and with their prior knowledge. To further advance the field, value-added studies on features of the ET and its implementation are required, as well as studies focusing on important child characteristics that are associated with ET effectiveness. DA - 2021/03/01/ PY - 2021 DO - 10.1016/j.ijcci.2020.100220 DP - ScienceDirect VL - 27 SP - 100220 J2 - International Journal of Child-Computer Interaction SN - 2212-8689 ST - Effectiveness of educational technology in early mathematics education UR - https://www.sciencedirect.com/science/article/pii/S2212868920300386 Y2 - 2023/10/26/14:25:09 KW - Early mathematics education KW - Educational technology KW - Media comparison approach KW - Systematic literature review KW - Value-added approach ER - TY - JOUR TI - Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review AU - Kulik, James A. AU - Fletcher, J. D. DA - 2016/// PY - 2016 DO - 10.3102/0034654315581420 SP - 37 LA - en ST - Effectiveness of Intelligent Tutoring Systems KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Effectiveness of leadership capacity building in the health sector AU - Tull, Kerina AB - Although there are options available for building health workers’ and health policy makers’ capacity to become stronger leaders (i.e. as public health leaders or managers), there is little evidence that specific training or courses lead to sustainably better leadership and management skills. It is argued that the most effective types of capacity building processes to improve leadership skills in the health sector are monthly intensive training (e.g. ‘Global Nursing Policy Leadership Institute Programme’, GNPLI), or one-year fellowships with mentorship (e.g. ‘Improving Global Health through Learning Development’ programme, IGH) as part of UK-LIC/LMIC partnership programmes. DA - 2018/01/24/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13554 Y2 - 2022/12/18/18:14:09 KW - ⛔ No DOI found ER - TY - JOUR TI - Effectiveness of Minimum Quality Standards for Primary Education in Low and Lower Middle-Income Countries AU - Ahmed, Hassan AB - Minimum quality standards for education are common in low and lower middle-income countries. However, the scope and use of these standards are determined by the country’s level of development. Therefore, some countries have advanced standards, whilst others have simple tools and frameworks to guide the quality of their basic education. Minimum standards are used to monitor, evaluate and inspect the quality of education provision. As such they can also improve accountability in education. However, the availability of minimum quality education frameworks and tools in a country does not always mean they are effective as the availability of both technical and financial resources affects implementation. Overall, minimum standards of basic education contribute to different aspects of quality education. For example, compliance to school infrastructure and environment might promote the safety, health and general well-being of the learners but if the standards of the teacher quality and teaching learning resources are not met then good students’ learning outcomes may not be achieved. Generally, there is an agreement and assumption that the use of minimum standards supports the harmonisation of education provisions and can contribute to quality education. DA - 2019/02/28/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14413 Y2 - 2022/12/18/18:14:11 KW - ⛔ No DOI found ER - TY - JOUR TI - Effectiveness of Multimodal Microlearning for In-service Teacher Training AU - Allela, Melisa Achoko AU - Ogange, Betty Obura AU - Junaid, Muhammad Ibn AU - Charles, Prince Brainard T2 - Journal of Learning for Development AB - To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face  roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 384 EP - 398 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/387 Y2 - 2020/11/21/13:31:41 KW - _C:Sierra Leone SLE KW - micro-learning KW - multi-modal KW - teacher training KW - ⛔ No DOI found ER - TY - JOUR TI - Effectiveness of online learning: a multi-complementary approach research with responses from the COVID-19 pandemic period AU - Batdı, Veli AU - Doğan, Yunus AU - Talan, Tarık T2 - Interactive Learning Environments DA - 2021/// PY - 2021 DO - 10.1080/10494820.2021.1954035 DP - Google Scholar SP - 1 EP - 34 ST - Effectiveness of online learning ER - TY - JOUR TI - Effectiveness of Student Psychological Support Services at a Technical and Vocational Education and Training College in South Africa AU - Munyaradzi, Muchineripi AU - Addae, David T2 - Community College Journal of Research and Practice A2 - Munyaradzi, Muchineripi T3 - Article Report 080: Journal Articles 143: Reports - Research AB - In this case study research, the effectiveness of psychological support services rendered to students at a Technical and Vocational Education and Training (TVET) college in South Africa is explored. Using the systems theory of psychology, the article postulates that students at TVET colleges encounter a myriad of psychological challenges, which can adversely affect their academic success. From an interpretivist paradigmatic standpoint, a sample of 30 students was purposively selected to participate in focus group interviews. It was found out that psychological support services improved students' academic performances, attendance, retention, and also enhanced college certification rate. It is recommended that institution need to establish linkages with key stakeholders such as the Departments of Higher Education and Training and Health, psychological professional bodies, and other TVET colleges in order to create a platform for sharing vital information on psychological support to students. DA - 2019/// PY - 2019 DO - 10.1080/10668926.2018.1456379 ER - TY - JOUR TI - Effectiveness of teachers' guides in the Global South: Scripting, learning outcomes, and classroom utilization AU - Piper, Benjamin AU - Sitabkhan, Yasmin AU - Mejia, Jessica AU - Betts, Kellie T2 - Research Triangle Park AB - This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. DA - 2018/05/10/ PY - 2018 DO - 10.3768/rtipress.2018.op.0053.1805 DP - www.rti.org LA - en ST - Effectiveness of teachers' guides in the Global South UR - https://doi.org/10.3768/rtipress.2018.op.0053.1805 Y2 - 2020/09/09/10:02:56 KW - _genre:PR-primary_research KW - _yl:b ER - TY - RPRT TI - Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization AU - Piper, Benjamin AU - Sitabkhan, Yasmin AU - Mejia, Jessica AU - Betts, Kellie AB - This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide. DA - 2018/05/11/ PY - 2018 DP - DOI.org (Crossref) LA - en PB - RTI Press ST - Effectiveness of Teachers’ Guides in the Global South UR - https://www.rti.org/rti-press-publication/effectiveness-teachers-guides-global-south Y2 - 2020/05/17/12:23:53 ER - TY - JOUR TI - Effectiveness of Technical and Vocational Education and Training (TVET) Insights from Ethiopia's reform AU - Baraki, Atakilt Hagos AU - van Kemenade, Everard T2 - TQM AB - Purpose - This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a developing country context. Design/methodology/approach - Using secondary data, this descriptive case study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks. Findings - Ethiopia's TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 percent in 2009/2010 to 40.23 percent in 2011/2012. Nevertheless, there is regional variation. Research limitations/implications - Outcome-based TVET reforms that are based on TQM frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions. Practical implications - Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVETelsewhere in Africa. Originality/value - A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh. © Emerald Group Publishing Limited. DA - 2013/// PY - 2013 DO - 10.1108/tqm-11-2012-0099 DP - Google Scholar VL - 25 IS - 5 SP - 492 EP - 506 LA - en AN - LOCAL-SCOPUS_ID:84884135549 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Ethiopia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - D:developing country KW - F:achievement KW - F:assessment KW - F:learning KW - F:outcomes KW - F:policy KW - P:culture KW - P:mechanic KW - Q:certificate KW - R:case study KW - R:evaluation KW - T:TVET KW - Z:Developing countries KW - Z:Ethiopia KW - Z:Internal effectiveness KW - Z:Realistic evaluation KW - Z:TVET quality KW - Z:TVET reform KW - Z:Total quality management KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review AU - Wilcha, Robyn-Jenia T2 - JMIR Medical Education AB - Background: In December 2019, COVID-19 emerged and rapidly spread worldwide. Transmission of SARS-CoV-2, the virus that causes COVID-19, is high; as a result, countries worldwide have imposed rigorous public health measures, such as quarantine. This has involved the suspension of medical school classes globally. Medical school attachments are vital to aid the progression of students’ confidence and competencies as future physicians. Since the outbreak of COVID-19, medical schools have sought ways to replace medical placements with virtual clinical teaching. Objective: The objective of this study was to review the advantages and disadvantages of virtual medical teaching for medical students during the COVID-19 pandemic based on the current emerging literature. Methods: A brief qualitative review based on the application and effectiveness of virtual teaching during the COVID-19 pandemic was conducted by referencing keywords, including medical student virtual teaching COVID-19, virtual undergraduate medical education, and virtual medical education COVID-19, in the electronic databases of PubMed and Google Scholar. A total of 201 articles were found, of which 34 were included in the study. Manual searches of the reference lists of the included articles yielded 5 additional articles. The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching. Results: The strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education. Conclusions: In the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms. DA - 2020/11/18/ PY - 2020 DO - 10.2196/20963 DP - mededu.jmir.org VL - 6 IS - 2 SP - e20963 LA - EN ST - Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis UR - https://mededu.jmir.org/2020/2/e20963 Y2 - 2021/10/05/11:40:45 KW - _genre:LR-literature_review ER - TY - JOUR TI - Effectivity of E-Learning through Whatsapp as a Teaching Learning Tool AU - Gon, Sonia AU - Rawekar, Alka T2 - MVP Journal of Medical Sciences AB - Introduction: WhatsApp is a free messenger application that works across multiple platform and is being widely used among undergraduate students to send multimedia messages like photos, videos, audios along with simple text messages. Aims and Objectives: To assess the affectivity of social media like WhatsApp in delivering knowledge to 4th semester MBBS students and to compare the improvement of knowledge gain through e-learning and didactic lecture. Simultaneously, perception of learners about e-learning via WhatsApp will also be collated. Material and Methods: This prospective analytical interventional study was conducted in the department of Pathology from 01.02.2015 to 31.06.2015, on 4th semester MBBS students. Two groups of students were taught the same topics by two different T-L activities i.e., through WhatsApp and via didactic lectures. Assessment of knowledge was done by giving pre and post-test questionnaire of 20 marks for each topic. Perception of e-learning through WhatsApp was done by feedback form. Observation and Results: The post test results revealed that the learners with WhatsApp as a learning tool scored in the range of 5-20 marks while those with didactic lecture scored in the range of 3-17.5 marks and had an average of 11.6 and 11.9 score respectively. The two tailed t value between the two groups is 0.635 which is not statistically significant. Technical, educational and instructional advantages of teaching learning activity via WhatsApp out pars disadvantages. Facilitator’s availability and Learning anytime anywhere were top two advantages of learning through WhatsApp with 86.72% and 86.55% students agreeing to it. Message flooding, time consuming and eye strain were the other technical disadvantages observed in the present study with 63.23%, 75.28% and 68.53 students agreeing to it. Conclusion: Constant availability of facilitator and learning anytime anywhere has made WhatsApp a new and convenient tool for teaching learning activity. Though there is no significant difference between gain of knowledge from WhatsApp or didactic lectures, advantages (technical, educational or instructional) out pars the disadvantages. A few disadvantages, like message flooding and eyestrain can be overruled by making small groups and using mobiles with bigger screen. Enabling a Wi-Fi in the college campus can make its use cost effective. DA - 2017/05/01/ PY - 2017 DO - 10.18311/mvpjms.v4i1.8454 DP - www.mvpjms.org SP - 19 EP - 25 J2 - MVP.J.M.S LA - en-US SN - 2348-2648 UR - http://www.mvpjms.org/index.php/mvpjms/article/view/158 Y2 - 2022/12/26/15:35:26 KW - Final_citation KW - cited KW - existing KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Effects of a Scalable Home‐Visiting Intervention on Child Development in Slums of Urban India: Evidence from a Randomised Controlled Trial. AU - Andrew, Alison AU - Attanasio, Orazio AU - Augsburg, Britta AU - Day, Monimalika AU - Grantham‐McGregor, Sally AU - Meghir, Costas AU - Mehrin, Fardina AU - Pahwa, Smriti AU - Rubio‐Codina, Marta T2 - Journal of Child Psychology and Psychiatry AB - Background An estimated 63.4 million Indian children under 5 years are at risk of poor development. Home visits that use a structured curriculum to help caregivers enhance the quality of the home stimulation environment improve developmental outcomes. However, achieving effectiveness in poor urban contexts through scalable models remains challenging. Methods Using a cluster randomised controlled trial, we evaluated a psychosocial stimulation intervention, comprising weekly home visits for 18 months, in urban slums of Cuttack, Odisha, India. The intervention is complementary to existing early childhood services in India and was run and managed through a local branch of a national NGO. The study ran from August 2013 to July 2015. We enrolled 421 children aged 10–20 months from 54 slums. Slums were randomised to intervention or control. Primary outcomes were children's cognitive, receptive language, expressive language and fine motor development assessed using the Bayley-III. Prespecified intent-to-treat analysis investigated impacts and heterogeneity by gender. Trial registrations: ISRCTN89476603, AEARCTR-0000169. Results Endline data for 378 (89.8%) children were analysed. Attrition was balanced between groups. We found improvements of 0.349 of a standard deviation (SD; p = .005, stepdown p = .017) to cognition while impacts on receptive language, expressive language and fine motor development were, respectively, 0.224 SD (p = .099, stepdown p = .184), 0.192 SD (p = .085, stepdown p = .184) and 0.111 (p = .385, stepdown p = .385). A child development factor improved by 0.301 SD (p = .032). Benefits were larger for boys. The quality of the home stimulation environment also improved. Conclusions This study shows that a potentially scalable home-visiting intervention is effective in poor urban areas. DA - 2020/// PY - 2020 DO - 10.1111/jcpp.13171 VL - 61 IS - 6 SP - 644 EP - 652 LA - en SN - 1469-7610 ST - Effects of a scalable home-visiting intervention on child development in slums of urban India UR - https://acamh.onlinelibrary.wiley.com/doi/full/10.1111/jcpp.13171 KW - Child development KW - home visiting KW - parent–child interaction ER - TY - JOUR TI - Effects of airing behaviours on bedroom air pollutants during sleep AU - Liao, Chenxi AU - Fan, Xiaojun AU - Petrova Bivolarova, Mariya AU - Mainka, Anna AU - Sekhar, Chandra AU - Laverge, Jelle AU - Lan, Li AU - Akimoto, Mizuho AU - Wargocki, Pawel T2 - CLIMA 2022 conference AB - Higher ventilation rates were verified to have a positive impact on indoor air quality and therefore benefit sleep quality. However, how does ventilation influence bedroom air quality if the outdoor air quality is poor? Whilst ventilation helps to reduce indoor pollution it inadvertently brings outdoor pollution indoors, such as NO2, which is from vehicular emission. In this study, we collected the info of window and door status during sleep and measured carbon dioxide (CO2), nitrogen dioxide (NO2), volatile organic compounds (VOCs) and particulate matter (PM2.5 and PM10) among 38 bedrooms while occupants were sleeping during nights. Meanwhile, the air change rate (ACR) was calculated. The experiments were conducted in the heating season (September to December 2020) in the capital region of Denmark. The median values were 981.8 ppm (mean CO2 level during sleep), 0.6 h-1 (ACR), 3.4 µg·m−3 (NO2), 166.2 µg·m−3 (VOCs), 11.0 µg·m-3 (PM10) and 2.8 µg·m-3 (PM2.5). CO2 levels were positively correlated with VOCs levels, whereas negatively correlated with NO2 levels in bedrooms. ACR was also negatively correlated with VOCs. CO2 levels were significantly higher whereas NO2 levels were lower with both window and door closed compared to them with either window or door open. With higher ventilation rates, while occupants would be less exposed to indoor pollution of VOCs, they would be increasingly exposed to NO2. Future studies of bedroom ventilation and sleep quality should consider outdoor air quality. DA - 2022/05/13/ PY - 2022 DO - 10.34641/CLIMA.2022.128 DP - DOI.org (Datacite) SP - 2022: EP - CLIMA 2022 The 14th REHVA HVAC World Congress LA - en UR - https://proceedings.open.tudelft.nl/clima2022/article/view/128 Y2 - 2022/05/29/15:11:31 KW - BE:RELEVANT ER - TY - JOUR TI - Effects of an Intensive Reading Intervention for Ninth-Grade English Learners With Learning Disabilities AU - Williams, K.J. AU - Vaughn, S. T2 - Learning Disability Quarterly AB - English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students received instruction in advanced word study, fluency, vocabulary, and comprehension. Participants assigned to RIA received the intervention for the entire ninth-grade school year for approximately 3.75 to 4.25 hr a week, whereas students in the comparison condition participated in elective courses. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the two groups except on the proximal vocabulary measure (g = 0.41). Small, nonsignificant effects were observed on measures of word reading and sentence-level comprehension, and Hedges’ g values ranged from 0.08 to 0.18. Findings reveal the challenges of improving reading outcomes for English learners with learning disabilities in high school. © Hammill Institute on Disabilities 2019. DA - 2019/// PY - 2019 DO - 10.1177/0731948719851745 J2 - Learn. Disabil. Q. LA - English SN - 07319487 (ISSN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067878882&doi=10.1177%2f0731948719851745&partnerID=40&md5=fdf11a6873f003c96978e4fe83006f7e DB - Scopus KW - English learners KW - SEN KW - _AcademicRecoveryOECS KW - adolescents KW - high school KW - intensive intervention KW - learning disabilities KW - reading ER - TY - JOUR TI - Effects of assistive technology for students with reading and writing disabilities AU - Svensson, Idor AU - Nordström, Thomas AU - Lindeblad, Emma AU - Gustafson, Stefan AU - Björn, Marianne AU - Sand, Christina AU - Almgren/Bäck, Gunilla AU - Nilsson, Staffan T2 - Disability and Rehabilitation: Assistive Technology DA - 2019/// PY - 2019 DO - 10.1080/17483107.2019.1646821 DP - Google Scholar SP - 1 EP - 13 KW - __C:filed:1 ER - TY - GEN TI - Effects of ceiling fans on the thermal comfort of students in learning environments of Bayero AU - Ali, S.M. AU - Martinson, D.B. AU - Al-Maiyah, S. AU - Mark, C.E. DA - 2018/// PY - 2018 LA - en ER - TY - JOUR TI - Effects of Ceiling Fans on the Thermal Comfort of Students in Learning Environments of Bayero University, Kano, Nigeria AU - Ali, Sani Muhammad AU - D. Martinson, Brett AU - Al-Maiyah, Sura T2 - BIMA JOURNAL OF SCIENCE AND TECHNOLOGY (2536-6041) AB - It is well known that thermal comfort is influenced by major physical parameters; air and radiant temperatures, humidity, and air speed in combination with personal attributes; clothing insulation and activity level. Although temperature is conventionally considered in adaptive thermal comfort model, as the most important physical parameter where cooling is involved, moderate air speed can enhance thermal comfort during higher temperatures. Through convective and evaporative cooling, ceiling fans cool people by causing sweat from the occupant’s body to evaporate. The northern part of Nigeria, being in the tropics, is known for higher temperature regimes for most part of the year. The use of air conditioning to achieve thermal comfort is not sustainable, for economic reasons and the lack of stable electrical energy. Therefore, a majority of naturally ventilated spaces could be kept thermally comfortable with the control of ceiling fans and operable windows. As part of a research work on learning environments in a Northern Nigerian university, this study reports on the effects of ceiling fans on the thermal comfort perception of the students in two lecture theatres. Air speed, air and radiant temperatures, relative humidity were measured, concurrently comfort surveys were undertaken in the spaces, from which activity levels and clothing insulations were obtained. Adaptive thermal comfort standards, ASHRAE 55 and EN 15251, state that thermal comfort can be maintained as air temperature rises with the use of ceiling fans operating at moderate speed. The results show that reductions of 31% and 22% in overheating from the two lecture theatres were realised, as a result of ceiling fans usage, measured by the degree hour’s exceedance indicator. These results were further corroborated by the students’ acceptance of thermal conditions of the lecture theatres at temperatures above Tmax. DA - 2022/04/30/ PY - 2022 DO - 10.56892/bimajst.v6i01.315 DP - DOI.org (Crossref) VL - 6 IS - 01 SP - 73 EP - 87 J2 - Bima Journal Of Science and Tecnology LA - en SN - 2536-6041 UR - https://journal.gjbeacademia.com/index.php/bimajst/article/view/315 Y2 - 2024/03/26/10:15:29 ER - TY - CONF TI - Effects of ceiling fans on the thermal comfort of students in learning environments of Bayero University, Kano, Nigeria: 18th Windsor Conference AU - Ali, Sani Muhammad AU - Martinson, Brett AU - Al-Maiyah, Sura AU - Gaterell, Mark A2 - Brotas, Luisa A2 - Roaf, Susan A2 - Nicol, Fergus A2 - Humphreys, Michael AB - It is well known that thermal comfort is influenced by major physical parameters; air and radiant temperatures, humidity, and air speed in combination with personal attributes; clothing insulation and activity level. Although temperature is conventionally considered in adaptive thermal comfort model, as the most important physical parameter where cooling is involved, moderate air speed can enhance thermal comfort during higher temperatures. Through convective and evaporative cooling, ceiling fans cool people by causing sweat from the occupant’s body to evaporate. The northern part of Nigeria, being in the tropics, is known for higher temperature regimes for most part of the year. The use of air conditioning to achieve thermal comfort is not sustainable, for economic reasons and the lack of stable electrical energy. Therefore, a majority of naturally ventilated spaces could be kept thermally comfortable with the control of ceiling fans and operable windows. As part of a research work on learning environments in a Northern Nigerian university, this study reports on the effects of ceiling fans on the thermal comfort perception of the students in two lecture theatres. Air speed, air and radiant temperatures, relative humidity were measured, concurrently comfort surveys were undertaken inthe spaces, from which activity levels and clothing insulations were obtained. Adaptive thermal comfort standards, ASHRAE 55 and EN 15251, state that thermal comfort can be maintained as air temperature rises with the use of ceiling fans operating at moderate speed. The results show that reductions of 31% and 22% in overheating from the two lecture theatres were realised, as a result of ceiling fans usage, measured by the degree hour’s exceedance indicator. These results were further corroborated by the students’ acceptance of thermal conditions of the lecture theatres at temperatures above Tmax. C3 - Proceedings of the 10th Windsor Conference: Rethinking Comfort DA - 2018/04/30/ PY - 2018 DP - University of Portsmouth SP - 194 EP - 208 ST - Effects of ceiling fans on the thermal comfort of students in learning environments of Bayero University, Kano, Nigeria UR - https://windsorconference.com/proceedings/ Y2 - 2024/03/26/10:14:56 KW - Africa KW - Ceiling fans KW - overheating KW - thermal comfort KW - tropics ER - TY - CHAP TI - Effects of Classroom Air Quality on Learning in Schools AU - Wargocki, Pawel T2 - Handbook of Indoor Air Quality A2 - Zhang, Yinping A2 - Hopke, Philip K. A2 - Mandin, Corinne AB - This chapter describes the evidence of the effects of indoor air quality (IAQ) on learning of children and gives an overview of the size of the effects expected. The results from the published experiments on the effects of classroom air quality on the performance of schoolwork do confirm that these effects are systematic and show that improving classroom air quality will have a significant positive effect on some aspects of learning, both on cognitive skills and academic attainment, as well as academic achievements and absence rates. Present studies show that to ensure classroom IAQ conducive to learning, CO2 levels (indicating the adequacy of ventilation) should be kept below 900 ppm at all times. It should be ensured that windows can be opened when needed, to improve classroom IAQ, and CO2 sensors should be installed to indicate when windows must be open (or any other measure to improve IAQ must be executed) if the CO2 concentration is too high and when they should be closed to conserve energy. CY - Singapore DA - 2021/// PY - 2021 DP - Springer Link SP - 1 EP - 13 LA - en PB - Springer SN - 978-981-10-5155-5 UR - https://doi.org/10.1007/978-981-10-5155-5_65-1 Y2 - 2022/05/29/15:15:05 KW - Absence rate KW - BE:RELEVANT KW - Carbon dioxide KW - Learning KW - Schools KW - Sleep KW - Ventilation ER - TY - GEN TI - Effects of Classroom Environment on Learning AU - Blaker, Andrew AU - Andrew, Blaker DA - 2020/03/31/ PY - 2020 DO - 10.14990/00003653 DP - DOI.org (CSL JSON) LA - en PB - 甲南大学マネジメント創造学部HSMR編集委員会 UR - https://doi.org/10.14990/00003653 Y2 - 2022/05/28/21:03:47 KW - BE:RELEVANT ER - TY - JOUR TI - Effects of Classroom Physical Environment on the Academic Achievement Scores of Secondary School Students in Kohat Division, Pakistan AU - Suleman, Qaiser AU - Hussain, Dr Ishtiaq AB - The purpose of the paper was to examine the effects of classroom physical environment on the academic achievement scores of secondary school students. All the students studying at secondary school level in Kohat Division, Pakistan constituted the population of the study. The study was delimited to the students of class 09 of Govt. High School Khurram (Karak). Forty students from class 09 of the same school were selected as sample through simple random sampling technique. The study was experimental in nature and therefore “Pre-test-Post-test Equivalent Groups Design ” was used. Statistical data was collected through pre-test and post-test technique. Statistical tools i.e., mean, standard deviation and differences of means were calculated for each group. Significance of the difference between the mean scores of the experimental and control groups was tested at 0.05 level of confidence by applying t-test. After analysis, it was concluded that classroom favorable environment has a significant positive effect on the academic achievement scores of secondary school students. The students of experimental group showed better performance as compared to the students of control group. Based on findings, it was recommended that classroom physical environment should be well-organized, equiped and facilitated. DA - 2014/// PY - 2014 DO - 10.5296/ijld.v4i1.5174 DP - CiteSeer KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - Effects of Classroom Ventilation Rate and Temperature on Students’ Test Scores AU - Haverinen-Shaughnessy, Ulla AU - Shaughnessy, Richard J. T2 - PLOS ONE AB - Using a multilevel approach, we estimated the effects of classroom ventilation rate and temperature on academic achievement. The analysis is based on measurement data from a 70 elementary school district (140 fifth grade classrooms) from Southwestern United States, and student level data (N = 3109) on socioeconomic variables and standardized test scores. There was a statistically significant association between ventilation rates and mathematics scores, and it was stronger when the six classrooms with high ventilation rates that were indicated as outliers were filtered (> 7.1 l/s per person). The association remained significant when prior year test scores were included in the model, resulting in less unexplained variability. Students’ mean mathematics scores (average 2286 points) were increased by up to eleven points (0.5%) per each liter per second per person increase in ventilation rate within the range of 0.9–7.1 l/s per person (estimated effect size 74 points). There was an additional increase of 12–13 points per each 1°C decrease in temperature within the observed range of 20–25°C (estimated effect size 67 points). Effects of similar magnitude but higher variability were observed for reading and science scores. In conclusion, maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students. DA - 2015/08/28/ PY - 2015 DO - 10.1371/journal.pone.0136165 DP - PLoS Journals VL - 10 IS - 8 SP - e0136165 J2 - PLOS ONE LA - en SN - 1932-6203 UR - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0136165 Y2 - 2022/05/28/21:00:45 KW - African American people KW - BE:RELEVANT KW - Carbon dioxide KW - Hispanic people KW - Human learning KW - Mathematics KW - Schools KW - Standardized tests KW - Teachers ER - TY - JOUR TI - Effects of cues and real objects on learning in a mobile device supported environment AU - Liu, Tzu-Chien AU - Lin, Yi-Chun AU - Paas, Fred T2 - British Journal of Educational Technology DA - 2013/// PY - 2013 DO - 10.1111/j.1467-8535.2012.01331.x VL - 44 IS - 3 SP - 386 EP - 399 ER - TY - JOUR TI - Effects of Demo Kit on Remediating Senior School Students’ Misconceptions in Mitosis and Meiosis in Ilorin, Nigeria AU - Luwoye, Akindeyi AU - Bello, Ganiyu AU - Adeoye, Gabriel Ademakinwa T2 - Journal of Learning for Development AB - This study investigated the effects of demo kit on remediating misconceptions held by senior school students’ in mitosis and meiosis. The quasi-experimental design of the pre-test, post-test, non-equivalent control group was adopted for the study. Multistage sampling technique was used to select 60 male and female biology students from two senior secondary schools in Ilorin metropolis. The instruments used for data collection was Mitosis and Meiosis Achievement Test (MMAT). Frequencies and chi-square were used to answer the research questions and test the null hypothesis respectively. The findings revealed that biology students’ held misconceptions on mitosis and meiosis before and after instructions. However, there was a significant difference in the number of misconceptions held by students taught using demo kit and those taught with the conventional method. It was recommended that biology teachers adopt the use of the demo kit for remediating students pre- and post-instructional misconceptions on mitosis and meiosis. DA - 2021/11/17/ PY - 2021 DP - jl4d.org VL - 8 IS - 3 SP - 557 EP - 567 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/503 Y2 - 2022/04/05/12:26:20 KW - Keywords: remediate KW - demo kit KW - meiosis KW - misconceptions KW - mitosis KW - ⛔ No DOI found ER - TY - JOUR TI - Effects of Early Childhood Psychosocial Stimulation and Nutritional Supplementation on Cognition and Education in GrowthStunted Jamaican Children: Prospective Cohort Study. AU - Walker, Susan P. AU - Chang, Susan M. AU - Powell, Christine A. AU - Grantham-McGregor, Sally M. T2 - The Lancet DA - 2005/// PY - 2005 DO - 10.1016/S0140-6736(05)67574-5 VL - 366 SP - 1804 EP - 1807 UR - https://www.sciencedirect.com/science/article/abs/pii/S0140673605675745 ER - TY - JOUR TI - Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best-Evidence Synthesis AU - Cheung, Alan C.K. AU - Slavin, Robert E. T2 - Reading Research Quarterly AB - This review examines the effectiveness of educational technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 20 studies based on about 7,000 students in grades 1–6 were included in the final analysis. Findings indicate that educational technology applications produced a positive but small effect on the reading skills of struggling readers (ES = .14) in comparison with “business as usual” methods. Among four types of educational technology applications, small-group integrated applications such as Read, Write & Type and the Lindamood Phoneme Sequence Program produced the largest effect sizes (ES = .32). These are tutorial educational technology applications that use small-group interaction tightly integrated with reading curriculum. Supplementary models, such as Jostens and Lexia, had a larger number of studies (N = 12) and a more modest effect size (ES = .18). Comprehensive models, such as READ 180 and ReadAbout (ES = .04) and Fast ForWord (ES = .06), did not produce meaningful positive effect sizes. However, the results of these two categories of programs should be interpreted with extreme caution due to the small number of studies involved. More studies are required to validate the effectiveness of all technology applications. Policy implications are discussed. DA - 2013/// PY - 2013 DO - 10.1002/rrq.50 DP - Wiley Online Library VL - 48 IS - 3 SP - 277 EP - 299 LA - en SN - 1936-2722 ST - Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/rrq.50 Y2 - 2022/10/16/19:03:10 KW - Assistive technologies KW - Childhood KW - Comprehension KW - Early childhood KW - Evidence-based KW - Experimental KW - Final_citation KW - Instructional intervention KW - Instructional technology KW - Program evaluation KW - Research methodology KW - Strategies KW - Struggling learners KW - To learners in which of the following categories does your work apply? KW - and materials KW - existing KW - methods KW - quasi-experimental ER - TY - JOUR TI - Effects of Free Day Secondary Education Policy on Academic Performance of Rural Public Day Secondary Schools in Kilifi County, Kenya AU - Olang'o, Jorry AU - Malechwanzi, Joseph AU - Murage, Susan AU - Amuka, Lorna T2 - Journal of Learning for Development AB - The purpose of the study was to investigate the influence of Free Day Secondary Education (FDSE) policy on academic Performance of Rural Public Day Secondary Schools (RPDSS) in Kilifi County, Kenya. The study adopted descriptive survey research design and a sample of 375 subjects was considered sufficient. Structured questionnaires and interview schedules were used to collect data from principals, teachers, and education directors. Data on performance and enrolment were collected through document analysis. Reliability of the instruments was ascertained through test and retest method that yielded a correlation coefficient of 0.83, an indication of reliable instruments. The study found out that there was a decrease in school mean score between 2003-2007 and 2013-2017. There was a strong positive correlation (r = 0.93) between enrollment and poor performance. Further, learning resources and student finances were inadequate. The study recommends a reduction in class size, timely disbursement and increased students’ capitation. DA - 2021/03/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 1 SP - 192 EP - 203 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/421 Y2 - 2022/04/05/12:21:11 KW - educational policies KW - enrolment KW - school performance KW - school resources KW - ⛔ No DOI found ER - TY - JOUR TI - Effects of game‐based learning on students' mathematics achievement: A meta‐analysis AU - Tokac, Umit AU - Novak, Elena AU - Thompson, Christopher G. T2 - Journal of Computer Assisted Learning DA - 2019/06// PY - 2019 DO - 10.1111/jcal.12347 VL - 35 IS - 3 SP - 407 EP - 420 J2 - J Comput Assist Learn LA - en SN - 0266-4909, 1365-2729 ST - Effects of game‐based learning on students' mathematics achievement KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Effects of gesture-based match-to-sample instruction via virtual reality technology for Chinese students with autism spectrum disorders AU - Hu, Xiaoyi AU - Han, Zhuo Rachel T2 - International Journal of Developmental Disabilities AB - Effective strategies to address academic performance are critical to students with disabilities in inclusive settings. The purpose of this study was to investigate the effectiveness of using gesture-based instruction via Leap Motion-aided virtual reality (VR) technology to teach matching skills to school-aged students with autism spectrum disorder (ASD) in China. Three participants with ASD from general education schools participated in this study. A multiple probe design across participants was used. The results indicated that all participants acquired the target match-to-sample skills and maintained the acquired skills at a high level for up to 12 weeks. Results of this study provide important implications to special education and general education teachers working with students with ASD. DA - 2019/10/20/ PY - 2019 DO - 10.1080/20473869.2019.1602350 DP - Taylor and Francis+NEJM VL - 65 IS - 5 SP - 327 EP - 336 SN - 2047-3869 UR - https://doi.org/10.1080/20473869.2019.1602350 Y2 - 2022/04/16/10:03:45 KW - China KW - autism spectrum disorders KW - computer-assisted instruction KW - gesture-based KW - match-to-sample KW - virtual reality technology ER - TY - JOUR TI - Effects of Internet Access During Examinations AU - Mitra, Sugata AU - Dangwal, Ritu T2 - Journal of Learning for Development AB - The scores obtained by students in examinations where internet access was allowed during the examination were compared with the scores obtained in traditional examinations where no assistance was allowed. These scores were then compared with those obtained in a standardised school examination on the same topic or subject, taken by the same students a year before. We observed that scores dropped by over 70% within a year of taking a traditional examination but could be significantly improved if internet access is allowed in the later examination. We further observed that scores in examinations where internet access was allowed were consistently higher than where internet access was not allowed. Finally, we report an analysis by rank and observe that student rankings change both over time and whether internet access was allowed or not. This leads us to suggest that use of the internet during examinations measures abilities that are different and more meaningful to our times than those that are measured by traditional examinations based on memorisation and unassisted recall. DA - 2022/03/15/ PY - 2022 DP - jl4d.org VL - 9 IS - 1 SP - 129 EP - 136 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/632 Y2 - 2022/04/05/12:27:16 KW - assessment KW - cheating KW - examination KW - internet access KW - memory KW - ⛔ No DOI found ER - TY - JOUR TI - Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment AU - Liu, Tzu-Chien AU - Lin, Yi-Chun AU - Paas, Fred T2 - Computers & Education DA - 2014/// PY - 2014 DO - 10.1016/j.compedu.2013.10.019 VL - 72 SP - 328 EP - 338 ER - TY - JOUR TI - Effects of responsive stimulation and nutrition interventions on children's development and growth at age 4 years in a disadvantaged population in Pakistan: a longitudinal follow-up of a cluster-randomised factorial effectiveness trial AU - Yousafzai, Aisha K. AU - Obradović, Jelena AU - Rasheed, Muneera A. AU - Rizvi, Arjumand AU - Portilla, Ximena A. AU - Tirado-Strayer, Nicole AU - Siyal, Saima AU - Memon, Uzma T2 - The Lancet Global Health DA - 2016/// PY - 2016 DO - 10.1016/S2214-109X(16)30100-0 DP - Google Scholar VL - 4 IS - 8 SP - e548 EP - e558 ST - Effects of responsive stimulation and nutrition interventions on children's development and growth at age 4 years in a disadvantaged population in Pakistan ER - TY - JOUR TI - Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis AU - Cai, Zhihui AU - Mao, Peipei AU - Wang, Dandan AU - He, Jinbo AU - Chen, Xinjie AU - Fan, Xitao T2 - Educational Psychology Review DA - 2022/06// PY - 2022 DO - 10.1007/s10648-021-09655-0 VL - 34 IS - 2 SP - 537 EP - 574 J2 - Educ Psychol Rev LA - en SN - 1040-726X, 1573-336X ST - Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement KW - Final_citation KW - cited KW - existing ER - TY - THES TI - Effects of school feeding programme on enrolment, attendance, nutrition and academic achievement on children. A case study of Maruta Primary School, Wedza District, Mashonaland East Province, Zimbabwe AU - Hunzvi, Tapiwa DA - 2015/// PY - 2015 DP - Google Scholar M3 - PhD Thesis PB - BUSE ER - TY - JOUR TI - Effects of school reform factors on students’ acceptance of technology AU - Corredor, Javier AU - Olarte, Fredy Andres T2 - Journal of Educational Change DA - 2019/// PY - 2019 DO - 10.1007/s10833-019-09350-6 DP - Google Scholar VL - 20 IS - 4 SP - 447 EP - 468 KW - __C:filed:1 ER - TY - JOUR TI - Effects of Shade Trees on Illuminance in Classrooms in the United Arab Emirates AU - Al-Sallal, Khaled A. AU - Abu-Obeid, Natheer T2 - Architectural Science Review DA - 2009/12// PY - 2009 DO - 10.3763/asre.2008.0061 DP - DOI.org (Crossref) VL - 52 IS - 4 SP - 295 EP - 311 J2 - Architectural Science Review LA - en SN - 0003-8628, 1758-9622 UR - https://www.tandfonline.com/doi/full/10.3763/asre.2008.0061 Y2 - 2023/11/15/20:08:56 ER - TY - JOUR TI - Effects of teaching activities via Google Sketchup and concrete models on spatial skills of preservice mathematics teachers AU - Uygan, Candaş AU - Kurtuluş, Aytaç T2 - Turkish Journal of Computer and Mathematics Education AB - The aim of this study was to investigate the impact of teaching activities supported by Google SketchUp, which is a 3-Dimensional modeling software, and concrete models on the basic skills related to spatial ability in teaching geometric solids. The study sample consisted of 72 preservice teachers who were studying elementary mathematics education in 2009-2010 academic-year in a state-funded university in Central Anatolia, Turkey. This was an experimental study. The study used a pretest posttest control group design and included two experimental groups and a control group. One of the experimental groups was taught using Google SketchUp while the other one was taught with concrete model-aided teaching activities. The activities, designed for the control group, were carried out with some traditional teaching tools such as paper, pencil and classroom writing board. The Santa Barbara Solids Test (SBST) and the Purdue Spatial Visualization Test (PSVT) were used to measure spatial ability. The SBST measures the ability to mentally visualize the cross-sections of 3D objects. The PSVT consists of three parts: "Developments", which measures skills to visualize a 3D object based on its surface development; "Rotations", which measures skills to mentally rotate 3D objects; and "Views", which measures skills to visualize different views of 3D objects. The study identified significant increases in the scores received for all of the tests by the group using Google SketchUp, in the scores received for the SBST and Developments part by the group using concrete models, and in the scores received for only the Developments part by the control group. Also, the posttest average score received for the "Views" part by the experimental group using Google SketchUp was significantly higher than the score of the experimental group using concrete models and the control group. DA - 2016/// PY - 2016 DO - 10.16949/turkbilmat.273993 VL - 7 IS - 3 SP - 510 EP - 535 LA - English UR - https://www.researchgate.net/publication/311974589_Effects_of_Teaching_Activities_via_Google_Sketchup_and_Concrete_Models_on_Spatial_Skills_of_Preservice_Mathematics_Teachers AN - 1939845232 KW - Colleges & universities KW - Concretes KW - Group dynamics KW - Mathematical analysis KW - Mathematical models KW - Mathematics KW - Skills KW - Studies KW - Teachers KW - Teaching KW - Three dimensional models KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098421 KW - __finaldtb ER - TY - JOUR TI - Effects of thermal sensation and acclimatization on cognitive performance of adult female students in Saudi Arabia using multivariable-multilevel statistical modeling AU - Ahmed, Riham AU - Ucci, Marcella AU - Mumovic, Dejan AU - Bagkeris, Emmanouil T2 - Indoor air DA - 2022/// PY - 2022 DO - 10.1111/ina.13005 DP - Google Scholar VL - 32 IS - 2 SP - e13005 KW - BE:RELEVANT ER - TY - JOUR TI - Effects of Three Categories of Manpower on Undergraduate Students' Learning Outcomes in Technical Education and Their Implications for the Curriculum Implementation AU - Alade, Ibiwumi Abiodun T2 - JISTE AB - The implementation of technical education curriculum has been besieged with dearth of qualified teaching personnel over the years in Nigeria and some other African countries. Similarly, the available higher institutions where vocational and technical education experts are prepared have not been able to meet this demand of the manpower. This calls for possible intervention strategies which could perhaps address this lingering problem. It is on this observation that this study examines the effects of three categories of manpower on undergraduate students' learning outcomes in technical education and their implications for the curriculum implementation. The pretest, posttest control group, quasi experimental research design with a 4x3x2 factorial matrix was adopted for the study. Sixty technical education undergraduate students from a Nigerian university were purposively sampled for the study. Seven null hypotheses are generated and tested at 0.05 level of significance. Three research instruments were developed, validated, and used for data collection. Data collected were analyzed using Analysis of Covariance (ANCOVA) while Scheffe's post-hoc test was used to explain significant main and interaction effects respectively. Results showed that there is significant main effect of treatment on students' learning outcomes in technical education (F[subscript 3], 57 = 132.314; P<0.05). The students taught by vocational educator performed best in basic vocational knowledge acquisition (X = 16.38) while those taught by literate artisans had the highest means score on vocational skills acquisition (x = 42.82), then those taught by higher technician group had a mean score of x = 38.27 in vocational skills acquisition, while the control group performed least (x = 31.60). It was concluded that the three categories of manpower are effective at enhancing students' learning outcomes in technical education in various dimensions. To this end, it was recommended that literate artisans should be integrated to the teaching of vocational skills in the tertiary institutions. DA - 2015/// PY - 2015 VL - 19 IS - 2 LA - en AN - LOCAL-PQ-2101592493 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:curriculum KW - F:gender KW - F:learning KW - F:outcomes KW - F:teaching KW - P:artist KW - P:measurement KW - P:technician KW - R:observation KW - R:research design KW - T:TVET KW - T:vocational skills KW - Z:Academic Ability KW - Z:Control Groups KW - Z:Curriculum Implementation KW - Z:Data Collection KW - Z:Foreign Countries KW - Z:Gender Differences KW - Z:Hypothesis Testing KW - Z:Job Skills KW - Z:Labor Force KW - Z:Outcomes of Education KW - Z:Pretests Posttests KW - Z:Quasiexperimental Design KW - Z:Statistical Analysis KW - Z:Technical Education KW - Z:Undergraduate Students KW - Z:Vocational Education KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Effects on School Enrollment and Performance of a Conditional Cash Transfer Program in Mexico. AU - Dubois, Pierre AU - Janvry, Alain De AU - Sadoulet, Elisabeth T2 - Journal of Labor Economics DA - 2012/// PY - 2012 DO - 10.1086/664928 VL - 30 SP - 555 EP - 589 UR - http://www.jstor.org/stable/10.1086/664928 ER - TY - JOUR TI - Efficacy of Social Networking Sites for Sustainable Education in the Era of COVID-19: A Systematic Review AU - Cavus, Nadire AU - Sani, Abdullahi S. AU - Haruna, Yusuf AU - Lawan, Abdulmalik A. T2 - Sustainability AB - The sudden advent of the COVID-19 pandemic and the associated containment measures require educational institutions of all sizes to adopt eLearning as the only option for sustainable education. Despite the numerous Learning Management Systems, the rapid migration to eLearning posed numerous challenges that negatively affect the effectiveness and sustainability of the educational activities. The current study systematically reviewed recent articles that recognized the value and feasibility of using Social Networking Sites (SNSs) in education. The study highlighted the current eLearning challenges and illustrated effective strategies for the sustainable educational use of SNSs by both institutions, teachers, and students. Thus, solutions to the problems experienced in education during the COVID-19 period were highlighted based on SNS-supported strategies. DA - 2021/01// PY - 2021 DO - 10.3390/su13020808 DP - www.mdpi.com VL - 13 IS - 2 SP - 808 LA - en ST - Efficacy of Social Networking Sites for Sustainable Education in the Era of COVID-19 UR - https://www.mdpi.com/2071-1050/13/2/808 Y2 - 2021/10/05/11:40:26 KW - COVID-19 KW - _genre:LR-literature_review KW - eLearning KW - education KW - social media KW - social networking sites ER - TY - JOUR TI - Egg Raft Density and Feeding Preference of Culex species in Northeastern Nigeria AU - Adesina, Adedoyin AU - Akogun, O. T2 - Nigeria Journal of Parasitology DA - 2007/// PY - 2007 VL - 28 SP - 23 EP - 26 LA - en KW - ⛔ No DOI found ER - TY - CHAP TI - EGRA Plus: Liberia (Program evaluation report) AU - Piper, B. AU - Korda, M. T2 - Learning to look: A handbook on classroom observation and teaching models CY - Durham, NC DA - 2011/// PY - 2011 SP - 10 EP - 1016 PB - RTI International UR - http://files.eric.ed.gov/fulltext/ED558206.pdf. ER - TY - JOUR TI - EGRA Plus: Liberia. Program evaluation report. Prepared for USAID/Liberia under the Education Data for Decision Making (EdData II) project, Early Grade Reading Assessment (EGRA): Plus AU - Piper, B. AU - Korda, M. DA - 2010/// PY - 2010 UR - http://pdf.usaid.gov/pdf_docs/pdacr618.pdf. KW - ⛔ No DOI found ER - TY - JOUR TI - Eight proposals for a strengthened focus on technical and vocational education and training (TVET) in the education for all (EFA) agenda AU - King, Kenneth T2 - Background paper prepared for the Education for All Global Monitoring Report DA - 2012/// PY - 2012 DP - Google Scholar KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Eight Reasons Why EdTech Doesn’t Scale: How sandboxes are designed to counter the issue AU - Simpson, Lea AU - Carter, Alice AU - Rahman, Asad AU - Plaut, Daniel DA - 2021/04/01/ PY - 2021 LA - en PB - EdTech Hub ST - Eight Reasons Why EdTech Doesn’t Scale KW - Final_citation KW - existing ER - TY - JOUR TI - El meta-análisis: una metodología para la investigación en educación AU - Botella, Juan AU - Zamora, Ángela T2 - Educación XXI: revista de la Facultad de Educación DA - 2017/// PY - 2017 DP - Google Scholar VL - 20 IS - 2 SP - 17 EP - 38 ST - El meta-análisis UR - http://e-spacio.uned.es/fez/view/bibliuned:EducacionXXI-2017-20-2-5000 Y2 - 2023/11/01/23:26:55 KW - ⛔ No DOI found ER - TY - JOUR TI - El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria AU - Camacho Martí, Mar AU - Esteve-Mon, Francesc M. DA - 2018/// PY - 2018 DP - Google Scholar KW - _C:Dominican Republic DOM KW - _C:Finland FIN KW - _C:France FRA KW - _C:India IND KW - _C:Iran IRN KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:Spain ESP KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria1 The use of tablets and their impact on learning. A national research in Primary Education schools AU - Martí, Mar Camacho AU - Mon, Francesc Marc Esteve T2 - Revista de educación DA - 2017/// PY - 2017 DP - Google Scholar IS - 379 SP - 170 EP - 191 KW - _C:Dominican Republic DOM KW - _C:Finland FIN KW - _C:France FRA KW - _C:India IND KW - _C:Iran IRN KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:Spain ESP KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - THES TI - Elementary Classroom Teachers’ Perceptions of Redesigned Classroom Space: A Qualitative Case Study AU - Pender, Kristin Lee DA - 2021/// PY - 2021 DP - Google Scholar M3 - PhD Thesis PB - Old Dominion University ST - Elementary Classroom Teachers’ Perceptions of Redesigned Classroom Space KW - BE:RELEVANT ER - TY - JOUR TI - Elementary Teachers’ Uses and Perceptions of Interactive Whiteboards for Instruction AU - Samsonova, Olga T2 - International Journal of Learning, Teaching and Educational Research DA - 2018/// PY - 2018 DO - 10.26803/ijlter.17.8.2 DP - Google Scholar VL - 17 IS - 8 SP - 17 EP - 35 KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:France FRA KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:North Cyprus XNCYP KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Elements Shaping the South African Education System of the Future AU - Barends, Heidi AB - The South African education system is deeply unjust because a child’s place of birth, skin colour and family’s income largely determines their educational attainment. Understanding future trends and developments can assist stakeholders in planning and decision making. Better decisions could ultimately improve the education system. Therefore, this research aims to answer three questions: What trends could impact the South African education system? What opportunities and threats arise due to these trends? Who could influence the system?  To address these questions, a mixed-method approach was adopted. First, conceptual systems diagrams were developed to depict the current education system and its stakeholders. Then, semi-structured expert interviews were used to identify future trends, threats and opportunities.  This study found that the trends impacting South Africa broadly align with global trends. Examples include an increase in privatisation, technology in schools and climate change. More violence in schools is the main outlier. The study found that the risks related to technology and climate change are not being planned or accounted for. Similarly, violence is currently not a priority. The study also found that participants agreed on who the major stakeholders are, but disagreed on what actions stakeholders should take. DA - 2019/08/19/ PY - 2019 DP - Zenodo LA - eng UR - https://zenodo.org/record/3370973 Y2 - 2021/02/27/14:50:35 KW - Actor Diagram KW - Basic Education KW - CLD KW - Causal Loop Diagram KW - Education System KW - Foresight Study KW - Future Study KW - Future Trends KW - South African Education System KW - Systems Approach ER - TY - SLIDE TI - Elements Shaping the South African Education System of the Future [Poster] A2 - Barends, Heidi AB - A poster summarising the findings of the dissertation titles 'Elements Shaping the South African Education System of the Future' (DOI: 10.5281/zenodo.3370973) DA - 2019/08/30/ PY - 2019 LA - eng UR - https://zenodo.org/record/3595240 Y2 - 2021/02/27/14:50:40 KW - Basic Education KW - Education System KW - Foresight Study KW - Future Study KW - Future Trends KW - South African Education KW - South African Education System ER - TY - SLIDE TI - Elements Shaping the South African Education System of the Future [Presentation] A2 - Barends, Heidi AB - A summary presentation of the dissertation titled 'Elements Shaping the South African Education System of the Future' (DOI:10.5281/zenodo.3370973) DA - 2019/08/30/ PY - 2019 LA - eng UR - https://zenodo.org/record/3595232 Y2 - 2021/02/27/14:50:43 KW - Actor Diagram KW - Basic Education KW - Causal Loop Diagram KW - Education System KW - Foresight Study KW - Future Study KW - Future Trends KW - South African Education KW - South African Education System KW - Systems Approach ER - TY - JOUR TI - Eliminating global learning poverty: The importance of equalities and equity AU - Crouch, Luis AU - Rolleston, Caine AU - Gustafsson, Martin T2 - International Journal of Educational Development AB - This paper explores the quantitative relationships between average levels of learning achievement across countries, changes in average levels of learning achievement, the inequality of distribution of achievement (akin to income or wealth inequality in general development analysis), and the proportion of students learning at or below an absolute minimum (akin to poverty in general development analysis). The paper uses a variety of data from cross-national and national assessments: aggregate data, micro (student-level) data, school-level data, and time-series data. The paper shows how various factors such as gender or wealth impact learning levels, but also shows that ‘systems-related’ inequality, not directly related to such factors, is typically much larger than inequality associated with any of those factors. The paper shows that countries progress from very low average levels of achievement to middle levels more by reducing the percentage of students with very low scores (that is, by paying attention to the ‘bulging’ left-hand tail of the distribution) than by increasing the percentage of high performing students. The availability of micro data from a particular case allows exploration of the relationship between inequality measures and measures of the percentage of students below a low level of achievement and shows that, at least in that case, the reduction in inequality that accompanies improvements in the average levels takes place mostly through a reduction in the percentage below a low level. Unlike in the case of income, where vast reductions in income poverty seem possible without reducing income inequality, the evidence presented here suggests that this typically does not happen with learning levels: inequality reduction, reductions in percentages below a low level, and improvements in the averages are all empirically connected. More work is needed to show whether that connection is also causal. DA - 2021/04/01/ PY - 2021 DO - 10.1016/j.ijedudev.2020.102250 DP - ScienceDirect VL - 82 SP - 102250 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Eliminating global learning poverty UR - https://www.sciencedirect.com/science/article/pii/S0738059320304090 Y2 - 2022/05/11/20:52:27 KW - Learning crisis KW - Learning equity KW - Learning inequality KW - Learning poverty KW - SDGs ER - TY - BLOG TI - Elimu Scholarship Programme 2021 AU - Elimu Centre T2 - Elimu Centre AB - Elimu scholarship programme is sponsored by Kenya government, Equity Bank and World Bank. The programme benefits students from poor background DA - 2020/02/29/T04:44:34+00:00 PY - 2020 LA - en-US UR - https://www.elimucentre.com/elimu-scholarship-programme/ Y2 - 2021/07/16/19:03:20 ER - TY - RPRT TI - Embedding Professional Development in Schools for Teacher Success DA - 2015/03/01/ PY - 2015 DP - DOI.org (Crossref) LA - en M3 - Teaching in Focus SN - 10 UR - https://www.oecd-ilibrary.org/education/embedding-professional-development-in-schools-for-teacher-success_5js4rv7s7snt-en Y2 - 2021/03/02/16:30:32 ER - TY - BOOK TI - Embedding Social Justice in Teacher Education and Development in Africa A3 - McNaught, Carmel A3 - Gravett, Sarah DA - 2021/02// PY - 2021 PB - Routledge UR - https://docs.opendeved.net/lib/E2Q73NBN KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - STC-TLC KW - _bjoern_cv KW - _yl:a KW - docs.opendeved.net ER - TY - RPRT TI - Embracing digital skills: Now and tomorrow (infographic) AU - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe), AU - UNESCO Regional Office for Southern Africa AU - Open Development and Education CN - 0281 DA - 2022/06/01/ PY - 2022 LA - en M3 - RTT Evaluation PB - OpenDevEd SN - 5 UR - https://docs.opendeved.net/lib/F9SADN3Z KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Embracing digital skills: Now and tomorrow (Policy Brief) AU - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe), AU - UNESCO Regional Office for Southern Africa AU - Education, Open Development and CN - 0280 DA - 2022/06/01/ PY - 2022 LA - en M3 - RTT Evaluation PB - OpenDevEd SN - 4 UR - https://docs.opendeved.net/lib/EVRRJE7P KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Emergency remote education experiment amid COVID-19 pandemic AU - Toquero, Cathy Mae T2 - IJERI: International Journal of Educational Research and Innovation DA - 2021/// PY - 2021 DO - 10.46661/ijeri.5113 DP - upo.es IS - 15 SP - 162 EP - 172 J2 - ijeri LA - en SN - 2386-4303 UR - https://upo.es/revistas/index.php/IJERI/article/view/5113 Y2 - 2020/08/12/17:25:19 KW - __C:filed:1 KW - remote teaching ER - TY - JOUR TI - Emergency Transition to Virtual Education during COVID-19: Lessons and Opportunities for Experiential Learning and Practice Socialization AU - Mintz, Joel AU - Wahood, Waseem AU - Meghani, Salimah AU - Rajput, Vijay T2 - MedEdPublish AB - Published article by Vijay Rajput at MedEdPublish DA - 2020/07/09/ PY - 2020 DO - 10.15694/mep.2020.000144.1 DP - www.mededpublish.org VL - 9 ST - Emergency Transition to Virtual Education during COVID-19 UR - https://www.mededpublish.org/manuscripts/3215 Y2 - 2020/08/12/17:25:47 KW - __C:filed:1 ER - TY - JOUR TI - Emergent practices and material conditions in tablet-mediated collaborative learning and teaching AU - Cerratto-Pargman, Teresa AU - Jahnke, Isa AU - Damsa, Crina AU - Nussbaum, Miguel AU - Säljö, Roger T2 - Making a Difference: Prioritizing Equity and Access in CSCL DA - 2017/// PY - 2017 DP - Google Scholar KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Emerging Issues in East Africa for Girls’ Education in East Africa AU - Booth, Rachel AB - Despite progress on girls’ education in the past 25 years, many girls in East Africa are still facing profound education challenges. When combined with gender norms, poverty, location, and disability, girls are likely to struggle with accessing and remaining in education. External pressures such as the COVID-19 pandemic, climate-related disasters, and conflict all exacerbate existing inequalities This report draws together evidence on the current status of girls’ education in Somalia, Sudan, Kenya, Ethiopia, Tanzania, Uganda, Rwanda, and South Sudan, based on 15 days of desk-based research and key informant interviews. Using a combination of education systems thinking and the socio-ecological model, it examines and emphasises the importance of feedback loops, relationships between different actors in the education system and social norms and power which influence education systems and girls’ educational outcomes. The countries covered in this study are at different stages of education system evolution. Further detailed research is needed to find specific entry points for girls’ education support by country. Entry points for potential support have emerged as common themes across the four FCDO priority countries. These are System strengthening, creating Enabling Environments, and Investment in Girls Agency. DA - 2022/01/21/ PY - 2022 DO - 10.19088/K4D.2022.007 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17074 Y2 - 2022/12/18/18:14:14 KW - ⚠️ Invalid DOI ER - TY - ELEC TI - EMIS | Education Management Information System AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 LA - en-US UR - https://mbsse.gov.sl/emis/ ER - TY - RPRT TI - Empathising with Education Stakeholders AU - McBurnie, Chris AU - Hassan, Mustafa Syed AU - Moustafa, Nariman AU - Walker, Hannah AU - Lurvink, Anne-Fleur AU - Macharia, Grace AU - Haßler, Björn AB - This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/. CN - 1008 DA - 2023/// PY - 2023 LA - en M3 - EdTech Fellowship PB - Open Development & Education SN - 10 UR - https://docs.opendeved.net/lib/MEUD7KNF KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Empfehlung zur Beruflichen Orientierung an Schulen AU - Kultusministerkonferenz DA - 2017/// PY - 2017 UR - https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2017/2017_12_07-Empfehlung-Berufliche-Orientierung-an-Schulen.pdf Y2 - 2020/05/27/18:10:53 ER - TY - BOOK TI - Empirical development economics AU - Söderbom, Måns AU - Teal, Francis AU - Eberhardt, Markus AU - Quinn, Simon AU - Zeitlin, Andrew DA - 2014/// PY - 2014 DP - Google Scholar PB - Routledge ER - TY - JOUR TI - Employability Skills in TVET Curriculum in Nigeria Federal Universities of Technology AU - Ismail, Sarimah AU - Mohammed, Dahiru Sale T2 - Procedia - Social and Behavioral Sciences T3 - The 4th World Congress on Technical Vocational Education and Training (4thWoCTVET), 5-6 December 2014, Universiti Tun Hussein Onn Malaysia, MALAYSIA AB - In the 21st century, employability skill is the most required skill besides technical knowledge in an attempt to compete for employment and sustain job at the industrial global market. However, Nigerian TVET graduates are not equipped with the employability skills needed by the industries and as a result, they are not ready to enter into workforce. This concept paper is written to discuss how the curriculum of one of TVET programmes at the Federal Universities of Technology in Nigeria, which is Electrical Technology Education has contributed to this issue. Analytical review on Electrical Technology Education programme curriculum showed that the curriculum gave less attention to practice based courses that provide skills of the programme than theory based courses and no course in the programme curriculum that directly teaches good attitudes and traits. As a result, there is lack of incorporation of employability skills such as Problem solving and decision making, Lifelong learning and Competencies amongst the graduates. Other issues discussed are the need of employability skills in TVET curriculum of Nigeria, employability skills, Electrical Technology Education in Nigeria, and the analysis of Electrical Technology Education curriculum in Nigeria The last part of this paper is recommendation for the curriculum of Electrical Technology Education to be designed with equal number of theory and practice courses by giving emphasize on all eleven generic skills, good traits and attitudes. DA - 2015/08/24/ PY - 2015 DO - 10.1016/j.sbspro.2015.08.111 DP - ScienceDirect VL - 204 SP - 73 EP - 80 J2 - Procedia - Social and Behavioral Sciences SN - 1877-0428 UR - http://www.sciencedirect.com/science/article/pii/S187704281504759X AN - DOI-10.1016/j.sbspro.2015.08.111 Y2 - 2018/08/29/18:19:08 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - Analysis KW - C:Nigeria KW - CC:Nigeria KW - CLL:en KW - Electrical Technology Education KW - curriculum KW - employability skills KW - integrations KW - needs KW - publicImportV1 ER - TY - JOUR TI - Employers' perceptions regarding the quality of technical education and training in Southern Africa : a case of the Botswana Technical Education Programme AU - Odora, RJ DA - 2011/// PY - 2011 LA - en UR - https://jointbankfundlibrary.on.worldcat.org/oclc/1045432917 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Botswana KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Employment Mobility and Returns to Technical and Vocational Training: Empirical Evidence for Tanzania AU - Leyaro, Vincent AU - Cornel, Joseph A2 - Leyaro, Vincent T3 - Working Paper AB - This paper examines the employment mobility and returns to technical and vocational training (TVET) relative to general education in Tanzania, using data from the 2014 Integrated Labour Force Survey (ILFS). The result shows that TVET training facilitates individual transition into employment. Both in descriptive statistics and regression results, technical, on the job training, vocational and apprenticeship training are particularly important in acquiring formal employment. The results further show that, though the returns to general education (GED) and TVET are positive and statistically significant, on average those with TVET training are earning relatively less than those with general education, implying lower returns to TVET graduates compared to general education graduates. The descriptive statistics confirm this by showing that, in Tanzania, workers with a university degree earn twice those with technical training and three times those with vocational training. Two implications stand out: technical and vocational training are instrumental in addressing the rising youth unemployment; and, to make it attractive to parents and students governments across the region have to work towards raising the returns to TVET. DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - BOOK TI - Empowering Global Citizens: A World Course AU - Reimers, Fernando M. AU - Chopra, Vidur AU - Chung, Connie K. AU - Higdon, Julia AU - O'Donnell, E. B. AB - How do we help students work effectively with others from diverse cultural backgrounds? How do we help them understand the world? How do we prepare them for work and life in an era of globalization, volatility, and uncertainty? Empowering Global Citizens offers educators and parents compelling answers to those questions.This book presents The World Course, a curriculum on global citizenship education designed to equip students with the competencies they need to thrive and contribute to sustainable development in an era of globalization. Drawing on curriculum mapping this book offers a coherent and rigorous set of instructional units to support deep learning of twenty-first-century competencies that develop agency, imagination, confidence, and the skills to navigate the complexity of our times. Drawing on a rich conceptual framework of global education, The World Course scaffolds the development of global competency drawing on project-based learning and other pedagogies that support personalization. The course expands children’s horizons, helping them understand the world in which they live in all its complexity from kindergarten to high school. This is done through learning activities at the zone for proximal development for each age group, with activities that foster student agency and a growth mindset. DA - 2016/07/20/ PY - 2016 DP - Amazon SP - 506 LA - English PB - CreateSpace Independent Publishing Platform SN - 978-1-5335-9454-9 ST - Empowering Global Citizens ER - TY - JOUR TI - Empowering Individuals to Empower the Nation Nigeria AU - Sharehu, A AU - Achor, E T2 - National Association for Science, Humanities & Education Research Journal AB - This paper examined strategies of empowering individuals to empower the nation with focus on Technical and Vocational Education Training (TVET), Entrepreneurship Education (EE) and Information Communication Technology (ICT). It is established that from history TVE was not given its prominent place and that may have accounted for the slow and lagging nature of advancement in TVE. Consequently, future progress will be determined by the level of empowerment given to individuals in schools which is predicated upon level of empowerment of TVE teachers themselves. A number of strategies were identified as possible options for empowering learners and youths in Nigeria. Some of them include combining TVE with academic work till end of secondary education, vocationalisation, and work experience programmes (eg SIWES, youth apprenticeship and school based experience) and adjusting to effects of advance technology among others. With government’s political will and schools and teachers prepared for change, much could be achieved in empowering the nation. DA - 2014/// PY - 2014 LA - en UR - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2578866 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:Q KW - CT:T KW - Q:ICT KW - T:TVET KW - T:apprenticeship training KW - T:entrepreneurship education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Empowering personalized learning with an interactive e-book learning system for elementary school students AU - Huang, Yueh-Min AU - Liang, Tsung-Ho AU - Su, Yen-Ning AU - Chen, Nian-Shing T2 - Educational Technology Research and Development DA - 2012/// PY - 2012 DO - 10.1007/s11423-012-9237-6 VL - 60 IS - 4 SP - 703 EP - 722 ER - TY - JOUR TI - Empowering student learning through Tablet PCs: A case study AU - Li, Sandy C AU - Pow, Jacky WC AU - Wong, Emily ML AU - Fung, Alex CW T2 - Education and Information Technologies DA - 2010/// PY - 2010 DO - 10.1007/s10639-009-9103-2 VL - 15 IS - 3 SP - 171 EP - 180 ER - TY - BOOK TI - Empowering Students to Improve the World in Sixty Lessons. Version 1.0 AU - Reimers, Fernando CY - North Charleston, South Carolina DA - 2017/// PY - 2017 DP - Amazon SP - 288 LA - English PB - CreateSpace Independent Publishing Platform SN - 978-1-5464-5677-3 ST - Empowering students to improve the world in sixty lessons ER - TY - CHAP TI - En Route to Implementation Science 3.0 AU - Albers, Bianca AU - Shlonsky, Aron AU - Mildon, Robyn T2 - Implementation Science 3.0 CY - Cham DA - 2020/// PY - 2020 DP - K10plus ISBN LA - eng PB - Springer SN - 978-3-030-03874-8 978-3-030-03873-1 ER - TY - JOUR TI - Enablers and Barriers to the Successful Delivery of Accelerated Learning Programmes AU - Fitzpatrick, Rachael AB - This review identified enablers and barriers to the successful delivery of accelerated learning programmes and complementary education. The policy environment is identified as being an overarching factor that can behave as both an enabler and a barrier, with contexts that integrate non-formal education into policy texts being among the most enabling. Other enablers and barriers are explored in relation to programme delivery, followed by a brief exploration of learners transitioning into the formal education system. The report identified inconsistencies in the terminology surrounding accelerated learning and complementary learning programmes, and has therefore adopted the most common language used: accelerated education programmes (AEPs). A key reflection from this review is on the tension that exists between successful AEPs integrating effectively with national systems, whilst also remaining independent enough to overcome the barriers faced by those same systems. DA - 2020/08/07/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15579 Y2 - 2022/12/18/18:14:18 KW - ⛔ No DOI found ER - TY - JOUR TI - Enablers of work-integrated learning in technical vocational education and training teacher education AU - Batholmeus, Petrina AU - Pop, Carver T2 - International Journal of Work-Integrated Learning T3 - Journal AB - © 2019 International Journal of Work-Integrated Learning. All rights reserved. The demand for relevant skills for the labor market constitutes one of the fundamental challenges facing the post-school system in South Africa. The South African government has therefore proposed a policy on professional development teacher education programs for Technical and Vocational Education and Training and the South African Department of Higher Education and Training lecturers to ensure that they understand the labor market demands and are able to produce graduates who meet these demands. This study examines factors that enable the successful integration of industry-based work-integrated learning (WIL) in professional development teacher education programs for TVET lecturers. The enabling factors were obtained from 28 academic staff in 14 South African universities responsible for developing WIL curricula in TVET teacher education programs. Some of the enabling factors that were considered when integrating WIL in TVET teacher education include higher education providers, students, industry, mentorship, the varied programs and learning outcomes as well as the community. DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - JOUR TI - Encouraging Community Action Against Teacher Absenteeism: A Mass Media Experiment in Rural Uganda AU - Wilke, Anna M. AU - Green, Donald P. AU - Tan, Benjamin T2 - The Journal of Development Studies AB - Chronic teacher absenteeism is widespread in Uganda, with approximately one-third of public school teachers absent on any given day. Absenteeism and other problems that arise in Uganda’s public education system are often attributed to a lack of public oversight and parental involvement. In an effort to develop a scalable method of encouraging community engagement on this issue, the present study assesses the extent to which entertainment-education videos increase willingness among Ugandans to take action against absenteeism. Working in collaboration with Ugandan screenwriters and local actors, we developed video dramatisations that depicted the problem of absenteeism and how parents mobilised to address it. We assess the persuasive effects of these dramatisations both under lab-like conditions, to gauge immediate effects, and in the field, to gauge effects two months and eight months after a placebo-controlled media campaign attended by over 10,000 Ugandans in 112 villages. Although the persuasive effects are weaker in the field than the lab setting, the former remain substantial even after eight months. The demonstrated ability of entertainment-education to change public views on this issue sets the stage for policy experiments that test whether entertainment-education campaigns have downstream effects on absenteeism and public school performance more generally. DA - 2021/12/27/ PY - 2021 DO - 10.1080/00220388.2021.2008367 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 16 SN - 0022-0388 ST - Encouraging Community Action Against Teacher Absenteeism UR - https://doi.org/10.1080/00220388.2021.2008367 Y2 - 2022/01/12/17:53:00 KW - Africa KW - access to education KW - education quality ER - TY - JOUR TI - Encouraging natural ventilation to improve indoor environmental conditions at schools. Case studies in the north of Spain before and during COVID AU - Monge-Barrio, Aurora AU - Bes-Rastrollo, Maira AU - Dorregaray-Oyaregui, Sara AU - González-Martínez, Purificación AU - Martin-Calvo, Nerea AU - López-Hernández, Dolores AU - Arriazu-Ramos, Ainhoa AU - Sánchez-Ostiz, Ana T2 - Energy and Buildings DA - 2022/// PY - 2022 DO - 10.1016/j.enbuild.2021.111567 DP - Google Scholar VL - 254 SP - 111567 KW - BE:RELEVANT ER - TY - BLOG TI - End the killing of children in armed conflict, UN committee urges AB - GENEVA (20 November 2023) – With one out of every five children worldwide living within armed conflict zones, the UN Committee on the Rights of the Child marks World Children’s Day in a sombre mood and calls for ceasefires and a return to basics of humanitarian law to safeguard all children. The Committee today issued the following statement: DA - 2023/// PY - 2023 LA - en UR - https://www.ohchr.org/en/statements/2023/11/end-killing-children-armed-conflict-un-committee-urges Y2 - 2024/02/29/13:01:43 KW - Final_citation KW - anystyle KW - existing ER - TY - JOUR TI - "Ending Child Marriage: Reproductive Health Outcomes and Delaying Marriage and Childbearing for Adolescent Girls " In AU - Botea, Ioana AU - Chakravarty, Shubha AU - Haddock, Sarah AU - Wodon, Quentin DA - 2017/// PY - 2017 KW - ⛔ No DOI found ER - TY - BOOK TI - Ending Learning Poverty: What Will It Take? AU - Bank, World CY - Washington, DC DA - 2019/// PY - 2019 PB - World Bank UR - https://openknowledge.worldbank.org/bitstream/handle/10986/32553/142659.pdf ER - TY - RPRT TI - Engaging Girls with E-Learning: A curated list of good practices AU - AlSheikh Theeb, Thaer AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/01/08/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 34 UR - https://docs.edtechhub.org/lib/PXUQJZTH KW - Helpdesk Response KW - _r:AddedByZotZen ER - TY - JOUR TI - Engaging in and engaging with research: teacher inquiry and development AU - Hall, Elaine T2 - Teachers and Teaching DA - 2009/12// PY - 2009 DO - 10.1080/13540600903356985 DP - DOI.org (Crossref) VL - 15 IS - 6 SP - 669 EP - 681 J2 - Teachers and Teaching LA - en SN - 1354-0602, 1470-1278 ST - Engaging in and engaging with research UR - https://nrl.northumbria.ac.uk/id/eprint/42445/1/Engaging%20In%20and%20Engaging%20With%20Research%20-%20Teacher%20Inquiry%20and%20Development.pdf Y2 - 2021/05/31/17:36:37 ER - TY - JOUR TI - Engaging parents in their children’s education AU - Carter, Becky AB - In general systematic and rigorous reviews find limited (and little robust) evidence on the effectiveness of interventions to engage parents in their children’s learning in resource-constrained countries – when looking at parental participation in their children’s literacy development and parental engagement with schools. Effects tend to be mixed, with scarce evidence making it hard to come to firm conclusions on findings, including on the effects of the way parents engage in supporting their children’s learning. Reviews report more, and more consistent, evidence showing significant benefits from interventions supporting parental engagement with their children’s early childhood development (ECD). There are recommendations in the literature on the way parents are engaged in ECD interventions. In general the literature tends not to provide gender analysis, presumably because many interventions do not incorporate a gender focus (although some do). This rapid review has found limited evidence on the impact of interventions supporting parent engagement specifically for girls or for children with disabilities in resource constrained countries. DA - 2017/05/26/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13089 Y2 - 2022/12/18/18:14:20 KW - ⛔ No DOI found ER - TY - CHAP TI - Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development AU - Hofmann, Riikka AU - Vrikki, Maria AU - Evagorou, Maria T2 - Dialogue for Intercultural Understanding A2 - Maine, Fiona A2 - Vrikki, Maria AB - Abstract Effective teacher professional development (PD) is an important part of successfully implementing educational innovations. However, research has shown that not all PD is effective, largely because it has not been developed based on theoretical understandings around teacher professional learning, such as reflective practice, teacher collaboration and teacher agency and inquiry. This chapter concerns the PD program developed as part of the DIALLS project. The chapter places particular emphasis on the ways in which the PD program was informed by the literature on teacher professional learning and effective features of PD, as well as the literature on promoting dialogic pedagogy. CY - Cham DA - 2021/// PY - 2021 DP - DOI.org (Crossref) SP - 135 EP - 148 LA - en PB - Springer International Publishing SN - 978-3-030-71777-3 978-3-030-71778-0 ST - Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning UR - http://link.springer.com/10.1007/978-3-030-71778-0_10 Y2 - 2021/05/08/09:32:44 ER - TY - BLOG TI - Engaging the private sector for stronger, more dynamic education - Creative T2 - Creative - AB - Engaging and working in coordination with the private sector on education delivery can strengthen education systems and better serve students, writes Creative's Semere Solomon. DA - 2020/11/02/ PY - 2020 LA - en-US UR - https://www.creativeassociatesinternational.com/insights/engaging-the-private-sector-for-stronger-more-dynamic-education/ Y2 - 2024/02/29/14:48:14 KW - Final_citation KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - BOOK TI - English, Class 01, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745050 Y2 - 2020/06/28/10:57:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 01, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745052 Y2 - 2020/06/28/10:58:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 01, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745054 Y2 - 2020/06/28/10:58:30 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 02, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745056 Y2 - 2020/06/28/10:58:35 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 02, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745058 Y2 - 2020/06/28/10:58:40 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 02, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745060 Y2 - 2020/06/28/10:58:45 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 03, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745062 Y2 - 2020/06/28/10:58:52 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 03, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745064 Y2 - 2020/06/28/10:58:59 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 03, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745066 Y2 - 2020/06/28/10:59:06 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 04, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745068 Y2 - 2020/06/28/10:59:14 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 04, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745070 Y2 - 2020/06/28/10:59:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 04, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745072 Y2 - 2020/06/28/10:59:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 05, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745074 Y2 - 2020/06/28/10:59:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 05, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745076 Y2 - 2020/06/28/10:59:37 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 05, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745078 Y2 - 2020/06/28/10:59:41 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 06, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745080 Y2 - 2020/06/28/10:59:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 06, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745082 Y2 - 2020/06/28/11:00:40 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 06, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745084 Y2 - 2020/06/28/11:00:51 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 07, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745194 Y2 - 2020/06/28/13:43:45 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 07, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745155 Y2 - 2020/06/28/13:41:17 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 07, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745196 Y2 - 2020/06/28/13:44:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 07, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745157 Y2 - 2020/06/28/13:41:19 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 07, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745198 Y2 - 2020/06/28/13:43:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 07, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745159 Y2 - 2020/06/28/13:41:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 08, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745200 Y2 - 2020/06/28/13:43:52 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 08, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745161 Y2 - 2020/06/28/13:41:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 08, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745202 Y2 - 2020/06/28/13:43:55 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 08, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745163 Y2 - 2020/06/28/13:41:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 08, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745204 Y2 - 2020/06/28/13:43:57 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 08, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745165 Y2 - 2020/06/28/13:41:28 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 09, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745206 Y2 - 2020/06/28/13:43:58 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 09, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745167 Y2 - 2020/06/28/13:41:29 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 09, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745208 Y2 - 2020/06/28/13:44:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 09, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745210 Y2 - 2020/06/28/13:44:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 09, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745171 Y2 - 2020/06/28/13:41:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - CHAP TI - English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobile phones in Bangladesh AU - Woodward, Clare AU - Griffiths, Malcolm AU - Solly, Mike T2 - Innovations In The Continuing Professional Development Of English Language Teachers CY - London DA - 2014/// PY - 2014 DP - DOI.org (Crossref) SP - 227 EP - 248 LA - en PB - British Council UR - https://linkinghub.elsevier.com/retrieve/pii/S0346251X15000925 Y2 - 2020/08/31/13:08:30 KW - C:Bangladesh KW - _C:Afghanistan AFG KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:Bulgaria BGR KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Croatia HRV KW - _C:Czech Republic CZE KW - _C:Djibouti DJI KW - _C:Dominican Republic DOM KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kazakhstan KAZ KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Lithuania LTU KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Namibia NAM KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Poland POL KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Saudi Arabia SAU KW - _C:Serbia SRB KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Syrian Arab Republic SYR KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Ukraine UKR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Yemen YEM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CHAP TI - English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobilephones in Bangladesh AU - Woodward, Clare AU - Griffiths, Malcolm AU - Solly, Mike T2 - Innovations In The Continuing Professional Development Of English Language Teachers CY - London DA - 2014/// PY - 2014 DP - DOI.org (Crossref) SP - 227 EP - 248 LA - en PB - British Council UR - https://linkinghub.elsevier.com/retrieve/pii/S0346251X15000925 Y2 - 2020/08/31/13:08:30 KW - C:Bangladesh ER - TY - JOUR TI - English in action: school based teacher development in Bangladesh AU - Power, Tom AU - Shaheen, Robina AU - Solly, Mike AU - Woodward, Clare AU - Burton, Sonia T2 - The Curriculum Journal DA - 2012/12// PY - 2012 DO - 10.1080/09585176.2012.737539 DP - DOI.org (Crossref) VL - 23 IS - 4 SP - 503 EP - 529 LA - en UR - https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539 Y2 - 2020/05/15/14:43:35 KW - C:Bangladesh ER - TY - BOOK TI - ENGLISH LANGUAGE AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745444 Y2 - 2020/06/28/14:10:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745316 Y2 - 2020/06/28/14:06:55 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745318 Y2 - 2020/06/28/14:06:57 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745320 Y2 - 2020/06/28/14:07:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 1 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745394 Y2 - 2020/06/28/14:11:37 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745294 Y2 - 2020/06/28/13:55:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745248 Y2 - 2020/06/28/13:51:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 2 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745396 Y2 - 2020/06/28/14:11:39 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745296 Y2 - 2020/06/28/13:55:10 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745250 Y2 - 2020/06/28/13:51:02 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 3 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745398 Y2 - 2020/06/28/14:11:41 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745298 Y2 - 2020/06/28/13:55:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745252 Y2 - 2020/06/28/13:51:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745324 Y2 - 2020/06/28/14:07:04 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745326 Y2 - 2020/06/28/14:07:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745328 Y2 - 2020/06/28/14:07:10 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 1 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745400 Y2 - 2020/06/28/14:11:42 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745300 Y2 - 2020/06/28/13:55:20 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745254 Y2 - 2020/06/28/13:51:08 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 2 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745404 Y2 - 2020/06/28/14:11:44 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745302 Y2 - 2020/06/28/13:55:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745258 Y2 - 2020/06/28/13:51:19 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 3 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745406 Y2 - 2020/06/28/14:12:11 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745304 Y2 - 2020/06/28/13:55:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745260 Y2 - 2020/06/28/13:51:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745330 Y2 - 2020/06/28/14:07:13 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745332 Y2 - 2020/06/28/14:07:16 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745334 Y2 - 2020/06/28/14:07:19 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 1 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745408 Y2 - 2020/06/28/14:11:48 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745306 Y2 - 2020/06/28/13:55:39 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745262 Y2 - 2020/06/28/13:51:31 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 2 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745410 Y2 - 2020/06/28/14:11:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745308 Y2 - 2020/06/28/13:55:45 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745264 Y2 - 2020/06/28/13:51:36 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 3 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745412 Y2 - 2020/06/28/14:11:52 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745310 Y2 - 2020/06/28/13:55:51 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745266 Y2 - 2020/06/28/13:51:42 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745336 Y2 - 2020/06/28/14:07:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745338 Y2 - 2020/06/28/14:07:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 1 MS0723, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745414 Y2 - 2020/06/28/14:11:54 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745312 Y2 - 2020/06/28/13:56:01 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745268 Y2 - 2020/06/28/13:51:46 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 2 MS0723, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745416 Y2 - 2020/06/28/14:11:56 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745314 Y2 - 2020/06/28/13:56:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745270 Y2 - 2020/06/28/13:51:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - THES TI - English teacher education curriculum designing: A mixed methods analysis of the programme at the University of Zambia AU - Mulenga, Innocent DA - 2015/// PY - 2015 DP - Google Scholar M3 - PhD Thesis PB - The University of Zambia ST - English teacher education curriculum designing UR - http://dspace.unza.zm/handle/123456789/4335 Y2 - 2023/12/06/15:41:17 ER - TY - BOOK TI - English WAEC BECE Exam Syllabus AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745440 Y2 - 2020/06/28/14:10:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - CONF TI - Enhanced STEM learning with Online Labs: Empirical study comparing physical labs, tablets and desktops AU - Nedungadi, Prema AU - Raman, Raghu AU - McGregor, Mark C3 - Frontiers in Education Conference, 2013 IEEE DA - 2013/// PY - 2013 DO - 10.1109/fie.2013.6685106 SP - 1585 EP - 1590 PB - IEEE ER - TY - CHAP TI - Enhancement of Productivity Using Chatbots AU - Balatamoghna, B. AU - Nagajayanthi, B. T2 - Futuristic Communication and Network Technologies DA - 2022/// PY - 2022 DP - Google Scholar SP - 885 EP - 892 PB - Springer ER - TY - CHAP TI - Enhancing access to education and training for persons with disabilities in Somalia and Somaliland AU - Maina, L., AB - Ongoing civil war and extreme poverty has substantially increased the prevalence of disability in Somalia. Estimates suggest that 15-20% of the population have disabilities, with the average family having at least one member with disabilities. However, support for people with disabilities in Somalia remains low. Widespread discrimination leaves people with disabilities excluded from education and employment, and vulnerable to violence and abuse. This impacts on their participation in decision making and advocacy for their rights. In this article, Lucy introduces the work of the Africa Educational Trust (AET) project ‘Enhancing access to education and training for people with disabilities’, funded by the EU between 2012 and 2015. DA - 2016/// PY - 2016 LA - en UR - http://www.eenet.org.uk/resources/eenet_newsletter/eer5/page26.php KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Somalia KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:access KW - F:disability KW - F:policy KW - R:impact KW - T:Training KW - Z:Access to education KW - Z:Conflict KW - Z:Disability KW - Z:Education policy KW - Z:Employment skills KW - Z:Inclusive education KW - Z:Student financial support KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Enhancing climate resilience in businesses: the role of artificial intelligence AU - Singh, Shivam AU - Goyal, Manish Kumar T2 - Journal of Cleaner Production DA - 2023/// PY - 2023 DO - 10.1016/j.jclepro.2023.138228 DP - Google Scholar VL - 418 SP - 138228 ST - Enhancing climate resilience in businesses UR - https://www.sciencedirect.com/science/article/pii/S0959652623023867 Y2 - 2024/02/24/11:16:00 ER - TY - JOUR TI - Enhancing Education for Deaf Children: Research into Practice and Back Again AU - Swanwick, Ruth AU - Marschark, Marc T2 - Deafness & Education International DA - 2010/12// PY - 2010 DO - 10.1179/1557069X10Y.0000000002 DP - DOI.org (Crossref) VL - 12 IS - 4 SP - 217 EP - 235 J2 - Deafness & Education International LA - en SN - 1464-3154, 1557-069X ST - Enhancing Education for Deaf Children UR - http://www.tandfonline.com/doi/full/10.1179/1557069X10Y.0000000002 AN - 10.1179/1557069X10Y.0000000002;503888:CEFI75Q8 Y2 - 2020/03/02/15:32:48 KW - _C:France FRA KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Enhancing Physical Learning Environment for Autism AU - Ghazali, Roslinda AU - Md. Sakip, Siti Rasidah AU - Samsuddin, Ismail T2 - Asian Journal of Behavioural Studies AB - The designated learning environment for autism is unique and should consider sensory issues to overcome their needs. The purpose of this paper is to review related articles to gain a better understanding of autism needs regarding sensory design, sensory issues, sensory space, internal environment, and physical learning environment. This paper will outline the sensory design of the physical learning environment that would impact the sensory design towards the physical learning environment. This research paper concludes to be a guide for the designer to overcome sensory input so that autistic can learn more efficiently and develop with less stress. DA - 2019/12/31/ PY - 2019 DO - 10.21834/ajbes.v4i17.180 DP - DOI.org (Crossref) VL - 4 IS - 17 SP - 1 J2 - AjBeS LA - en SN - 2398-4295 UR - https://ajbes.e-iph.co.uk/index.php/ajbes/article/view/180 Y2 - 2022/05/28/21:25:09 KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - Enhancing self-reliant of students in technical and vocational skills through work-based learning for 4th industrial revolution; Review of Nigerian higher institutions AU - Jwasshaka, Shirka Kassam AU - Mohd Amin, Nor Fadila T2 - International Journal of Recent Technology and Engineering T3 - Journal AB - © BEIESP. Journal writing is a common practice for pre-service teachers to reflect on their learning and teaching experiences about the course in the campus. Dewey (1933) believed that thinking is natural but that reflective habits of mind needed to be taught. This study aims to investigate the use of written journal to promote reflective thinking by the pre-service teachers. The case study was conducted among the twenty pre-service teachers who carried out a micro-teaching session in a children’s literature course. A content analysis was carried out on the reflective journals written by the pre-service teachers. The findings indicated that the pre-service teachers employed five strategies of reflective thinking such as identifying, associating, analysing, assessing and decision-making in their written journals. It is recommended for teacher education to establish learning and teaching environment and promote a shared practice among the peers that facilitate reflective thinking. DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - JOUR TI - Enhancing teacher assessment practices in South African schools: Evaluation of the assessment resource banks AU - Kanjee, Anil T2 - Education as change DA - 2009/// PY - 2009 DO - 10.1080/16823200902940599 DP - Google Scholar VL - 13 IS - 1 SP - 73 EP - 89 ST - Enhancing teacher assessment practices in South African schools ER - TY - SLIDE TI - Enhancing teacher development through 'teacher learning circles' in Malaysian primary schools T2 - European Conference on Educational Research (ECER 2015) A2 - Malakolunthu, Suseela AB - Literature reiterates that collaborative inquiry and cooperation with colleagues enhance teacher learning. The experiences and encounters of a two-year Teacher Learning Circle (TLC) project in Malaysia, affirms that teachers do achieve higher levels of pedagogical proficiency through peer observation, joint planning, and post lesson evaluation that allow critical review and reinterpretation of their own teaching.Three major characteristic dimensions-detached talk to collegiality,adoption of key principles, and depths of pedagogical talks did indicate the nature of teacher interactions and the complex dynamics of the teacher learning circles.Judiciously implemented TLC would make a difference in teacher learning. CY - Corvinus University of Budapest DA - 2015/09/07/ PY - 2015 LA - en M3 - conference UR - http://www.eera-ecer.de/ecer-2015-budapest Y2 - 2021/02/11/12:30:16 KW - __C:filed:1 ER - TY - JOUR TI - Enhancing the review process in global environmental assessments: The case of the IPCC AU - Palutikof, Jean AU - Boulter, Sarah AU - Field, Christopher B. AU - Mach, Katharine J. AU - Manning, Martin AU - Mastrandrea, Michael D. AU - Meyer, Leo M. AU - Minx, Jan AU - Pereira, Joy Jacqueline AU - Plattner, Gian‐Kasper AU - Ribeiro, Suzana Kahn AU - Sokona, Youba AU - Stadler, Frank AU - Swart, Rob T2 - Environmental Science & Policy AB - External review is a fundamental component of Global Environmental Assessments, ensuring their processes are comprehensive, objective, open and transparent, and are perceived as such. Here, we focus on review of Intergovernmental Panel on Climate Change (IPCC) Assessment Reports. The review process has received little scrutiny, although review comments and author responses are public. Here we analyse review documents from the Fourth and Fifth Assessments, focusing primarily on Working Group II. We address three questions: Is the review representative? Is it comprehensive? Is it insightful? Overall we found the review process to be fit for purpose, although there are outstanding issues. First, the overwhelming majority of reviewers are from developed countries, although evidence suggests participation by developing country reviewers increased between the Fourth and Fifth Assessments. Second, earlier sections of chapters are more densely reviewed than later ones. This is true even when executive summaries are removed from analysis. In consequence, some sections on specialised topics may escape in-depth review. Thirdly, those review comments which are received make a valid and valuable contribution to the scientific development of chapters. We suggest how outstanding issues could be addressed, including through enhanced reviewer recognition, a wider role for review editors, adherence to mandated page lengths from early in the process, reviewer training, and consistency in reporting to allow systematic evaluation. Making such changes will result in more transparent, consistent and representative processes delivering reviews which effectively contribute to the credibility and legitimacy of future Global Environmental Assessments and, ultimately, their recognition and contribution. CN - openalex: W4309079633 DA - 2023/01/01/ PY - 2023 DO - 10.1016/j.envsci.2022.10.012 VL - 139 SP - 118 EP - 129 SN - 1462-9011 UR - https://doi.org/10.1016/j.envsci.2022.10.012 KW - openalex:citedBy KW - openalex:import KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - ELEC TI - Enough of the ‘lost generation’. Instead, let’s reimagine school for our children | Peter Hyman T2 - the Guardian AB - The return to class is a chance to put young people’s wellbeing at the heart of education DA - 2021/03/07/T08:15:01.000Z PY - 2021 LA - en UR - http://www.theguardian.com/commentisfree/2021/mar/07/enough-of-the-lost-generation-instead-lets-reimagine-school-for-our-children Y2 - 2021/03/26/20:58:47 ER - TY - JOUR TI - Enquête téléphonique sur la crise du Covid au Sénégal AU - Le Nestour, Alexis AU - Mbaye, Samba AU - Moscoviz, Laura T2 - Center for Global Development DA - 2020/// PY - 2020 SP - 25 KW - ⛔ No DOI found ER - TY - JOUR TI - Enriching the scholarly metadata commons with citation metadata and spatio-temporal metadata to support responsible research assessment and research discovery AU - Nüst, Daniel AU - Yücel, Gazi AU - Cordts, Anette AU - Hauschke, Christian AB - In this article, we focus on the importance of open research information as the foundation for transparent and responsible research assessment and discovery of research outputs. We introduce work in which we support the open research information commons by enabling, in particular, independent and small Open Access journals to provide metadata to several open data hubs (Open Citations, Wikidata, Open Research Knowledge Graph). In this context, we present The OPTIMETA Way, a means to integrate metadata collection, enrichment, and distribution in an effective and quality-ensured way that enables uptake even amongst small scholar-led publication venues. We have designed an implementation strategy for this approach in the form of two plugins for the most widely used journal publishing software, Open Journal Systems (OJS). These plugins collect, enrich, and automatically deliver citation metadata and spatio-temporal metadata for articles. Our contribution to research assessment and discovery with linked open bibliographic data is threefold. First, we enlarge the open research information data pool by advocating for the collection of enriched, user-validated metadata at the time of publication through open APIs. Second, we integrate data platforms and journals currently not included in the standard scientometric practices because of their language or lack of support from big publishing houses. Third, we allow new use cases based on location and temporal metadata that go beyond commonly used discovery features, specifically, the assessment of research activities using spatial coverage and new transdisciplinary connections between research outputs. DA - 2023/// PY - 2023 DO - 10.48550/ARXIV.2301.01502 DP - Semantic Scholar UR - https://arxiv.org/abs/2301.01502 Y2 - 2024/03/10/19:41:08 KW - Digital Libraries (cs.DL) KW - FOS: Computer and information sciences KW - H.0 ER - TY - JOUR TI - Enrollment without learning: Teacher effort, knowledge, and skill in primary schools in Africa AU - Bold, Tessa AU - Filmer, Deon AU - Martin, Gayle AU - Molina, Ezequiel AU - Stacy, Brian AU - Rockmore, Christophe AU - Svensson, Jakob AU - Wane, Waly T2 - Journal of Economic Perspectives DA - 2017/// PY - 2017 DO - 10.1257/jep.31.4.185 DP - Google Scholar VL - 31 IS - 4 SP - 185 EP - 204 ST - Enrollment without learning ER - TY - BOOK TI - Enseñando con sentido: Una guía práctica de lectoescritura para transitar de preescolar a primaria AU - Vijil-Morin, Alejandra AU - Mairena, Dánea AB - Una guía práctica de lectoescritura para transitar de preescolar a primaria La presente guía pretende llevar experiencias regionales exitosas a su aula de clase, ofreciéndole una serie de recursos prácticos. Fue hecha pensando en los retos que enfrentamos a diario en el aula como educadores y basada en un estudio realizado con DA - 2022/// PY - 2022 VL - 1 LA - Spanish M1 - 1 PB - TallerLEI UR - https://red-lei.org/tallerlei/ensenandoconsentido/ Y2 - 2022/06/20/13:40:43 KW - Author:OpenDevEd ER - TY - JOUR TI - Enseñar y aprender con eScholarium: un estudio de caso sobre la implementación del proyecto en un CEIP de Comunidad de Extremadura AU - Sánchez Miranda, Sofía AU - Torres Carvalho, José Luis DA - 2018/// PY - 2018 DP - Google Scholar ST - Enseñar y aprender con eScholarium KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Cuba CUB KW - _C:Germany DEU KW - _C:Israel ISR KW - _C:Portugal PRT KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - ENSEÑAR Y APRENDER CON ESCHOLARIUM: UN ESTUDIO DE CASO SOBRE LA IMPLEMENTACIÓN DEL PROYECTO EN UN CEIP DE LA COMUNIDAD DE EXTREMADURA. AU - Miranda, Sofía Sánchez AU - Carvalho, José Luis Torres T2 - Campo Abierto. Revista de Educación DA - 2018/// PY - 2018 DP - Google Scholar VL - 37 IS - 2 SP - 171 EP - 190 ST - ENSEÑAR Y APRENDER CON ESCHOLARIUM KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Cuba CUB KW - _C:Germany DEU KW - _C:Israel ISR KW - _C:Portugal PRT KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Entrepreneurial skills in technical vocational education and training as a strategic approach for achieving youth empowerment in Nigeria AU - Maigida, JF AU - Saba, TM T2 - International Journal of Humanities and Social Science AB - Entrepreneurial studies are inter-displinary training that focuses on the tools needed to start a new business or vocation. Because Nigeria is fast becoming a predominantly youthful society with high rate of unemployment requires training the youth in entrepreneurial skills in Technical Vocational Education and Training to tackle the unemployment which has reached alarming proportions. This is because the youth represents a tremendous potentials development of human capital which the society cannot afford to neglect. Young people’s situation and future prospects are of vital concern to all. Many youth face high unemployment, joblessness and difficulties in getting a firm foothold into the labour market. These have led to problem of unemployment especially among youth leaving various educational institutions. The youth graduate from school without the needed skills or competencies that would enable them function in today’s emerging society. Therefore, this paper examined how entrepreneurial skills in Technical Vocational Education and Training (TVET) can be used as a strategic approach for achieving youth empowerment in Nigeria. DA - 2013/// PY - 2013 LA - en UR - https://pdfs.semanticscholar.org/8a31/dc43ba0e48d513bd89c8e182f44c2e359a9c.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:assessment KW - P:measurement KW - T:Ausbildung KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Entrepreneurship education in Ghana – the case of the KNUST entrepreneurship clinic AU - Nyadu-Addo, Ralph AU - Mensah, Mavis Serwah Benneh T2 - Journal of Small Business and Enterprise Development AB - © 2018, Emerald Publishing Limited. Purpose: Entrepreneurship education thrives on the pillars of experiential education. Using the case of the Kwame Nkrumah University of Science and Technology in Ghana, the purpose of this paper is to examine the entrepreneurship clinic (EC) as a viable pedagogy for the promotion of experiential education in entrepreneurship. Design/methodology/approach: The paper relies on insider action research to analyse, within Joplin’s five-step model, the case of the EC at the Kwame Nkrumah University of Science and Technology (KNUST), Ghana. Findings: The analysis showed that the KNUST clinic comprises five main activities including preparation, orientation, selection and matching, coaching and monitoring and evaluation. In relation to Joplin’s five-step model, the first three stages of the clinic provide focus for the clinic while the remaining two stages – coaching and monitoring and evaluation – entail activities that are geared towards action, support, feedback and debrief. Through the clinic, thousands of tertiary students have been trained in entrepreneurship and new venture creation; some selected participants have been coached while others have had the opportunity to qualify for business incubation. Research limitations/implications: Although the paper discusses some achievements of the clinic in relation to enrolment and fundraising, it does not assess the impact of the clinic on the entrepreneurial competencies, intentions and initiatives of participants, hence, these issues are recommended for future research. Practical implications: The paper demonstrates that it is feasible to implement the EC methodology, irrespective of the cost and time implications that are often associated with experiential educational methodologies. However, support from university management, funding raising from internal and external sources and technical support from industry and government agencies are key to the sustainability of clinics. Originality/value: The paper adds novelty to the entrepreneurship education literature by bringing to the fore how a university in an emerging African economy is implementing and managing the EC pedagogy. DA - 2018/// PY - 2018 DO - 10.1108/jsbed-02-2017-0062 LA - en AN - LOCAL-SCOPUS_ID:85033600884 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:achievement KW - F:pedagogy KW - P:economy KW - P:measurement KW - P:technology KW - R:evaluation KW - R:impact KW - T:entrepreneurship education KW - T:trainee KW - Z:Clinic KW - Z:Development KW - Z:Education KW - Z:Entrepreneurship KW - Z:Experiential KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Entrepreneurship Education in Sub-Saharan Africa: Results of a Case Study in Senegal AU - Garcia-Rodriguez, Francisco J AU - Gil-Soto, Esperanza AU - Ruiz-Rosa, Ines AU - Sene, Papa Mamour AB - The number of entrepreneurship education programs has grown worldwide in the last two decades. This has helped consolidate a fruitful line of research focusing on measuring the impact that these programs have on participating students' entrepreneurship potential. However, to date, these programs have almost exclusively centered on more developed countries. The present work, on the contrary, analyses the impact of an entrepreneurship promotion program carried out for a period of three years in the socioeconomic and cultural context of a less developed country: Senegal. Specifically, the program was aimed at students on different degree programs at the University of Gaston Berger. Theoretical approaches of effectuation and bricolage were applied and students' enterprise potential was tested ex ante and ex post. The results show that students had a significant improvement in their entrepreneurial potential, thus reflecting the effectiveness of entrepreneurship education in these contexts. DA - 2017/// PY - 2017 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Senegal KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - D:developing country KW - D:less developed country KW - F:Improvement KW - F:attitude KW - P:culture KW - Q:degree KW - R:case study KW - R:impact KW - T:entrepreneurship education KW - Z:Attitudes KW - Z:Developing countries--LDCs KW - Z:Entrepreneurs KW - Z:Students KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Entrepreneurship training and skills development in Africa: Evidence from Koforidua Technical University, Ghana AU - Dzisi, Smile AU - Odoom, Franklin Dodzi AU - Gligah, Bernice T2 - International Journal of Economics and Business Research AB - 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. DA - 2018/// PY - 2018 DO - 10.1504/ijebr.2018.092154 LA - en AN - LOCAL-SCOPUS_ID:85048338891 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:economy KW - T:Training KW - Z:Education KW - Z:Entrepreneurial skills KW - Z:Entrepreneurs KW - Z:Innovation KW - Z:Practical sessions KW - Z:Students KW - Z:Training KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Environmental education outcomes for conservation: A systematic review AU - Ardoin, Nicole M. AU - Bowers, Alison W. AU - Gaillard, Estelle T2 - Biological Conservation AB - Effective environmental education represents more than a unidirectional transfer of information: rather, this suite of tools develops and enhances environmental attitudes, values, and knowledge, as well as builds skills that prepare individuals and communities to collaboratively undertake positive environmental action. Environmental education also facilitates connections between actionable research findings and on-the-ground practices, creating synergistic spaces where stakeholders collaborate to address dynamic environmental issues over time. Because of this commitment to application and iteration, environmental education can result in direct benefits to the environment and address conservation issues concretely. Yet, the path to achieving those tangible impacts can be winding, with robust data documenting changes challenging to produce. To better understand the research-implementation spaces where those environmental education outcomes occur, are measured, and are reported, we undertook a systematic review of research on environmental education's contributions to conservation and environmental quality outcomes. Given the variation in research designs and data, we used a mixed-methods approach to the review; analysis of the 105 resulting studies documented strongly positive environmental education outcomes overall and highlighted productive research-implementation spaces. Chi-square analyses revealed that programs reporting direct outcomes, compared with those reporting indirect outcomes, differed on primary topic addressed. A narrative analysis indicated that environmental education programs documenting direct impacts included: a focus on localized issues or locally relevant dimensions of broader issues; collaboration with scientists, resource managers, and/or community organizations; integrated action elements; and intentional measurement/reporting structures. Those themes suggest program development and documentation ideas as well as further opportunities for productive research-implementation spaces. DA - 2020/01/01/ PY - 2020 DO - 10.1016/j.biocon.2019.108224 DP - ScienceDirect VL - 241 SP - 108224 J2 - Biological Conservation LA - en SN - 0006-3207 ST - Environmental education outcomes for conservation UR - https://www.sciencedirect.com/science/article/pii/S0006320719307116 Y2 - 2022/04/05/20:37:06 KW - Conservation social sciences KW - Environmental education KW - Environmental management KW - Public engagement KW - Research-implementation spaces KW - Systematic review ER - TY - JOUR TI - Environmental Factors that Affect the Academic Performance of Senior High School Students during COVID-19 Pandemic AU - Ragpala, Eric T2 - International Journal of Social Sciences: Current and Future Research Trends DA - 2021/// PY - 2021 DP - Google Scholar VL - 11 IS - 1 SP - 1 EP - 19 KW - BE:RELEVANT KW - ⛔ No DOI found ER - TY - BOOK TI - Environmental, Social and Governance Practices for Value Creation in the Commonwealth AU - Secretariat, Commonwealth AB - The concept of ESG is used to effectively assess longer-term environmental, social and governance risks and opportunities for firms. It has gained traction in recent years with the public sector and with international finance institutions. Three key challenges remain to ensure effective ESG sector outcomes and growth. First, the most common criticism of ESG is that it provides opportunities for companies to engage in ‘greenwashing’ – inflating their sustainability credentials while continuing business-as-usual. Second, the application of ESG lacks a clear or standardised definition or assessment methodology. This results in high uncertainty around scoring and impact. Finally, although ESG has been growing in all regions, the maturity of regulatory and policy frameworks is highly unequal. DA - 2023/04/20/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1104 Y2 - 2023/05/12/09:30:01 ER - TY - JOUR TI - Environmentally Friendly School Infrastructure AU - Robles, Marina AU - Näslund-Hadley, Emma AU - Ramos, María Clara AU - Paredes, Juan Roberto AB - Educational spaces, apart from their functionality and efficient use of natural resources, should be conducive to learning and offer comfort and security to the people entering them. This requires construction and maintenance processes that keep in mind both the occupants and the environmental conditions that surround them. DA - 2015/05/01/ PY - 2015 DP - publications.iadb.org LA - English UR - https://publications.iadb.org/en/publication/16903/environmentally-friendly-school-infrastructure Y2 - 2023/11/07/20:09:37 KW - ⛔ No DOI found ER - TY - JOUR TI - Envisioning AI for K-12: What Should Every Child Know about AI? AU - Touretzky, David AU - Gardner-McCune, Christina AU - Martin, Fred AU - Seehorn, Deborah T2 - Proceedings of the AAAI Conference on Artificial Intelligence AB - The ubiquity of AI in society means the time is ripe to consider what educated 21st century digital citizens should know about this subject. In May 2018, the Association for the Advancement of Artificial Intelligence (AAAI) and the Computer Science Teachers Association (CSTA) formed a joint working group to develop national guidelines for teaching AI to K-12 students. Inspired by CSTA's national standards for K-12 computing education, the AI for K-12 guidelines will define what students in each grade band should know about artificial intelligence, machine learning, and robotics. The AI for K-12 working group is also creating an online resource directory where teachers can find AI- related videos, demos, software, and activity descriptions they can incorporate into their lesson plans. This blue sky talk invites the AI research community to reflect on the big ideas in AI that every K-12 student should know, and how we should communicate with the public about advances in AI and their future impact on society. It is a call to action for more AI researchers to become AI educators, creating resources that help teachers and students understand our work. DA - 2019/07/17/ PY - 2019 DO - 10.1609/aaai.v33i01.33019795 DP - DOI.org (Crossref) VL - 33 IS - 01 SP - 9795 EP - 9799 J2 - AAAI LA - en SN - 2374-3468, 2159-5399 ST - Envisioning AI for K-12 UR - https://ojs.aaai.org/index.php/AAAI/article/view/5053 Y2 - 2023/09/19/18:19:32 ER - TY - JOUR TI - Epidemiologic and Spatiotemporal Study on Access To Snakebite Care in Northern Nigeria AU - Halliru, Naziru AU - Badamasi, Murtala M. AU - Tudunwada, I.Y. AU - Dajel, Titus B. AU - Abubakar, Saidu B. AU - Hamza, Auwalu S. AU - Oluwashola, Sandra B. AU - Nalado, Nasiru K. AU - Dahiru, Muhammad AU - Na’abdu, Ibrahim AU - Saleh, Umar N. AU - Daiyab, Abdulhakim M. AU - Mohammed, Suleman A. AU - Iliyasu, Garba AU - Muhammad, Hamza AU - Habib, Abdulrazaq G. T2 - Toxin Reviews DA - 2023/// PY - 2023 DO - 10.1080/15569543.2023.2177873 LA - en ER - TY - CHAP TI - Epistemic mediation: Video data as filters for the objectification of teaching by teachers AU - Roth, Wolff-Michael T2 - Video Research in the Learning Sciences A2 - Goldman, Ricki A2 - Pea, Roy A2 - Barron, Brigid A2 - Derry, Sharon AB - Learning science researchers attempting to understand situated human practices traditionally have relied on ethnographic observation and field notes recorded after the events have occurred. However, as Jordan and Henderson articulated in the opening quote, they are faced with the gap between accounts of action and (situated) ac-tions themselves. The problem is heightened when learning science researchers become themselves participants in the setting under study. Thus, a number of learning science researchers-including Magdalene Lampert, Jim Minstrell, David Hammer, and myself-conducted research on cognition and instruction all the while teaching the lessons that are the focus of their studies. Furthermore, an increasing number of teachers continue their formal education and become learning science researchers and teach at elementary and secondary schools. Teacher-researchers are confronted with particular challenges arising from the fact that they are participants in rather than onlookers to the situation to be analyzed and theorized. They are interested rather than disinterested participants, and therefore have something at stake, which harbors particular dangers for the quality of the analyses of learning and instruction in their classrooms that accompany the analytic advantages that derive from their insider role (Roth & Tobin, 2002). Video, as the second quote shows, provides opportunities to teacher-researchers to see themselves and their experiences differently, even pertaining to their own actions. In the second quote, Christina described how watching herself on videotape allowed her notice that she was standing a lot next to the chalkboard even when it was not used during interactions with students. That is, by means of the video, she became aware of her own actions in a different way. CY - New York DA - 2007/// PY - 2007 PB - Routledge ER - TY - BOOK TI - Epistemologies of the South: Justice Against Epistemicide AU - Santos, Boaventura de Sousa AB - This book explores the concept of 'cognitive injustice': the failure to recognise the different ways of knowing by which people across the globe run their lives and provide meaning to their existence. Boaventura de Sousa Santos shows why global social justice is not possible without global cognitive justice. Santos argues that Western domination has profoundly marginalised knowledge and wisdom that had been in existence in the global South. She contends that today it is imperative to recover and valorize the epistemological diversity of the world. Epistemologies of the South outlines a new kind of bottom-up cosmopolitanism, in which conviviality, solidarity and life triumph against the logic of market-ridden greed and individualism. CY - London New York DA - 2014/10/02/ PY - 2014 DP - Amazon ET - 1 edition SP - 284 LA - English PB - Routledge SN - 978-1-61205-545-9 ST - Epistemologies of the South ER - TY - RPRT TI - EPPI-Centre Core Keywording Strategy AU - EPPI-Centre DA - 2001/// PY - 2001 UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - RPRT TI - EPPI-Centre Guidelines for extracting data and quality assessing primary studies in educational research AU - EPPI-Centre DA - 2003/// PY - 2003 UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - JOUR TI - Equal Access to Education: An Evaluation of the Roma Teaching Assistant Program in Serbia AU - Battaglia, Marianna AU - Lebedinski, Lara T2 - World Development AB - This paper investigates the effects of a remedial education program -- the Roma Teaching Assistant Program -- targeting the socially excluded Roma minority in Serbia. By using first-hand collected data, we find evidence that children exposed to the program went more to school. We do not find an effect on dropouts or marks for all grades. An examination of heterogeneous effects suggests that children in the first grade benefited more from the program as compared to their older peers through lower dropouts and better marks. Overall, our results suggest that well-targeted remedial education programs can boost outcomes of low performers. DA - 2015/// PY - 2015 DO - 10.1016/j.worlddev.2015.06.009 VL - 76 SP - 62 EP - 81 UR - https://rua.ua.es/dspace/bitstream/10045/53045/3/2015_Battaglia_Lebedinski_WorldDevelop_preprint.pdf KW - _Added to LR KW - _G:reviewed ER - TY - BLOG TI - Equitable access to education AU - Haßler, Björn DA - 2015/05/25/ PY - 2015 UR - http://bjohas.de/Blog/20150525_Equitable_access_to_education KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Equitable access to health professional training in Uganda: A cross sectional study AU - Galukande, M. AU - Maling, S. AU - Kabakyenga, J. AU - Nshaho, J. AU - Oboke, H. AU - Oonge, B. AU - Muyenje, H. AU - Katumba-Sentongo, G. AU - Mayanja-Kizza, H. AU - Sewankambo, N. K. T2 - Annals of Global Health AB - © 2018 The Author(s). Objective: We set out to assess inequalities to access health professional education, and the impact of an education improvement program supported by MEPI (Medical Education Partnership Initiative). Inequalities in the higher education system in sub-Saharan Africa remain despite some transformative policies and affirmative action. Methods: We reviewed enrollment data from four universities for the period 2001–2014 for various health professional training programs, and conducted group discussions through an iterative process with selected stakeholders, and including a group of education experts. Two time periods, 2001–2010 and 2011–2014, were considered. In 2010–11, the MEPI education program began. Gender ratios, regional representation, secondary schools, and the number of admissions by university and year were analysed. We used SPSS version 17 software to analyse these data with level of significance p < 0.05. We collated qualitative data along predetermined and emerging themes. Results: The overall male-to-female ratio among the student population was 2.3:1. In total, there were 7,023 admissions, 4,403 between 2001–2010 (440 per annum) and 2,620 between 2011–2014 (655 per annum) with p = 0.018. There were no significant increases in admissions in the central and western regions over the two time periods, 1,708 to 849 and 1,113 to 867 respectively, both p = 0.713 and p = 0.253. We propose improving the university admission criteria and increasing enrollment to health professions training schools. Conclusion: There were significant inequalities for higher education training in Uganda by gender, regional representation and school attended. Modifying the admission criteria and increasing enrollment may reduce these inequalities. DA - 2018/// PY - 2018 DO - 10.29024/aogh.7 LA - en AN - LOCAL-SCOPUS_ID:85054102666 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:Improvement KW - F:access KW - F:equity KW - F:gender KW - F:policy KW - P:health KW - P:media KW - Q:higher education KW - R:impact KW - R:iterative KW - R:qualitative KW - T:Ausbildung KW - T:Educação Profissional Técnica de Nível Médio KW - T:Fortbildung KW - _C:Uganda UGA KW - publicImportV1 ER - TY - SLIDE TI - Equitable learning with ICT: study of an intervention at scale for underserved students in India T2 - Comparative and International Education Society 65th Annual Meeting A2 - Chandran, M.G. A2 - Sarangapani, P. CY - Virtual DA - 2021/05// PY - 2021 ER - TY - CONF TI - Equity in international research collaborations: evidence from the African Education Research Database AU - Mitchell, Rafael AU - Asare, Samuel AU - Rose, Pauline DA - 2018/// PY - 2018 DP - Google Scholar PB - Cambridge Global Challenges Annual Conference. https://www. educ. cam. ac … ST - Equity in international research collaborations KW - ⛔ No DOI found ER - TY - JOUR TI - Equity in Secondary Career and Technical Education in the United States: A Theoretical Framework and Systematic Literature Review AU - Kim, Elisabeth H. AU - Flack, Clare Buckley AU - Parham, Katharine AU - Wohlstetter, Priscilla T2 - Review of Educational Research AB - Career and technical education (CTE) has become increasingly popular in U.S. secondary schools, but equity has not always been a focus of federal legislation or state and local policies and programs. This literature review of trends in CTE research between 1998 and 2019 uses a novel equity framework to examine whether and how secondary CTE programs affect educational equity. A total of 123 sources were reviewed. Findings revealed that CTE research most commonly addresses access and participation, measured by high school graduation rates and GPA. Few studies disaggregate outcome measures by student subgroups to better assess equity. Furthermore, a dearth of large-scale, comparative, and longitudinal research limits generalizability. Most extant research on secondary CTE programs in the United States examines a single state, district, or school. This article identifies promising policies and practices for enhancing equity in CTE conveyed by extant literature and recommends important directions for future research. DA - 2021/06/01/ PY - 2021 DO - 10.3102/0034654321995243 DP - SAGE Journals VL - 91 IS - 3 SP - 356 EP - 396 J2 - Review of Educational Research LA - en SN - 0034-6543 ST - Equity in Secondary Career and Technical Education in the United States UR - https://doi.org/10.3102/0034654321995243 Y2 - 2022/04/05/20:23:16 KW - equity KW - high schools KW - vocational education ER - TY - CONF TI - ERICC Evidence Review in Nigeria_The evidence for improving education in conflict-affected areas of Nigeria and existing gaps AU - Mishra, A. AU - Oyinloye, B. AU - Mkwananzi, F. AU - Watts, M. AU - Adesina, Adedoyin AU - Akogun, O. AU - S., Salmon- Letelier AU - M. AU - Diazgranados Ferrans, S. DA - 2024/// PY - 2024 LA - en UR - https://figshare.com/articles/online_resource/_b_Working_Paper_ERICC_Evidence_Review_ ER - TY - JOUR TI - Error rates of human reviewers during abstract screening in systematic reviews AU - Wang, Zhen AU - Nayfeh, Tarek AU - Tetzlaff, Jennifer AU - O’Blenis, Peter AU - Murad, Mohammad Hassan T2 - PLOS ONE AB - Background Automated approaches to improve the efficiency of systematic reviews are greatly needed. When testing any of these approaches, the criterion standard of comparison (gold standard) is usually human reviewers. Yet, human reviewers make errors in inclusion and exclusion of references. Objectives To determine citation false inclusion and false exclusion rates during abstract screening by pairs of independent reviewers. These rates can help in designing, testing and implementing automated approaches. Methods We identified all systematic reviews conducted between 2010 and 2017 by an evidence-based practice center in the United States. Eligible reviews had to follow standard systematic review procedures with dual independent screening of abstracts and full texts, in which citation inclusion by one reviewer prompted automatic inclusion through the next level of screening. Disagreements between reviewers during full text screening were reconciled via consensus or arbitration by a third reviewer. A false inclusion or exclusion was defined as a decision made by a single reviewer that was inconsistent with the final included list of studies. Results We analyzed a total of 139,467 citations that underwent 329,332 inclusion and exclusion decisions from 86 unique reviewers. The final systematic reviews included 5.48% of the potential references identified through bibliographic database search (95% confidence interval (CI): 2.38% to 8.58%). After abstract screening, the total error rate (false inclusion and false exclusion) was 10.76% (95% CI: 7.43% to 14.09%). Conclusions This study suggests important false inclusion and exclusion rates by human reviewers. When deciding the validity of a future automated study selection algorithm, it is important to keep in mind that the gold standard is not perfect and that achieving error rates similar to humans may be adequate and can save resources and time. DA - 2020/01/14/ PY - 2020 DO - 10.1371/journal.pone.0227742 DP - PLoS Journals VL - 15 IS - 1 SP - e0227742 J2 - PLOS ONE LA - en SN - 1932-6203 UR - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0227742 Y2 - 2024/01/18/22:41:15 KW - Automation KW - Cardiovascular medicine KW - Citation analysis KW - Database searching KW - Health screening KW - Mental health and psychiatry KW - Primary care KW - Systematic reviews ER - TY - JOUR TI - Errors in search strategies used in systematic reviews and their effects on information retrieval AU - Salvador-Oliván, José Antonio AU - Marco-Cuenca, Gonzalo AU - Arquero-Avilés, Rosario T2 - Journal of the Medical Library Association : JMLA AB - Objectives Errors in search strategies negatively affect the quality and validity of systematic reviews. The primary objective of this study was to evaluate searches performed in MEDLINE/PubMed to identify errors and determine their effects on information retrieval. Methods A PubMed search was conducted using the systematic review filter to identify articles that were published in January of 2018. Systematic reviews or meta-analyses were selected from a systematic search for literature containing reproducible and explicit search strategies in MEDLINE/PubMed. Data were extracted from these studies related to ten types of errors and to the terms and phrases search modes. Results The study included 137 systematic reviews in which the number of search strategies containing some type of error was very high (92.7%). Errors that affected recall were the most frequent (78.1%), and the most common search errors involved missing terms in both natural language and controlled language and those related to Medical Subject Headings (MeSH) search terms and the non-retrieval of their more specific terms. Conclusions To improve the quality of searches and avoid errors, it is essential to plan the search strategy carefully, which includes consulting the MeSH database to identify the concepts and choose all appropriate terms, both descriptors and synonyms, and combining search techniques in the free-text and controlled-language fields, truncating the terms appropriately to retrieve all their variants. DA - 2019/04// PY - 2019 DO - 10.5195/jmla.2019.567 DP - PubMed Central VL - 107 IS - 2 SP - 210 EP - 221 J2 - J Med Libr Assoc SN - 1536-5050 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6466507/ Y2 - 2021/04/17/19:27:21 ER - TY - RPRT TI - Erwerbsmigration über die Westbalkanregelung: Hohe Nachfrage und gute Arbeitsmarktintegration AU - Brücker, Herbert AU - Falkenhain, Mariella AU - Fendel, Tanja AU - Promberger, Markus AU - Raab, Miriam DA - 2020/// PY - 2020 DP - Google Scholar PB - IAB-Kurzbericht ST - Erwerbsmigration über die Westbalkanregelung ER - TY - ELEC TI - Escaping Capability Traps through Problem Driven Iterative Adaptation (PDIA) AU - Andrews, Matt AU - Pritchett, Lant AU - Woolcock, Michael DA - 2012/// PY - 2012 KW - ___duplicate_item ER - TY - JOUR TI - Escaping from the Resource Curse: Evidence from Botswana and the Rest of the World AU - Iimi, Atsushi T2 - IMF Staff Papers AB - It is commonly accepted that resource-rich economies tend to fail in accelerating growth because of various adverse effects of abundant natural resources, such as Dutch disease and rent seeking. Using the latest cross-country data, this study empirically readdresses the question of whether resource abundance can contribute to growth. It finds that governance determines the extent to which the growth effects of resource wealth can materialize. In developing countries in particular, the quality of regulation, such as the predictability of changes of regulations, and anticorruption policies, such as transparency and accountability in the public sector, are most important for effective natural resource management and growth. The paper also attempts to interpret the theme and results in the context of Botswana, which is endowed with abundant natural resources but has experienced the most remarkable economic performance in the region. DA - 2007/11/01/ PY - 2007 DO - 10.1057/palgrave.imfsp.9450020 DP - Springer Link VL - 54 IS - 4 SP - 663 EP - 699 J2 - IMF Econ Rev LA - en SN - 1564-5150 ST - Escaping from the Resource Curse UR - https://doi.org/10.1057/palgrave.imfsp.9450020 Y2 - 2021/05/19/15:07:17 ER - TY - THES TI - Essays in development economics, human capital and external validity AU - Angrist, N. AB -

This thesis comprises three papers under the overarching theme of external validity – a question of how the effectiveness of interventions or policies translate across contexts. I focus on interventions that aim to improve human capital, specifically health and education, in developing countries. To address the topic of external validity, we need comparable interventions and outcomes as well as identification of causal mechanisms that drive intervention effectiveness across contexts. My three papers contribute to each aspect. Two of my papers focus on constructing and comparing outcomes to measure education and human capital globally. In a third paper, I conduct a large-scale randomized controlled trial of a sex education intervention in Botswana in a third of the country. This trial builds on a prior trial showing a similar intervention reduced teenage pregnancy by 28% in Kenya ten years prior. The study in Botswana provides replicable evidence across contexts, showing reductions in pregnancy of up to 40%. The trial also deepens understanding of the underlying mechanism driving behavior by testing novel dimensions, such as the degree to which the messenger delivering the sex education message matters. I find the messenger makes-or-breaks the intervention: while near-peer educators reduce pregnancy, government teachers have a null effect and appear to induce a teenage rebellion response. This contrast is striking, suggesting that an underexplored dimension on which external validity turns – the messenger – might matter more than dimensions which traditionally get more attention, such as time and geography.

DA - 2020/01/01/T00:00:00Z PY - 2020 DP - ora.ox.ac.uk LA - en M3 - http://purl.org/dc/dcmitype/Text PB - University of Oxford UR - https://ora.ox.ac.uk/objects/uuid:bd3906cf-fb3e-428a-b7db-c43bb9d63f3f Y2 - 2021/05/19/15:07:25 ER - TY - RPRT TI - Essential Elements for Costed Implementation Plans AU - Johns Hopkins Center for Communication Programs DA - 2019/// PY - 2019 UR - https://fp2030.org/sites/default/files/resources/CIP/FInal_Essential-Elements-for-CIP-SBC-Checklist.pdf Y2 - 2022/02/22/15:18:42 ER - TY - CHAP TI - Establishing Public-ness in the Network: New Moorings for Development—A Critique of the Concepts of Openness and Open Development AU - Singh, Parminder Jeet AU - Gurumurthy, Anita T2 - Open Development: Networked Innovations in International Development DA - 2013/// PY - 2013 SP - 173- ST - Establishing Public-ness in the Network Y2 - 2015/03/17/11:33:45 ER - TY - JOUR TI - Establishment of a VET-system with focus on Further Education: presentation of ideas on the motivation and establishment of a Further Education system, especially in universities in sub-Saharan Africa AU - Shindi, Alpheas DA - 2017/// PY - 2017 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Namibia KW - CLL:en KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Estimates of the impact of COVID-19 on global poverty AU - Sumner, Andy AU - Hoy, Chris AU - Ortiz-Juarez, Eduardo AU - UNU-WIDER T2 - WIDER Working Paper AB - Abstract: In this paper we make estimates of the potential short-term economic impact of COVID-19 on global monetary poverty through contractions in per capita household income or consumption. Our estimates are based on three scenarios: low, medium, and high global contractions of 5, 10, and 20 per cent; we calculate the impact of each of these scenarios on the poverty headcount using the international poverty lines of US$1.90, US$3.20 and US$5.50 per day. Our estimates show that COVID-19 poses a real challenge to the UN Sustainable Development Goal of ending poverty by 2030 because global poverty could increase for the first time since 1990 and, depending on the poverty line, such increase could represent a reversal of approximately a decade in the world’s progress in reducing poverty. In some regions the adverse impacts could result in poverty levels similar to those recorded 30 years ago. Under the most extreme scenario of a 20 per cent income or consumption contraction, the number of people living in poverty could increase by 420–580 million, relative to the latest official recorded figures for 2018. DA - 2020/// PY - 2020 DP - DOI.org (Crossref) ET - 43 VL - 2020 LA - en PB - UNU-WIDER SN - 978-92-9256-800-9 UR - https://www.wider.unu.edu/node/237051 Y2 - 2020/07/25/14:36:32 ER - TY - JOUR TI - Estimating Level of Engagement from Ocular Landmarks AU - Yücel, Zeynep AU - Koyama, Serina AU - Monden, Akito AU - Sasakura, Mariko T2 - International Journal of Human–Computer Interaction DA - 2020/// PY - 2020 DO - 10.1080/10447318.2020.1768666 DP - Google Scholar SP - 1 EP - 13 KW - __C:filed:1 ER - TY - JOUR TI - Estimating Reading Growth Attributable to Accelerated Reader at One American School in the Caribbean AU - Foster, David K AU - Foster, Dean P T2 - Reading Psychology AB - This article provides a statistical analysis of the reading gains observed at one American school in the Caribbean that was using Accelerated Reader. It provides an estimate of the number of hours students needed to read to advance their reading performance an additional year. The authors estimate how much Accelerated Reader contributed to the advancement and determine how many points per grade a student needs to earn to make a year of reading growth. When points are converted to hours of time, the data show that it takes about 800 hours of time each year for students in grade 3 through grade 12 to achieve a year of growth. It is the conclusion then that students who read this much would spend about 9,600 total hours reading during their first 12 years of schooling. DA - 2014/// PY - 2014 DO - 10.1080/02702711.2013.789764 VL - 35 IS - 6 SP - 529 EP - 547 KW - _Added to LR KW - _G:reviewed ER - TY - JOUR TI - Estimating the impact of women’s education on fertility, child mortality, and empowerment when schooling ain’t learning’ AU - Kaffenberger, Michelle AU - Pritchett, Lant AU - Sandefur, Justin T2 - RISE (Research on Improving Systems of Education) Working Paper AB - Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. The paper's findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (eg grade completion) versus learning (eg literacy) on life outcomes. The results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways. DA - 2018/// PY - 2018 DP - Google Scholar UR - https://riseprogramme.org/sites/default/files/publications/Kaffenberger.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Estimation of Thermal Comfort Parameters of Building Occupants Based on Comfort Index, Predicted Mean Vote and Predicted Percent of Dissatisfied People in the North- West Zone of Nigeria AU - Adekunle, Adebayo AU - Arowolo T.A AU - Adeyemi O.A AU - Kolawole O.A AB - Thermal comfort varies significantly between individuals and regions depending on factors such as activity level, clothing, space temperature and relative humidity. This study considers the estimation of thermal comfort parameters such as air temperature, mean radiant temperature, air velocity, emissivity of space, metabolic rates, and heat transfer coefficients to determine comfort index, predicted mean vote, and predicted percent of dissatisfied people. Several equipment were employed to measure thermal comfort parameters indoor of the buildings considered. Results show that Katsina state recorded the least overall comfort index when compared to the remaining states which was attributed to reduced air temperature and relative humidity recorded. Majority of the buildings considered have high mean radiant temperatures and high space diameters which suggests that occupants in this environment are most likely to experience some sort of discomfort especially during summer. Comparing all the thermal comfort of occupants based on Fanger theory, 33.3% felt hot, 26.7% felt warm, 20% felt slightly warm, 13.33% felt slightly cool, 6.7% felt cool, and 0% felt cold which indicates that occupants in this region and Geopolitical zone contend with more of heat than coldness. DA - 2020/09/12/ PY - 2020 DO - 10.35629/5252-0205809826 DP - ResearchGate VL - 2 SP - 809 KW - BE:LMIC KW - BE:RELEVANT KW - ⚠️ Invalid DOI KW - ⛔ No DOI found ER - TY - CHAP TI - Ethical Considerations of Conducting Systematic Reviews in Educational Research AU - Suri, Harsh T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - Ethical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 41 EP - 54 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Systematic Reviews in Educational Research UR - https://doi.org/10.1007/978-3-658-27602-7_3 Y2 - 2020/11/26/15:48:46 ER - TY - CHAP TI - Ethical Guidelines for Artificial Intelligence-Based Learning: A Transnational Study Between China and Finland AU - Wei, Ge AU - Niemi, Hannele T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - Artificial intelligence (AI) plays an increasingly prevalent role in the global education system. However, there is a lack of transparency about how AI technologies work alongside certain ethical guidelines. Achieving the global benefits of AI-driven learning and education requires international dialogue on the commonplaces of ethical considerations. This paper, taking China and Finland as two contextual cases, analyzes how AI-related policies at the national level have focused on educational themes and established aims for improving the quality of learning and education. As a result, four themes for AI ethics have emerged: (1) inclusion and personalization, (2) justice and safety, (3) transparency and responsibility, and (4) autonomy and sustainability. Although both China and Finland recognize the importance of AI ethics, the differences are manifested in their policy approaches, properties, and strategies due to sociocultural variation. This chapter emphasizes the need for international and transnational dialogue from ethical perspectives to foster our reciprocal understanding of AI and the human-centered stance on education in the digitized age. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 265 EP - 282 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 ST - Ethical Guidelines for Artificial Intelligence-Based Learning UR - https://doi.org/10.1007/978-3-031-09687-7_16 Y2 - 2024/02/23/23:58:46 KW - Artificial intelligence (AI) KW - Education KW - Ethical guidelines KW - Learning KW - Policy analysis ER - TY - RPRT TI - Ethical Guidelines for Educational Research, fourth edition AU - BERA DA - 2018/// PY - 2018 LA - English PB - BERA ST - Ethical Guidelines for Educational Research UR - https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018-online ER - TY - CHAP TI - Ethics, Deaf‐Friendly Research, and Good Practice When Studying Sign Languages AU - Singleton, Jenny L. AU - Martin, Amber J. AU - Morgan, Gary T2 - Research Methods in Sign Language Studies A2 - Orfanidou, Eleni A2 - Woll, Bencie A2 - Morgan, Gary DA - 2015/02/06/ PY - 2015 DP - DOI.org (Crossref) ET - 1 SP - 5 EP - 20 LA - en PB - Wiley SN - 978-1-118-27141-4 978-1-118-34601-3 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118346013.ch1 AN - 10.1002/9781118346013.ch1;503888:6SXCCAP5 Y2 - 2020/03/02/15:33:46 ER - TY - JOUR TI - Ethics of AI in Education: Towards a Community-Wide Framework AU - Holmes, Wayne AU - Porayska-Pomsta, Kaska AU - Holstein, Ken AU - Sutherland, Emma AU - Baker, Toby AU - Shum, Simon Buckingham AU - Santos, Olga C. AU - Rodrigo, Mercedes T. AU - Cukurova, Mutlu AU - Bittencourt, Ig Ibert AU - Koedinger, Kenneth R. T2 - International Journal of Artificial Intelligence in Education AB - While Artificial Intelligence in Education (AIED) research has at its core the desire to support student learning, experience from other AI domains suggest that such ethical intentions are not by themselves sufficient. There is also the need to consider explicitly issues such as fairness, accountability, transparency, bias, autonomy, agency, and inclusion. At a more general level, there is also a need to differentiate between doing ethical things and doing things ethically, to understand and to make pedagogical choices that are ethical, and to account for the ever-present possibility of unintended consequences. However, addressing these and related questions is far from trivial. As a first step towards addressing this critical gap, we invited 60 of the AIED community’s leading researchers to respond to a survey of questions about ethics and the application of AI in educational contexts. In this paper, we first introduce issues around the ethics of AI in education. Next, we summarise the contributions of the 17 respondents, and discuss the complex issues that they raised. Specific outcomes include the recognition that most AIED researchers are not trained to tackle the emerging ethical questions. A well-designed framework for engaging with ethics of AIED that combined a multidisciplinary approach and a set of robust guidelines seems vital in this context. DA - 2022/09/01/ PY - 2022 DO - 10.1007/s40593-021-00239-1 DP - Springer Link VL - 32 IS - 3 SP - 504 EP - 526 J2 - Int J Artif Intell Educ LA - en SN - 1560-4306 ST - Ethics of AI in Education UR - https://doi.org/10.1007/s40593-021-00239-1 Y2 - 2023/01/20/22:59:43 KW - Final_citation KW - anystyle KW - existing ER - TY - GEN TI - ETSSP 2015-2020 - Education & Training Sector Strategic Plan AU - Government of Botswana DA - 2015/// PY - 2015 LA - English Y2 - 2018/11/23/11:48:52 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - publicImportV1 ER - TY - THES TI - Etude de cas sur l'intégration des tablettes et du tableau blanc interactif dans un établissement primaire genevois: facteurs d'appropriation chez les enseignants AU - Dauve-Raeis, Véronique Evelyne Célia DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - University of Geneva ST - Etude de cas sur l'intégration des tablettes et du tableau blanc interactif dans un établissement primaire genevois KW - _C:Canada CAN KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Portugal PRT KW - _C:Saudi Arabia SAU KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Evaluación del Impacto de la Plataforma Adaptativa de Matemática en los Resultados de los Aprendizajes AU - Perera, Marcelo AU - Aboal, Diego T2 - Centro de Investigaciones Económicas DA - 2017/// PY - 2017 UR - https://www.ceibal.edu.uy/storage/app/media/documentos/CINVE-Informe_PAM_03102017.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Evaluating and enhancing quality in higher education teaching practice: a meta- review AU - Harrison, Reema AU - Meyer, Lois AU - Rawstorne, Patrick AU - Razee, Husna AU - Chitkara, Upma AU - Mears, Steven AU - Balasooriya, Chinthaka T2 - Studies in Higher Education AB - High-quality teaching is central to the higher education sector. Its pursuit has become heightened with increasing competition across institutions and opportunities to study globally through various modes. This systematic meta-review provides a synthesis of evidence relating to the methods used to assess and enhance the quality of teaching practice within higher education. Key words, synonyms and subject headings were used to search six electronic databases between January 2009 and August 2019. Titles and abstracts of publications were screened and full text articles assessed against the eligibility criteria. Findings were extracted and integrated in a narrative synthesis. Thirteen review articles, revealed that the use of teaching quality: student feedback data, self-assessment tools, peer review of teaching (formative and summative) and the use of teaching portfolios. We report evidence related to the effectiveness of each of these approaches and that a multi-modal approach may be most effective but requires consideration of resourcing. DA - 2022/01/02/ PY - 2022 DO - 10.1080/03075079.2020.1730315 DP - Taylor and Francis+NEJM VL - 47 IS - 1 SP - 80 EP - 96 SN - 0307-5079 ST - Evaluating and enhancing quality in higher education teaching practice UR - https://doi.org/10.1080/03075079.2020.1730315 Y2 - 2022/04/05/20:28:02 KW - Teaching quality KW - higher education KW - peer review KW - student evaluation KW - teaching practice ER - TY - JOUR TI - Evaluating and improving the quality of education - Part 6: How we inspect. A guide to external evaluation AU - Government of Uganda DA - 2012/// PY - 2012 LA - English UR - http://www.lcdinternational.org/sites/default/files/user-uploads/part_6_-_how_we_inspect.pdf Y2 - 2018/12/18/17:12:11 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - National Standards KW - publicImportV1 ER - TY - JOUR TI - Evaluating Building Performance of Educational Buildings: A case study of Department of Architecture AU - Ali, S.M. AU - A, Aisara T2 - Journal of Environmental Studies. (Environ DA - 2023/// PY - 2023 VL - 5 IS - 1 SP - 131 EP - 144 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - Evaluating Indoor Environmental Performance of Laboratories in a Northern Nigerian University AU - Ali, S.M. AU - Martinson, D.B. AU - Al-Maiyah, S. C1 - Scotland in C3 - “Passive and Low Energy Architecture” (PLEA) Conference at Edinburgh DA - 2017/// PY - 2017 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - Evaluating indoor environmental performance of laboratories in a Northern Nigerian university: 33rd PLEA International Conference AU - Ali, Sani Muhammad AU - Martinson, Brett AU - Al-Maiyah, Sura A2 - Brotas, Luisa A2 - Roaf, Susan A2 - Nicol, Fergus AB - Poor environmental comfort in learning spaces can have an impact on the learning capacities of students. It is not unusual to find learning spaces in Nigerian higher institutions in which the indoor environmental qualities do not meet the occupants’ requirements. Despite being in the tropics, where solar radiation is in abundance, Nigerian building industry professionals pay little attention to passive energy utilization. Knowing how buildings perform in the country may appeal to their consciousness in reconsidering this situation. This paper is part of an ongoing study on comfort in higher education facilities involving lecture theatres and laboratories in Bayero University, Kano, Nigeria. Objective and subjective assessments were undertaken during the wet-warm season of August 2016. It reports the assessment conducted on two laboratories, with a view to finding how they perform environmentally in comparison to occupants’ preferences and international comfort standards. Although some of the measured and calculated physical parameters, have not met the thresholds specified by ASHRAE-55 and EN 15251, the respondents expressed their acceptance of the laboratories’ situations subjectively. This is not surprising as these standards are often based on experiments implemented in developed countries, where the severity of the climatic conditions and the culture are dissimilar to sub Saharan Africa. C3 - Proceedings of 33rd PLEA International Conference DA - 2017/07/05/ PY - 2017 DP - University of Portsmouth VL - 1 SP - 591 EP - 598 ST - Evaluating indoor environmental performance of laboratories in a Northern Nigerian university UR - http://nceub.org.uk/PLEA2017/proceedings/PLEA2017_proceedings_volume_I.pdf Y2 - 2024/03/26/10:15:06 KW - IEQ KW - Kano KW - Nigeria KW - Predicted Mean Vote KW - Predicted Percentage of Dissatisfied ER - TY - JOUR TI - Evaluating Neutral, Preferred and Comfort Range Temperatures and Computing Adaptive Equation for Kano Region AU - Ali, S.M. T2 - ARCHICULTURE, An International Journal that Promotes the Architecture of Human Culture with the Culture of Architecture. A publication of the Department of Architecture, Faculty of Environmental Sciences DA - 2021/// PY - 2021 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - Evaluating Neutral, Preferred and Comfort Range Temperatures and Computing Adaptive Equation for Kano Region AU - Ali, S.M. AU - Martinson, D.B. AU - Al-Maiyah, S. C1 - Spain C3 - “Passive and Low Energy Architecture” (PLEA) Conference via zoom at La Corona DA - 2020/// PY - 2020 LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - Evaluating neutral, preferred and comfort range temperatures and computing adaptive equation for Kano region AU - Ali, Sani AU - Martinson, David AU - Al-Maiyah, Sura DA - 2020/09/01/ PY - 2020 DP - ResearchGate ER - TY - JOUR TI - Evaluating secondary input devices to support an automotive touchscreen HMI: A cross-cultural simulator study conducted in the UK and China AU - Large, David R. AU - Burnett, Gary AU - Crundall, Elizabeth AU - Lawson, Glyn AU - Skrypchuk, Lee AU - Mouzakitis, Alex T2 - Applied Ergonomics DA - 2019/// PY - 2019 DO - 10.1016/j.apergo.2019.03.005 DP - Google Scholar VL - 78 SP - 184 EP - 196 ST - Evaluating secondary input devices to support an automotive touchscreen HMI KW - __C:filed:1 ER - TY - JOUR TI - Evaluating service quality and performance of higher education institutions: a systematic review and a post-COVID-19 outlook AU - Camilleri, Mark Anthony T2 - International Journal of Quality and Service Sciences AB - Purpose This study aims to present a systematic review on service quality in higher education. It discusses about the latest opportunities and challenges facing higher educational institutions (HEIs) following the outbreak of the coronavirus (COVID-19) pandemic. Design/methodology/approach The study relied on the grounded theory’s inductive reasoning to capture, analyze and synthesize the findings from academic and non-academic sources. The methodology involved a systematic review from Scopus-indexed journals, from intergovernmental and non-governmental policy documents, as well as from university ranking sites and league tables. Findings The comprehensive review suggests that HEIs can use different performance indicators and metrics to evaluate their service quality in terms of their resources, student-centered education, high-impact research and stakeholder engagement. Moreover, this paper sheds light about the impact of an unprecedented COVID-19 on higher education services. Practical implications During the first wave of COVID-19, the delivery of higher educational services migrated from traditional and blended learning approaches to fully virtual and remote course delivery. In the second wave, policy makers imposed a number of preventative measures, including social distancing and hygienic practices, among others, on HEIs. Originality/value This timely contribution has synthesized the findings on service quality and performance management in the higher education context. Furthermore, it investigated the effect of COVID-19 on higher education services. It deliberates on the challenges and responses in the short/medium term and provides a discussion on the way forward. In conclusion, it implies that HEI leaders ought to embrace online teaching models and virtual systems, as they are here to stay in a post-COVID-19 era. DA - 2021/01/01/ PY - 2021 DO - 10.1108/IJQSS-03-2020-0034 DP - Emerald Insight VL - 13 IS - 2 SP - 268 EP - 281 SN - 1756-669X ST - Evaluating service quality and performance of higher education institutions UR - https://doi.org/10.1108/IJQSS-03-2020-0034 Y2 - 2022/04/05/20:22:54 KW - COVID-19 KW - Education technology KW - Higher education KW - Higher education institutions KW - Higher education performance KW - Higher education service quality KW - Performance evaluation KW - Performance indicators KW - Service quality KW - Universities ER - TY - JOUR TI - Evaluating teachers’ professional development initiatives: towards an extended evaluative framework AU - Merchie, Emmelien AU - Tuytens, Melissa AU - Devos, Geert AU - Vanderlinde, Ruben T2 - Research papers in education DA - 2018/// PY - 2018 DO - 10.1080/02671522.2016.1271003 VL - 33 IS - 2 SP - 143 EP - 168 ER - TY - JOUR TI - Evaluating the Impact of 1: 1 Laptops on High School Science Students and Teachers AU - Crook, Simon Joseph DA - 2016/// PY - 2016 DP - Google Scholar ST - Evaluating the Impact of 1 KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Canada CAN KW - _C:Cuba CUB KW - _C:Germany DEU KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Luxembourg LUX KW - _C:Singapore SGP KW - _C:Switzerland CHE KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - THES TI - Evaluating the impact of a tablet-based intervention on the mathematics attainment, receptive language and approaches to learning of preschool children AU - Walton, Jodie M. DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - University of Nottingham KW - _C:Australia AUS KW - _C:Brazil BRA KW - _C:China CHN KW - _C:France FRA KW - _C:India IND KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Korea, Republic KOR KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:Singapore SGP KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Evaluating the impact of teacher professional development: an evidence-based framework AU - King, Fiona T2 - Professional Development in Education AB - Does teacher professional development make a difference? How do we know? While researchers and policy-makers acknowledge that teacher professional development (PD) needs to be assessed and evaluated, there is often little clarity as to how this can be achieved. Evaluation of teacher PD by schools has been described as the weak link in the PD chain despite it being linked with improved PD experiences and pupil outcomes. A lack of skills and tools to carry out such evaluations may be contributing to this or indeed it may be linked to how PD is conceptualized. This article explores extant literature and models of evaluation revealing gaps in existing evaluation frameworks. Resulting from this a provisional PD evaluation framework was developed for use in a study that set out to formally evaluate the impact of a PD initiative on teachers’ professional learning in five urban primary disadvantaged schools in the Republic of Ireland. Following application within this study, the framework was critiqued and revised. This resulted in a new PD Impact Evaluation Framework that may support teachers, schools, departments and policy-makers to carry out systematic and focused evaluations of teacher PD. DA - 2014/01/01/ PY - 2014 DO - 10.1080/19415257.2013.823099 DP - Taylor and Francis+NEJM VL - 40 IS - 1 SP - 89 EP - 111 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 ST - Evaluating the impact of teacher professional development UR - http://dx.doi.org/10.1080/19415257.2013.823099 Y2 - 2016/03/26/14:53:31 KW - C:Ireland ER - TY - JOUR TI - Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement AU - Shapley, Kelly S. AU - Sheehan, Daniel AU - Maloney, Catherine AU - Caranikas-Walker, Fanny T2 - The Journal of Technology, Learning and Assessment AB - In a pilot study of the Technology Immersion model, high-need middle schools were “immersed” in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers’ Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or less of schools and core-content classrooms reaching substantial implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students’ use of laptops outside of school for homework and learning games was the strongest implementation mediator of achievement. DA - 2010/03/01/ PY - 2010 DP - napoleon.bc.edu VL - 9 IS - 4 SN - 1540-2525 UR - http://napoleon.bc.edu/ojs/index.php/jtla/article/view/1609 Y2 - 2015/05/01/17:59:11 KW - ⛔ No DOI found ER - TY - JOUR TI - Evaluation in African contexts: The promises of participatory approaches in theory-based evaluations AU - Mbava, Nombeko P. AU - Dahler-Larsen, Peter T2 - African Evaluation Journal DA - 2019/// PY - 2019 DO - 10.4102/aej.v7i1.383 DP - Google Scholar VL - 7 IS - 1 SP - 1 EP - 9 ST - Evaluation in African contexts KW - __C:filed:1 ER - TY - JOUR TI - Evaluation Learning from Experience USAID Evaluation Policy AU - Ziegler, Jessica DA - 2020/// PY - 2020 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Evaluation Learning Review for DFID Nigeria AU - Bolton, Laura AB - Eight evaluation and one research report were provided by DFID for this review. The Girls Education Project (GEP III) consists of multiple interventions aiming to provide meaningful and relevant quality basic education for integrated Qur’anic education. Outputs include increasing capacity of teachers, improved governance and improving access and demand. Evaluations on the capacity of teachers to improve learning outcomes did not produce improved learning outcomes. The evaluation of the GEP III found limited impact on the knowledge of trained teachers, curriculum knowledge deteriorated and there was some improvement in teacher’s ability to interpret English was found. It suggests that the use of reading resources could improve teacher’s comprehension skills and using a phonics approach could improve their English. The limited effectiveness of the training is suggested to be related to low initial subject knowledge and pedagogical knowledge, language barriers and the changing class environment. The evaluation concludes that the intervention is highly unlikely to have improved gender sensitive class practice. DA - 2019/04/02/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14563 Y2 - 2022/12/18/18:14:22 KW - ⛔ No DOI found ER - TY - JOUR TI - Evaluation of a ViolencePrevention Programme with Jamaican Primary School Teachers: A Cluster Randomised Trial. AU - Baker-Henningham, Helen AU - Scott, Yakeisha AU - Bowers, Marsha AU - Francis, Taja T2 - International Journal of Environmental Research and Public Health DA - 2019/// PY - 2019 DO - 10.3390/ijerph16152797 SP - 2797 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6696405/ ER - TY - JOUR TI - Evaluation of artisan training in metal silo construction for grain storage in Africa: Impact on uptake, entrepreneurship and income AU - Ndegwa, M.K. AU - de Groote, Hugo AU - Gitonga, Z.M. T2 - International Journal of Educational Development AB - This study assesses the impact of training sheet metal workers in Kenya on their uptake of learned skills and their income. Fifty-eight artisans trained in the construction of metal silos for hermetic grain storage were compared to a random sample of 123 untrained artisans. Results show that two-thirds of the trained artisans were making the silos, half of these in their own workshops and half as employees. The probability of using the skills learned declined with age but increased with previous experience in technical work. The training did not significantly increase the income of employed artisans, but increased the annual income of those who made the silos in their own workshops by KSh315,173 (about US$3,600). The overall impact could be improved by better targeting of trainees, by using apprenticeships as an alternative mode of training, and by encouraging entrepreneurship through business training and provision of credit. DA - 2015/// PY - 2015 DO - 10.1016/j.ijedudev.2015.04.012 LA - en UR - http://www.sciencedirect.com/science/article/pii/S073805931500053X?via%3Dihub AN - DOI-10.1016/j.ijedudev.2015.04.012 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:artist KW - P:construction KW - P:metal KW - R:evaluation KW - R:impact KW - T:Lehrlingsausbildung KW - T:TVET KW - T:Training KW - T:trainee KW - Z:Adult education KW - Z:Benefits of education KW - Z:Employment skills KW - Z:Engineering education KW - Z:Intervention evaluation KW - Z:Vocational education and training KW - publicImportV1 ER - TY - GEN TI - Evaluation of DFID Country Programmes: Malawi, 2000-2005 AU - Barnett, Chris AU - Chisvo, Munhamo AU - Kadzamira, Esme AU - van der Meer, Esther AU - Paalman, Maria AU - Risner, Colin DA - 2006/// PY - 2006 DP - Google Scholar PB - EVSUM EV661. London: Department for International Development. Available at … ST - EVALUATION OF DFID COUNTRY PROGRAMMES COUNTRY STUDY KW - _C:Malawi MWI ER - TY - JOUR TI - EVALUATION OF GROUNDWATER POTENTIAL OF CHANCHAGA AREA, MINNA, NORTH-CENTRAL NIGERIA AU - Akande, Waheed Gbenga AU - Abdullahi, Idris-Nda AU - Amadi, Nwanosike Amadi AU - Abdulfatai, Ibrahim Asema AU - Alabi, Adekola Amos AU - Yahaya, Tauheed AB - Inadequate potable water supply remains one of the challenges of residents of Minna Metropolis, Niger State, Nigeria owing to the basement complex terrain underlying the area. The rapid increase in population in the area, which is due to its proximity to the nation’s capital city (Abuja) among others, has led to a corresponding increase in the demand for potable water for domestic, irrigational and industrial uses which public water by government could not meet. Consequently, the inhabitants resort to seeking alternative arrangements for water through hand dug wells and surface water sources which are often of uncertain quality. Objectives: Thus, this study investigates the groundwater potential of Chanchaga area, Minna, North-central Nigeria with a view to delineating the suitable aquifer for groundwater development. Material and Methods: The technique employed for this study was Vertical Electrical Sounding (VES) of the Electrical Resistivity (ER) method. A total number of twenty-three (23) Vertical Electrical Sounding (VES) points were investigated using Schlumberger array configuration and the data obtained were analyzed using partial curve matching and computer iteration techniques. The data were interpreted to reveal various geoeletric layers that characterize the area. Results: The results revealed predominantly H-type curve typical of the basement complex system with three geoelectric layers: the top soil, weathered/fractured basement and fresh basement. The apparent resistivity of the first layer ranged from 25 Ωm – 928 Ωm with a corresponding thickness of 0.5 m – 3.1 m, second layer has apparent resistivity values of 8.3 Ωm – 41.3 Ωm with a corresponding thickness of 2.1 m – 33.0 m and the third geoelectric layer has apparent resistivity values ranging from 74 Ωm – 4173.5 Ωm with an infinite thickness. A careful examination and integration of the isopach map with the isoresistivity maps (at 30 and 40 metres depths) indicated that the central and northern parts of the study area have very low to low apparent resistivity values and shallow overburden which is capable of constituting shallow aquifer units. Conclusions: It is concluded that the central and northern parts of the study area have poor to marginal groundwater potential, and this is supported by the occurrences and concentration of fractures which can constitute weathered/fractured aquifers around these regions. It is recommended that water wells be drilled to an effective depth of 40 to 50 m for optimum groundwater yields, and that pumping test be carried out on the drilled wells in order to further determine the aquifer efficiency and productivity in the area. DA - 2016/01/11/ PY - 2016 DP - repository.futminna.edu.ng:8080 LA - en SN - 2429-5396 UR - http://repository.futminna.edu.ng:8080/jspui/handle/123456789/10195 Y2 - 2024/03/13/14:43:01 KW - ⛔ No DOI found ER - TY - JOUR TI - Evaluation of outcome-based accounting education and training in selected colleges in West Oromia, Ethiopia AU - Deresse Mersha Lakew AU - Mohammed Getahun Musa T2 - Business, Management and Education AB - Purpose: The demand for accountants is increasing from time to time because of the increase in the complexity of the business environment. Higher education institutions are responsible for producing well qualified and ethical accountant required by different organisations. Specifically, Technical and Vocational education and Training (TVET) colleges play a great role in training middle and lower level accountant in Ethiopia. However, academicians, practitioner and employers are raising concern on the excellence and significance of training given in TVET colleges. The objective of this research is to evaluate the education and training in accounting offered by public and private colleges in West Oromia region, Ethiopia. Research Methodology: This study used the cross-sectional survey to obtain the opinion of the trainee, trainers and college deans on how TVET in accounting program is performing about each of the components of CIPP model and identify the knowledge and skill gap as compared to the actual work environment. Both descriptive and inferential statistical tools were used in the analysis. Findings: Examination of the existing TVET in accounting curriculum found that it has a limitation concerning relevance and content. The study further found that there is a lack of sufficient inputs such as an adequate number of qualified trainers, computers and Reference books. Trainers mainly use lecture methods, and there are various problems associated with continuous and summative evaluation. Therefore, it is recommended that the existing curriculum should be revisited, sufficient training inputs should be availed and cooperative training should be strengthened.Research Limitations: This research is based on the respondent’s opinion from a limited part of the country. The nationwide survey is required to conclude at the country level. Practical Implication: the finding and recommendation given in this study can be used in strengthening TVET in accounting education and training in Ethiopia. Originality / Value: Previous studies investigated the challenges of TVET education and training in general terms, and this specific study which focuses on TVET in accounting is the first attempt in Ethiopia. DA - 2019/// PY - 2019 DO - 10.3846/bme.2019.6921 ER - TY - JOUR TI - Evaluation of Physical Aspects of Classroom Environment in Terms of the Humanistic Approach: A Comprehensive Theoretical Framework AU - Barri, Moatasim A. T2 - Journal of Education and Training Studies DA - 2020/// PY - 2020 DO - 10.11114/jets.v8i11.4974 DP - Google Scholar VL - 8 IS - 11 SP - 1 EP - 21 ST - Evaluation of Physical Aspects of Classroom Environment in Terms of the Humanistic Approach KW - BE:RELEVANT ER - TY - CONF TI - Evaluation of professional learning communities in TVET: Implications for leadership development and teacher motivation in Ecuador AU - März, Virginie AU - Lauwers, Ingrid AU - Moreno, Oscar AU - Patiño, Isabel AU - Frenay, Mariane C3 - Comparative and International Education Society Annual Conference DA - 2018/// PY - 2018 KW - ⛔ No DOI found ER - TY - JOUR TI - Evaluation of Rural Public Libraries to Address Telemedicine Inequities AU - DeGuzman, Pamela B. AU - Siegfried, Zack C. AU - Leimkuhler, Megan E. T2 - medRxiv DA - 2020/// PY - 2020 DP - Google Scholar KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Evaluation of the extent school access programme assisted teachers to acquire ICT skills AU - Nwajiuba, Chinyere Augusta AU - Okoro, Kingsley O. AU - Edikpa, Edith T2 - Asian Journal of Information Technology AB - Evaluation of the Extent School Access Programme Assisted Teachers to Acquire ICT Skills DA - 2019/// PY - 2019 DO - 10.36478/ajit.2019.67.71 DP - 10.36478/ajit.2019.67.71 VL - 18 IS - 3 SP - 67 EP - 71 J2 - Asian J. Inf. Technol. SN - 16823915 UR - http://www.medwelljournals.com/abstract/?doi=ajit.2019.67.71 Y2 - 2019/11/08/14:03:07 KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Education management KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2426072 KW - __finaldtb ER - TY - RPRT TI - Evaluation of the transformative potential of positive gender socialization in education for peace building AU - Chinen, Marjorie AU - Elmeski, Mohammed AB - American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings--and potentially the active teacher support and engagement delivered using the mobile SMS platform--should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended. CY - Evanston, IL DA - 2016/// PY - 2016 LA - English PB - Society for Research on Educational Effectiveness UR - https://files.eric.ed.gov/fulltext/ED567431.pdf KW - Comparative Analysis KW - ERIC, Resources in Education (RIE) KW - Educational Practices KW - Elementary Education KW - Elementary School Teachers KW - Foreign Countries KW - Inservice Teacher Education KW - Intervention KW - Mixed Methods Research KW - Outcome Measures KW - Peace KW - Program Effectiveness KW - Randomized Controlled Trials KW - Sex Fairness KW - Socialization KW - Synchronous Communication KW - Teacher Attitudes KW - Teacher Characteristics KW - Telecommunications KW - Uganda KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097972 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - Evaluation of the vocational education orientation programme (VEOP) at a university in South Africa AU - Jacobs, L AU - Wet, C De T2 - The International Review of Research in Open and Distributed Learning AB - To address the training needs of Further Education and Training college (FETC) lecturers, and in the absence of a full professional education qualification, several higher education institutions, FETCs, and other bodies in South Africa formed an alliance to develop a short programme towards a possible future full qualification. In 2010 a Vocational Education Orientation Programme (VEOP) was piloted. In line with the responsibility for quality assurance, and the need to inform further developments in the training of FETC lecturers, the aim of this research was to evaluate the VEOP presented by the University of the Free State (UFS). To reach the stated aim, a two phase evaluative study was undertaken (1) to assess the individual modules, and (2) to holistically investigate the quality of the programme. Two questionnaires were used to gather data. The first set of data was collected at the completion of each of the six modules. For the second phase of the study, 48 lecturer-students were randomly selected more than a year after completion of the VEOP. The study identified a number of strengths and weaknesses of the VEOP. The results emphasise the need to carefully select tutors and train them to have an understanding of the FETC milieu, rethink the methodology employed in the education training of FETC lecturers, and redesign the modules’ contents to better reflect the FETC sector. The need to enhance student support and improve administration is also highlighted by the study. The results of the study may inform the development of a full qualification for FETC lecturers. DA - 2013/// PY - 2013 DO - 10.19173/irrodl.v14i4.1568 SP - 8 LA - en UR - http://www.irrodl.org/index.php/irrodl/article/view/1568 AN - UTI-81C0B4E9-2C39-33FE-9EE4-46C77859B61B KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - P:media KW - Q:distance education KW - Q:open education KW - Q:open learning KW - R:evaluation KW - T:Ausbildung KW - T:TVET KW - publicImportV1 ER - TY - JOUR TI - Evaluation Toolkit: Post Evaluation Action Plans DA - 2021/// PY - 2021 DP - Zotero LA - en ER - TY - ELEC TI - Evidence T2 - Teaching at the Right Level AB - Rigorous evidence shows that, when effectively implemented, TaRL improves learning outcomes. Through a series of randomised evaluations, researchers... DA - 2020/// PY - 2020 LA - en-ZA UR - https://www.teachingattherightlevel.org/evidence/ Y2 - 2020/07/27/15:48:19 ER - TY - JOUR TI - Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’ AU - Fieldsend, Astrid AB - The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating. DA - 2021/05// PY - 2021 DO - 10.19088/K4D.2021.094 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16723 Y2 - 2022/12/18/18:14:24 ER - TY - JOUR TI - Evidence-based answers to questions about trigger warnings for clinically-based distress: A review for teachers AU - Boysen, Guy A. T2 - Scholarship of Teaching and Learning in Psychology AB - According to the popular press, students have been increasingly demanding warnings before being exposed to potentially distressing classroom material. The validity of these types of trigger warnings has been a topic of vigorous debate. Based on a review of posttraumatic stress disorder (PTSD) research and closely related topics, this article answers questions that teachers might ask about the validity of the scientific assumptions behind trigger warnings and their use in the classroom. External stimuli causing distress is a feature common to many mental disorders, and trauma-based triggers of distress are an essential feature of PTSD. However, development of PTSD after a traumatic experience is relatively rare. Environmental triggers are often difficult to predict, but warnings may reduce distress among people with PTSD by allowing exposure to be controlled. To the extent that trigger warnings allow avoidance of hyperarousal when trying to learn, they should increase students’ classroom performance. However, avoidance of trauma reminders contributes to the persistence of PTSD symptoms. Although clinical research generally supports the notion of trigger warnings as an accommodation for individual students diagnosed with PTSD, the effectiveness of trigger warnings in the classroom is unknown. In addition, trigger warnings may be a legitimate accommodation for students with psychiatric disabilities, but this does not mean that they are relevant to nonclinical issues. (PsycINFO Database Record (c) 2017 APA, all rights reserved) DA - 2017/// PY - 2017 DO - 10.1037/stl0000084 DP - APA PsycNET VL - 3 IS - 2 SP - 163 EP - 177 SN - 2332-211X(Electronic),2332-2101(Print) ST - Evidence-based answers to questions about trigger warnings for clinically-based distress KW - Classroom Management KW - Distress KW - Posttraumatic Stress Disorder KW - Student Attitudes KW - Teachers KW - Teaching KW - Trauma KW - Warnings ER - TY - CONF TI - Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities AU - Power, Tom AU - Hedges, C AU - McCormick, R AU - Rahman, S T2 - Pan-Commonwealth of Learning Forum DA - 2019/// PY - 2019 LA - EN PB - Commonwealth of Learning (COL) UR - http://oasis.col.org/bitstream/handle/11599/3412/PCF9_Papers_paper_256.pdf?sequence=1&isAllowed=y KW - C:Poor and marginalised communities KW - _C:Bangladesh BGD KW - _C:France FRA KW - _C:India IND KW - _C:Jordan JOR KW - _C:Malawi MWI KW - _C:Sierra Leone SLE KW - _C:State of Palestine PSE KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Evidence-based Education policy and practice of teacher recruitment and deployment in five States, Nigeria AU - Lawal, Hafsat AU - Abdul-Ismail, Aisha AU - Abubakar, Tasiu AU - Ngaski, Mustapha AU - Akogun, Oladele AU - Adesina, Adedoyin AU - Allsop, Terry DA - 2018/// PY - 2018 LA - en M3 - Technical Report ER - TY - THES TI - Evidence-based Education: The development of a model to use protocols and small-scale aggregated trials to create a prospective cumulative meta-analysis as an evidence base for interventions. AU - Harrison, Wayne DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - Durham University ST - Evidence-based Education KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:China CHN KW - _C:Denmark DNK KW - _C:France FRA KW - _C:India IND KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Sri Lanka LKA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BLOG TI - Evidence-based policy and other myths. What researchers need to know to influence government. T2 - Impact of Social Sciences AB - Research has an important role to play in the creation of good policy. However, academics often struggle to communicate their research in a language that politicians understand. Naomi Eisenstadt CB… DA - 2020/09/22/T06:59:17+00:00 PY - 2020 LA - "en-US" UR - https://blogs.lse.ac.uk/impactofsocialsciences/2020/09/22/evidence-based-policy-and-other-myths-what-researchers-need-to-know-to-influence-government/ Y2 - 2022/03/02/22:46:45 ER - TY - JOUR TI - Evidence-based practices and implementation science in special education AU - Cook, Bryan G. AU - Odom, Samuel L. T2 - Exceptional children DA - 2013/// PY - 2013 DP - Google Scholar VL - 79 IS - 2 SP - 135 EP - 144 KW - ❓ Multiple DOI ER - TY - BOOK TI - Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms AU - Molina, Ezequiel AU - Pushparatnam, Adelle AU - Rimm-Kaufman, Sara AU - Wong, Keri Ka-Yee DA - 2018/11// PY - 2018 DP - DOI.org (Crossref) LA - en PB - World Bank, Washington, DC ST - Evidence-Based Teaching UR - http://hdl.handle.net/10986/30929 Y2 - 2022/09/26/16:00:54 ER - TY - RPRT TI - Evidence collection DA - 2021/10/19/ PY - 2021 KW - ___duplicate_item ER - TY - RPRT TI - Evidence collection AU - Haßler, Björn DA - 2023/02/15/ PY - 2023 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/V26UWG7Q KW - _comingsoon KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Evidence collection AU - Haßler, Björn DA - 2023/07/20/ PY - 2023 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/S86DBR6N KW - _comingsoon KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Evidence collection AU - Haßler, Björn AB - An output of the Open Development & Education, https://.opendeved.net/ DA - 2023/10/27/T00:00:00.000Z PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/2VTH824V KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Evidence collection AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1070 DA - 2024/02/02/T00:00:00.000Z PY - 2024 LA - en M3 - Report PB - Open Development & Education UR - https://docs.opendeved.net/lib/VCHR5JEF KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - Evidence collection AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1119 DA - 2024/03/27/T00:00:00.000Z PY - 2024 LA - en M3 - Report PB - Open Development & Education UR - https://docs.opendeved.net/lib/6T4G3XA4 KW - Internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Evidence Collection 2 DA - 2021/// PY - 2021 UR - https://docs.opendeved.net/lib/M8Z336I7 ER - TY - RPRT TI - Evidence Collection 4 DA - 2021/// PY - 2021 UR - https://docs.opendeved.net/lib/QFSTKK7G ER - TY - RPRT TI - Evidence collection: Effects of climate change and environmental degradation on learning in LMICs AU - Open Development & Education DA - 2024/03/15/ PY - 2024 ER - TY - BLOG TI - Evidence for digital learning AU - Haßler, Björn DA - 2016/06/16/ PY - 2016 UR - http://bjohas.de/Blog/20150525_Equitable_access_to_education KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Evidence for Soft Power Created Via Scholarship Schemes AU - Enfield, Sue AB - While there is widespread endorsement of a view that scholarships are effective tools in promoting and enhancing a country’s soft power, investing in future leaders, providing access and equity, and increasing research excellence in a nation’s academic institutions it is at least possible that in part this derives in past from positive reinforcing trends amongst those delivering and receiving scholarships (for example Wilton Park conference attendees, 2016). Published, stand-alone evaluations of specific country scholarship programmes were not easily located, although there are references in the academic literature to several such studies. The most comprehensive commentary on evaluation research published between 2006 and 2016 (Mawer, 2018) is, therefore, an important summative document. This notes that the quality of evidence and the methods used to assess scholarship programmes vary enormously and that there is lack of evidence to substantiate the link that is claimed for such programmes and any soft power created. DA - 2019/08/28/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14713 Y2 - 2022/12/18/18:14:26 KW - ⛔ No DOI found ER - TY - JOUR TI - Evidence of open access of scientific publications in Google Scholar: A large-scale analysis AU - Martín-Martín, Alberto AU - Costas, Rodrigo AU - van Leeuwen, Thed AU - López-Cózar, Emilio Delgado T2 - Journal of Informetrics DA - 2018/// PY - 2018 DO - 10.1016/j.joi.2018.06.012 DP - Google Scholar VL - 12 IS - 3 SP - 819 EP - 841 ST - Evidence of open access of scientific publications in Google Scholar ER - TY - JOUR TI - Evidence on Education as a Driver for Migration AU - Browne, Evie AB - This report synthesises two previous reports on drivers of migration, and focuses on the evidence on education’s role. The previous reports focused on education and migration in fragile and conflict-affected states (FCAS), and youth employment and education in low and middle income countries. The papers presented below reflect these original criteria, but reframe the studies to draw out the evidence on education as a driver. The report outlines the evidence on when and whether education services make a difference to people’s reasons for moving. This report includes rural-urban migration, regional and international migration, and migration away from fragile and conflict-affected states (FCAS). It does not consider migration that is primarily economic, whether regular or irregular. DA - 2017/01/27/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13050 Y2 - 2022/12/18/18:14:29 KW - ⛔ No DOI found ER - TY - JOUR TI - Evidence on efforts to mitigate the negative educational impact of past disease outbreaks AU - Hallgarten, Joe AB - This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations. DA - 2020/// PY - 2020 DP - opendocs.ids.ac.uk SP - 19 LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15202 KW - ⛔ No DOI found ER - TY - JOUR TI - Evidence on Efforts to Mitigate the Negative Educational Impact of Past Disease Outbreaks AU - Hallgarten, Joe AB - This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations. DA - 2020/03/31/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15202 Y2 - 2022/12/18/18:14:31 KW - ⛔ No DOI found ER - TY - JOUR TI - Evidence on formative classroom assessment for learning AU - Browne, Evie AB - This light-touch review of literature on classroom assessments (CA) in Sub-Saharan Africa (SSA) and South Asia finds that they are rarely implemented effectively. It is extremely common to find references to CA in policy documents but find that teachers do not use CA in the classroom. Sometimes this is because there is little institutional support for CA, few example materials, and no training, and sometimes this is because teachers do not understand or see the purpose of CA and continue to teach in a top-down manner. Most schooling systems in developing countries have a crippling emphasis on summative exams, and teachers often end up ‘teaching to the test’ whether they want to or not. Parental pressure plays some part in teaching styles, as teachers are under pressure to show parents that they are preparing their children to pass important exams which open the door to the next level of education. Teacher training chronically underprepares teachers for CA; in some cases not giving any training and in others only explaining how to fill in the government-mandated forms. On the other hand, there are examples in the literature of teachers intuitively using CA methods such as questioning, observation and homework, but not naming it as CA. DA - 2016/10/28/ PY - 2016 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13209 Y2 - 2022/12/18/18:14:32 KW - ⛔ No DOI found ER - TY - JOUR TI - Evidence on Inequalities in Rwanda AU - Orrnert, Anna AB - This review identifies and reviews the evidence on inequalities in Rwanda. Undertaken in six days, it draws primarily on national Rwandan datasets and smaller-scale case studies from academic research. This study focuses primarily on quantitative datasets and sources, supplemented by some qualitative research. A related report by Carter (2018) which examines the relationship between inequality, exclusion and poverty in Rwanda, also provides insights from key qualitative studies.The body of evidence around inequality in Rwanda is mixed, both in terms of scope and coverage and quality. It is also characterised by competing narratives about whether or not inequality is declining or not (Behuria and Goodfellow 2016: 3). This reflects, in part, the inherently complex nature of inequality, how it is measured, and different approaches to gathering data. Key findings of the review include: there is limited body of disaggregated data on inequalities in Rwanda (Dawson 2018); commonly used standard indicators to measure poverty and inequality don’t always resonate with experiences of poverty and wellbeing of local communities (including women and historically marginalised people), particularly in rural areas (Dawson 2018); inequality measured by access to basic services such as health, education, water, sanitation and electricity shows improvements over the past two decades; enrolment in primary and secondary education has grown and gender gaps narrowed – in some cases, girls’ enrolment is higher than boys; inequalities in access to the labour market were also identified, with variation across contexts; and other factors that affect economic empowerment include distribution of land and financial assets. This study also identified evidence gap in the need for more detailed disaggregated data and for research that takes into account the heterogeneity of the Rwandan poor, in order to better understand rural poverty and inequality (Ansoms and McKay 2010). DA - 2018/07/10/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14187 Y2 - 2022/12/18/18:14:34 KW - ⛔ No DOI found ER - TY - RPRT TI - Evidence on Programmes that have Supported School Return for Disadvantaged Adolescent Girls AU - Amenya, Donvan AB - This paper collates evidence on promising programmes that have supported school return for disadvantaged out-of-school girls in Rwanda and in other comparable low-and-middle-income country contexts. The review found evidence showing that interventions that address financial barriers which keep girls out of school delivered through cash transfers, stipends/fee waivers, and girls only scholarships can be effective in enhancing school return for disadvantaged girls. In addition, there is a strong evidence base showing that multi-faceted programmes that integrate health education, foundational skill training, vocational training, and financial literacy are effective in supporting school return for disadvantaged adolescent girls. While results from systematic reviews show that girls clubs can be effective in supporting school retention for disadvantaged girls, there is limited evidence on effectiveness of clubs in supporting school return for disadvantaged girls. The review found very limited evidence on effectiveness of financial and multi-faceted interventions in supporting school return for disadvantaged girls with disabilities. DA - 2022/05/17/ PY - 2022 DP - DOI.org (Crossref) LA - en PB - Institute of Development Studies UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17708 Y2 - 2022/12/18/18:09:01 ER - TY - JOUR TI - Evidence on Programmes that have Supported School Return for Disadvantaged Adolescent Girls AU - Amenya, Donvan AB - This paper collates evidence on promising programmes that have supported school return for disadvantaged out-of-school girls in Rwanda and in other comparable low-and-middle-income country contexts. The review found evidence showing that interventions that address financial barriers which keep girls out of school delivered through cash transfers, stipends/fee waivers, and girls only scholarships can be effective in enhancing school return for disadvantaged girls. In addition, there is a strong evidence base showing that multi-faceted programmes that integrate health education, foundational skill training, vocational training, and financial literacy are effective in supporting school return for disadvantaged adolescent girls. While results from systematic reviews show that girls clubs can be effective in supporting school retention for disadvantaged girls, there is limited evidence on effectiveness of clubs in supporting school return for disadvantaged girls. The review found very limited evidence on effectiveness of financial and multi-faceted interventions in supporting school return for disadvantaged girls with disabilities. DA - 2022/05/17/ PY - 2022 DO - 10.19088/K4D.2022.128 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17708 Y2 - 2022/12/18/18:14:40 ER - TY - JOUR TI - Evidence on the Impact of Population Growth on Education Financing and Provision in Tanzania AU - Fitzpatrick, Rachael AB - Tanzania has made great strides in increasing enrolment rates amidst a rapidly growing population. However, despite gains made in primary enrolment, completion rates have not exceeded 70% in the past five years, and enrolment at secondary level remains low (37%). An analysis of expenditure suggests a lack of equitability in distribution of funds within the education sector. Having achieved near universal enrolment at primary level, since 2016 the Government of Tanzania has almost doubled spend on secondary education and increased spending on higher education. In the same period, however, spend per pupil at primary level has halved suggesting that budget is being directed away from pre-primary and primary education to fund secondary, with higher education slightly increasing. Furthermore, the Education Sector Analysis outlines that 35% of the education budget is spent on the top 10% highest educated in the system (Kahangwa et al. 2021, 168). In addition to disparities on spend by education level, regional differences persist in the number of classrooms, textbooks, desks and teacher shortages also exist. Despite current disparities and challenges, Tanzania’s economic growth in recent years suggests that, with increased commitment in minimum spending on education as a proportion of GDP, the education needs of the population could be met. However, this would assume continued economic growth and require a greater proportion of spend to be allocated to education, suggesting trade-offs may be required. DA - 2022/02/28/ PY - 2022 DO - 10.19088/K4D.2022.072 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17549 Y2 - 2022/12/18/18:14:41 ER - TY - JOUR TI - Evolution of galaxies with triaxial haloes AU - El-Zant, A. A. T2 - Astrophysics and Space Science DA - 2001/// PY - 2001 DO - 10.1023/A:1017557204175 DP - Google Scholar VL - 276 IS - 2-4 SP - 1023 EP - 1030 ER - TY - JOUR TI - Examination Malpractice in Low-Income Contexts AU - Boateng, Pearl AB - This non-standard helpdesk report found that there was little research evidence detailing the types of examination malpractice and even fewer studies focusing on effective strategies to mitigate these issues. Due to the sensitive nature of the topic and the implications for corruption and bribery across entire education systems, this is unsurprising. As a result, from the outset it was agreed with the requester that expert comments and inputs would form the basis of the response to this query. Where evidence was found, this focused on Nigeria, Kenya, South Africa and India. In this report, ‘malpractice’ is defined as purposeful actions intended to influence the marks/grades achieved by individual students or groups of students rather than considering other potential reasons for malpractice (e.g. to influence national policy, working terms and conditions etc.). Malpractice can have different motives and take different forms in different types of examinations (e.g. national assessments for system monitoring which are high stakes for individual schools or regions but not high stakes for individual learners). This report focuses on national exams taken under exam conditions rather than other components that may contribute to the final grades of students (e.g. coursework, School Based Assessment, continuous assessment). As a result, the information presented focuses on national summative examinations in pre-tertiary education. This report has two parts. First, a typology outlining the most common forms of examination malpractice. The typology uses sources from newspaper articles, unpublished conference papers, blogs and other forms of grey literature. Second, a table addressing potential strategies to combat forms of examination malpractice. This was largely made up of expert comments and inputs with some references to research literature. The purpose of this report is to help refine and reframe the policy debate around this issue in Sierra Leone, drawing on evidence from other low-income contexts. DA - 2019/11/08/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14771 Y2 - 2022/12/18/18:14:43 KW - ⛔ No DOI found ER - TY - JOUR TI - Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice AU - Agyei, Douglas D. AU - Voogt, Joke T2 - Australasian Journal of Educational Technology AB - This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program.  Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed. DA - 2014/// PY - 2014 DO - 10.14742/ajet.499 DP - ajet.org.au VL - 30 IS - 1 SP - 92 EP - 105 LA - en SN - 1449-5554 UR - https://ajet.org.au/index.php/AJET/article/view/499 Y2 - 2020/09/28/10:36:06 KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:2425905 KW - __finaldtb ER - TY - JOUR TI - Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers AU - Akayuure, Peter AU - Apawu, Jones T2 - International Journal of Research in Education and Science AB - The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6%, 58% and 36% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies. DA - 2015/// PY - 2015 DO - 10.21890/ijres.69649 VL - 1 IS - 2 SP - 101 EP - 110 LA - English UR - https://files.eric.ed.gov/fulltext/EJ1105197.pdf AN - 1826538267; EJ1105197 KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Publishing KW - Foreign Countries KW - Ghana KW - Higher Education KW - Instructional Material Evaluation KW - Learning Modules KW - Mathematics Activities KW - Postsecondary Education KW - Preservice Teachers KW - Rating Scales KW - Scoring Rubrics KW - Statistical Analysis KW - Student Developed Materials KW - Usability KW - Web Based Instruction KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098955 KW - __finaldtb ER - TY - JOUR TI - Examining overlap of included studies in meta-reviews: Guidance for using the corrected covered area index AU - Hennessy, Emily A. AU - Johnson, Blair T. T2 - Research Synthesis Methods AB - Overlap in meta-reviews results from the use of multiple identical primary studies in similar reviews. It is an important area for research synthesists because overlap indicates the degree to which reviews address the same or different literatures of primary research. Current guidelines to address overlap suggest that assessing and documenting the degree of overlap in primary studies, calculated via the corrected covered area (CCA) is a promising method. Yet, the CCA is a simple percentage of overlap and current guidelines do not detail ways that reviewers can use the CCA as a diagnostic tool while also comprehensively incorporating these findings into their conclusions. Furthermore, we maintain that meta-review teams must address non-independence via overlap more thoroughly than by simply estimating and reporting the CCA. Instead, we recommend and elaborate five steps to take when examining overlap, illustrating these steps through the use of an empirical example of primary study overlap in a recently conducted meta-review. This work helps to show that overlap of primary studies included in a meta-review is not necessarily a bias but often can be a benefit. We also highlight further areas of caution in this task and potential for the development of new tools to address non-independence issues. DA - 2020/// PY - 2020 DO - 10.1002/jrsm.1390 DP - Wiley Online Library VL - 11 IS - 1 SP - 134 EP - 145 LA - en SN - 1759-2887 ST - Examining overlap of included studies in meta-reviews UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/jrsm.1390 Y2 - 2021/04/17/19:30:03 KW - citation matrix KW - corrected covered area KW - meta-review KW - overlap KW - overview ER - TY - JOUR TI - Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms AU - Harris, Christopher J. AU - Phillips, Rachel S. AU - Penuel, William R. T2 - Journal of Science Teacher Education AB - Project-based learning seeks to engage students through sustained investigation of real-world problems or design challenges. Weekly mini-surveys were administered to students during an 8-week project-based learning unit to understand students’ perceptions of alignment of lessons to the overall challenge and usefulness of knowledge gained, their affective responses to lessons, and how these varied across lesson types and teachers. Results from a multilevel model revealed significant teacher level variance; no differences across lesson types were found. DA - 2012/11/10/ PY - 2012 DO - 10.1007/s10972-011-9237-0 DP - DOI.org (Crossref) VL - 23 IS - 7 SP - 769 EP - 788 J2 - Journal of Science Teacher Education LA - en SN - 1046-560X, 1573-1847 UR - https://www.tandfonline.com/doi/full/10.1007/s10972-011-9237-0 Y2 - 2022/12/25/00:35:12 ER - TY - JOUR TI - Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables AU - Gokdas, Ibrahim AU - Torun, Fulya T2 - Kuram ve Uygulamada Egitim Bilimleri AB - The need to integrate technology into education has made necessary a thorough examination of teachers’ technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers’ technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers’ technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre- and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers’ acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day. DA - 2017/10// PY - 2017 DO - 10.12738/estp.2017.5.0322 VL - 17 IS - 5 SP - 1733 EP - 1758 LA - English SN - 13030485 UR - https://www.researchgate.net/publication/319283701_Examining_the_Impact_of_Instructional_Technology_and_Material_Design_Courses_on_Technopedagogical_Education_Competency_Acquisition_According_to_Different_Variables/link/59ac2cf7aca272f8a15887c9/download AN - 1989487539 KW - Communication KW - Computers KW - Core curriculum KW - Early childhood education KW - Education KW - Educational technology KW - Knowledge KW - Learning KW - Mathematics KW - Pedagogy KW - Preschool education KW - Science education KW - Social research KW - Students KW - Teacher education KW - Teaching methods KW - Web 2.0 KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095985 KW - __finaldtb ER - TY - THES TI - Examining the perceived impact of technology on teacher-student math discussions in early elementary classrooms AU - Weisel, Derek DA - 2017/// PY - 2017 DP - Google Scholar M3 - PhD Thesis PB - University of California, Los Angeles KW - _C:Canada CAN KW - _C:Cuba CUB KW - _C:Dominican Republic DOM KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Examining the Practices and Challenges of Distance Education of PhD Candidates in the Context of COVID-19 AU - Fast, Olha AU - Semenog, Olena AU - Vovk, Myroslava AU - Buhaichuk, Nazar AU - Golya, Galyna T2 - Journal of Learning for Development AB - The distance education system is actively developing in the world due to the COVID-19 pandemic. The sharp transition of PhD candidates to distance education caused difficulties in organising the educational process. The aim of this study was to analyse the methods of distance education for postgraduate students in the context of a COVID-19 pandemic. A survey of graduate students was conducted through specially- designed and semi-standardised interviews of focus groups of producers and consumers of educational services. The study showed that the process of adaptation of postgraduate students majoring in Physical Culture and Sports and Biology was much more difficult than in the major Educational, Pedagogical Sciences and Philology. The reasons for the problems of distance education of PhD candidates included the complexity of creating educational and methodological materials for distance learning; lack of a centralised system of certification and accreditation of electronic courses; insufficient motivation of teachers; shortage of teachers who could competently develop distance learning courses in higher education. The study identified opportunities to implement promising areas of online learning in the system of training of academic and teaching staff: retraining of a large proportion of the teaching staff, implementation of a system approach to the development of the online environment of educational institutions, development of skills and abilities to use educational content. Prospects for further research include the study of problems of violation of academic integrity by postgraduate students in the course of distance learning. DA - 2022/03/15/ PY - 2022 DP - jl4d.org VL - 9 IS - 1 SP - 73 EP - 88 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/581 Y2 - 2022/04/05/12:27:33 KW - COVID-19 Pandemic KW - Distance Education/Learning KW - Health and Recreational Technologies KW - Online Learning Technologies KW - Training of PhD Candidates KW - ⛔ No DOI found ER - TY - JOUR TI - Examining the service quality of administrative practices in Technical Vocational Education and Training (TVET) Colleges in South Africa AU - Nomzamo, Monica Mpanza AU - Green, Paul AU - Sentoo, Naresh AU - Cecile N. Gerwel Proches T2 - African Journal of Business and Economic Research A2 - Nomzamo, Monica Mpanza T3 - Journal Article AB - The purpose of the research was to evaluate administrative practices in three selected Technical Vocational Education and Training (TVET) Colleges in KwaZulu-Natal, South Africa. In the higher education sector, students are the clients who are to be given service and whose needs are to be satisfied. A SERVQUAL theoretical framework was employed in this study. The study drew on a mixed method research design. Questionnaires were administered to students, and semi-structured interviews were conducted with administrative clerks and administrative managers. A stratified sampling technique was used when collecting data from staff, and a convenience sample was applied when collecting data from students. Content analysis was used to analyse data from the interviews and the responses from questionnaires were analysed using the Statistical Package for Social Scientists (SPSS). The results of the research indicated a need for TVET Colleges to implement an appropriate set of processes for administrative practices and how critical it is that all employees should adhere to principles of quality customer service. DA - 2019/// PY - 2019 DO - 10.31920/1750-4562/2019/14n2a9 ER - TY - RPRT TI - Examples, Good Practices and Recommendations for Engaging Girls in Sudan With E-learning AU - AlSheikh Theeb, Thaer AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/10/17/ PY - 2021 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://docs.edtechhub.org/lib/TSND6EBB KW - Helpdesk Response KW - _r:AddedByZotZen ER - TY - CHAP TI - EXBOX-Digital–Praxisorientiertes Unterrichtskonzept zum Einsatz digitaler Medien im Chemie-und Physikunterricht AU - Fleischer, Timo AU - Deibl, Ines AU - Strahl, Alexander AU - Moser, Stephanie AU - Maier, Simone Christine AU - Zumbach, Jörg T2 - Neue Impulse in der Naturwissenschaftsdidaktik DA - 2020/// PY - 2020 DP - Google Scholar SP - 211 EP - 223 PB - Waxmann Verlag KW - __C:filed:1 ER - TY - ELEC TI - Executive Secretary's Office DA - 2017/// PY - 2017 UR - https://net.nbte.gov.ng/es%20office Y2 - 2020/08/04/13:45:33 ER - TY - RPRT TI - Expanding Access to Early Childhood Development Using Interactive Audio Instruction AU - World Bank DA - 2016/02// PY - 2016 SP - 60 LA - EN PB - World Bank Group, Education Development Center UR - http://documents.worldbank.org/curated/en/743571468204574547/pdf/940100REVISED000ELP0WB0EDC0Feb02015.pdf Y2 - 2020/04/04/17:12:40 ER - TY - JOUR TI - Expanding educational opportunities or widening learning inequalities? Evidence from national reform of pre-primary education in Ethiopia AU - Kim, Janice AU - Sabates, Ricardo T2 - Oxford Review of Education AB - Since a nationwide reform of pre-primary education in 2010, Ethiopia has experienced a massive expansion of pre-primary enrolment that increased tenfold in six years. Our paper aims to assess the distribution of early literacy outcomes between children who attended preschool and those who did not and explore how that distribution has changed throughout the reform and by factors such as gender, location, and parental literacy. We find an overall increase in the achievement gaps associated with pre-primary participation between 2010 and 2016. There are also differential patterns in the learning gaps over the reform, with a particular disadvantage for rural students and a relative advantage for students with parents who are not literate. This study suggests that understanding a fuller picture of learning inequality is critical to designing policy to leave no one behind aligned with the UN Sustainable Development Goals. DA - 2022/05/30/ PY - 2022 DO - 10.1080/03054985.2022.2072824 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 20 SN - 0305-4985 ST - Expanding educational opportunities or widening learning inequalities? UR - https://doi.org/10.1080/03054985.2022.2072824 Y2 - 2023/01/07/20:46:20 KW - Educational reform KW - Ethiopia KW - early childhood education KW - educational inequality KW - nonparametric statistics ER - TY - JOUR TI - Expanding Teacher Support through Mobile Mentoring in Kakuma Refugee Camp: Benefits and Challenges. AU - Mendenhall, Mary AU - Skinner, Makala AU - Collas, Sophia AU - French, Sarah T2 - Current Issues in Comparative Education DA - 2018/// PY - 2018 VL - 20 IS - 2 SP - 9 EP - 23 LA - en UR - https://files.eric.ed.gov/fulltext/EJ1205676.pdf KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425895 KW - ___working_potential_duplicate KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Expecting the unexpected: effects of data collection design choices on the quality of crowdsourced user-generated content AU - Lukyanenko, R. AU - Parsons, J. AU - Wiersma, Y.F. T2 - MIS Quarterly DA - 2019/// PY - 2019 DO - 10.25300/MISQ/2019/14439 VL - 43 IS - 2 SP - 623 EP - 648 LA - en KW - _z:no_pdf ER - TY - JOUR TI - Experienced teacher learning within the context of reciprocal peer coaching AU - Zwart, R.C. AU - Wubbels, T. AU - Bergen, T.C.M. AU - Bolhuis, S. T2 - Teachers and Teaching: Theory and Practice DA - 2007/04/02/ PY - 2007 DO - 10.1080/13540600601152520 VL - 13 IS - 2 SP - 165 EP - 187 ST - Experienced teacher learning within the context of reciprocal peer coaching UR - http://dx.doi.org/10.1080/13540600601152520 ER - TY - RPRT TI - Experimental Evidence on Alternative Policies to Increase Learning at Scale AU - Duflo, Annie AU - Kiessel, Jessica AU - Lucas, Adrienne CY - Cambridge, MA DA - 2021/03// PY - 2021 DP - DOI.org (Crossref) SP - w27298 LA - en M3 - Working paper PB - National Bureau of Economic Research SN - 27298 UR - http://www.nber.org/papers/w27298.pdf Y2 - 2022/04/18/11:41:30 KW - C:Ghana KW - _C:Ghana GHA ER - TY - JOUR TI - Experimental evidence on learning using low-tech when school is out AU - Angrist, Noam AU - Bergman, Peter AU - Matsheng, Moitshepi T2 - Nature Human Behaviour AB - School closures occurred extensively during the COVID-19 pandemic, and occur in other settings, such as teacher strikes and natural disasters. The cost of school closures has proven to be substantial, particularly for households of lower socioeconomic status, but little evidence exists on how to mitigate these learning losses. This paper provides experimental evidence on strategies to support learning when schools close. We conduct a large-scale randomized trial testing two low-technology interventions—SMS messages and phone calls—with parents to support their child in Botswana. The combined treatment improves learning by 0.12 standard deviations, which translates to 0.89 standard deviations of learning per US$100, ranking among the most cost-effective interventions to improve learning. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents to support education provision during school disruptions. DA - 2022/07// PY - 2022 DO - 10.1038/s41562-022-01381-z DP - www.nature.com VL - 6 IS - 7 SP - 941 EP - 950 J2 - Nat Hum Behav LA - en SN - 2397-3374 UR - https://www.nature.com/articles/s41562-022-01381-z Y2 - 2024/03/13/04:21:57 KW - Development studies KW - Economics KW - Education KW - Final_citation ER - TY - JOUR TI - Experimental evidence on scaling up education reforms in Kenya AU - Bold, Tessa AU - Kimenyi, Mwangi AU - Mwabu, Germano AU - Ng’ang’a, Alice AU - Sandefur, Justin T2 - Journal of Public Economics AB - What constraints arise when translating successful NGO programs to improve public services in developing countries into government policy? We report on a randomized trial embedded within a nationwide reform of teacher hiring in Kenyan government primary schools. New teachers offered a fixed-term contract by an international NGO significantly raised student test scores, while teachers offered identical contracts by the Kenyan government produced zero impact. Observable differences in teacher characteristics explain little of this gap. Instead, data suggests that bureaucratic and political opposition to the contract reform led to implementation delays and a differential interpretation of identical contract terms. Additionally, contract features that produced larger learning gains in both the NGO and government treatment arms were not adopted by the government outside of the experimental sample. DA - 2018/12/01/ PY - 2018 DO - 10.1016/j.jpubeco.2018.08.007 DP - ScienceDirect VL - 168 SP - 1 EP - 20 J2 - Journal of Public Economics SN - 0047-2727 UR - https://www.sciencedirect.com/science/article/pii/S0047272718301518 Y2 - 2023/10/26/14:18:23 KW - Contract teachers KW - Education KW - External validity KW - Kenya KW - Randomized evaluation KW - State capacity ER - TY - JOUR TI - Experimental Evidence on the Effects of Home Computers on Academic Achievement Among Schoolchildren. AU - Fairlie, Robert W. AU - Robinson, Jonathan T2 - American Economic Journal: Applied Economics DA - 2013/// PY - 2013 DO - 10.1257/app.5.3.211 VL - 3 SP - 211 EP - 40 UR - https://ssrn.com/abstract ER - TY - JOUR TI - Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes AU - Gomez, J. AU - Moreno, Lorenzo AU - Rolla, Andrea AU - D'Sa, Nikhit T2 - Developmental psychology DA - 2015/// PY - 2015 VL - 51 SP - 309 KW - ⛔ No DOI found ER - TY - JOUR TI - Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. AU - Yoshikawa, Hirokazu AU - Leyva, Diana AU - Snow, Catherine E. AU - Ernesto Treviño, M.Barata AU - Weiland, Christina AU - J, Celia T2 - Gomez et al DA - 2015/// PY - 2015 UR - https://pubmed.ncbi.nlm.nih.gov/25706589/ KW - ⛔ No DOI found ER - TY - JOUR TI - Experimenting With Teacher Professional Development: Motives and Methods AU - Wayne, A. J. AU - Yoon, K. S. AU - Zhu, P. AU - Cronen, S. AU - Garet, M. S. T2 - Educational Researcher AB - A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and?for those conducting and interpreting such studies?discusses the unique methodological issues encountered when experimental methods are applied to the study of PD. DA - 2008/11/01/ PY - 2008 DO - 10.3102/0013189X08327154 DP - CrossRef VL - 37 IS - 8 SP - 469 EP - 479 J2 - Educational Researcher LA - en SN - 0013-189X ST - Experimenting With Teacher Professional Development UR - https://doi.org/10.3102/0013189X08327154 Y2 - 2016/03/26/13:27:50 KW - C:United States / International ER - TY - JOUR TI - Expert comments on: Are children with low vision adapted to the visual environment in classrooms of mainstream schools? AU - Ganesh, Sandra AU - Narendran, Kalpana T2 - Indian Journal of Ophthalmology DA - 2018/// PY - 2018 DP - Google Scholar VL - 66 IS - 2 SP - 290 ST - Expert comments on UR - https://journals.lww.com/ijo/fulltext/2018/66020/expert_comments_on__are_children_with_low_vision.26.aspx Y2 - 2024/03/27/15:20:00 KW - ⛔ No DOI found ER - TY - RPRT TI - Expert Consultation: Radio-based Education in the Philippines AU - McBurnie, Chris T2 - EdTech Hub Helpdesk Response DA - 2020/07// PY - 2020 PB - EdTech Hub SN - 26 UR - https://docs.edtechhub.org/lib/YRC7UKWE KW - Author:OpenDevEd KW - C:Philippines KW - F: Helpdesk response KW - H:Radio KW - LP: English KW - _EdTechHub_Output KW - _r:ImportedToMyEducationEvidence KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students AU - Boyd, Donald AU - Lankford, Hamilton AU - Loeb, Susanna AU - Wyckoff, James T2 - American Economic Review DA - 2005/05// PY - 2005 DO - 10.1257/000282805774669628 DP - www.aeaweb.org VL - 95 IS - 2 SP - 166 EP - 171 LA - en SN - 0002-8282 UR - https://www.aeaweb.org/articles?id=10.1257/000282805774669628 Y2 - 2021/03/07/17:41:38 KW - Analysis of Education KW - Public Sector Labor Markets KW - _C:Georgia GEO KW - _C:Norway NOR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Exploring barriers to adoption of virtual reality through social media analytics and machine learning–an assessment of technology, network, price and trialability T2 - Journal of Business Research DA - 2019/// PY - 2019 DO - 10.1016/j.jbusres.2019.01.017 VL - 100 SP - 469 EP - 474 LA - en ER - TY - JOUR TI - Exploring Blended Learning for Science Teacher Professional Development in an African Context AU - Boitshwarelo, Bopelo T2 - The International Review of Research in Open and Distributed Learning AB - This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education. DA - 2009/09/23/ PY - 2009 DO - 10.19173/irrodl.v10i4.687 DP - DOI.org (Crossref) VL - 10 IS - 4 SP - 1 EP - 19 J2 - IRRODL LA - en SN - 1492-3831 UR - http://www.irrodl.org/index.php/irrodl/article/view/687 Y2 - 2020/05/16/17:10:53 KW - C:Botswana KW - _C:Botswana BWA KW - _C:Cuba CUB KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ___working_potential_duplicate ER - TY - THES TI - Exploring Business Studies teachers’ perspectives on teaching Grade 12 learners for Entrepreneurship. AU - Dube, Zinhle Thabisile Angeline DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:China CHN KW - _C:Finland FIN KW - _C:India IND KW - _C:Kenya KEN KW - _C:Mozambique MOZ KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Portugal PRT KW - _C:Serbia SRB KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University AU - Cele, Siyabonga Alpheos DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis KW - _C:Australia AUS KW - _C:Georgia GEO KW - _C:Greece GRC KW - _C:India IND KW - _C:Korea XKOR KW - _C:Malawi MWI KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Poland POL KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Exploring Five Online Collaboration Tools to Facilitate a Professional Learning Community AU - Moore, Julie A. T2 - TechTrends AB - Critical Friends Groups (CFGs) are a form professional learning community that has been used for teacher learning in K-12 environments for many years. In order to foster community and learning amongst distributed participants, CFGs are beginning to make their way online. This article describes the expereience of a four-year old online CFG whose goal was to explore how different technologies can support the work of a virtual CFG by being an online CFG. This article describes the technologies used to host this CFG, the attributes of those technologies to support this collaborative work and the lessons learned from the group’s experience. DA - 2018/11// PY - 2018 DO - 10.1007/s11528-018-0288-3 DP - ProQuest VL - 62 IS - 6 SP - 612 EP - 617 LA - English SN - 87563894 UR - https://www.proquest.com/docview/2025508467/abstract/DB60C5EA3FB141E6PQ/1 Y2 - 2021/06/27/17:41:41 KW - Critical friends group KW - Online learning KW - Professional development KW - Professional learning community KW - Virtual community ER - TY - JOUR TI - Exploring How Preschoolers Use IPads to Develop Phonemic Awareness: A Case Study AU - Scalf, Patricia Pounds DA - 2020/// PY - 2020 DP - Google Scholar ST - Exploring How Preschoolers Use IPads to Develop Phonemic Awareness KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Croatia HRV KW - _C:Germany DEU KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Sweden SWE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Exploring iPad Integration in Primary Schools: The Interaction of Policy-Initiated Reforms, Availability Assemblages, and Non-Digital Materials AU - Hembre, Oda Julie T2 - Journal of Research on Technology in Education DA - 2019/// PY - 2019 DO - 10.1080/15391523.2019.1646680 DP - Google Scholar VL - 51 IS - 4 SP - 342 EP - 355 ST - Exploring iPad Integration in Primary Schools KW - __C:filed:1 ER - TY - JOUR TI - Exploring machine learning potential for climate change risk assessment AU - Zennaro, Federica AU - Furlan, Elisa AU - Simeoni, Christian AU - Torresan, Silvia AU - Aslan, Sinem AU - Critto, Andrea AU - Marcomini, Antonio T2 - Earth-Science Reviews DA - 2021/// PY - 2021 DO - 10.1016/j.earscirev.2021.103752 DP - Google Scholar VL - 220 SP - 103752 UR - https://www.sciencedirect.com/science/article/pii/S0012825221002531 Y2 - 2024/02/24/11:09:15 ER - TY - BLOG TI - Exploring Math Education Relations by Analyzing Large Data Sets II. Research Memorandum. ETS RM-21-02. AU - Weeks, Jonathan AU - Baron, Patricia T2 - Educational Testing Service DA - 2021/// PY - 2021 UR - https://eric.ed.gov/?id=ED617566 Y2 - 2024/03/01/14:47:21 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - Exploring relationships between Kolb's learning styles and mobile learning readiness of pre-service teachers: a mixed study AU - Ata, Rıdvan AU - Cevik, Mustafa T2 - Education and Information Technologies AB - The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature. [ABSTRACT FROM AUTHOR] DA - 2019/03// PY - 2019 DO - 10.1007/s10639-018-9835-y DP - EBSCOhost VL - 24 IS - 2 SP - 1351 EP - 1377 J2 - Education & Information Technologies SN - 13602357 UR - http://earsiv.kmu.edu.tr/xmlui/bitstream/handle/11492/2474/Ata,%20R%20dvan%202019.pdf;jsessionid=563B49FBF43DA923B5DDBD72C23AA087?sequence=1 KW - COGNITIVE styles KW - Cognitive Style KW - Cognitive style KW - Computers--Information Science And Information Theory KW - Content Analysis KW - EDUCATIONAL programs KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Attainment KW - Foreign Countries KW - Gender Differences KW - Handheld Devices KW - Higher Education KW - Income KW - Independent Study KW - Independent study KW - Kolb's learning styles KW - Kolb’s learning styles KW - LEARNING readiness KW - Learning Readiness KW - Learning Style Inventory KW - MOBILE learning KW - Measures (Individuals) KW - Mobile learning KW - Mothers KW - Positive Attitudes KW - Postsecondary Education KW - Pre-service teachers KW - Preservice Teachers KW - STUDENT teachers KW - Self Efficacy KW - Structural Equation Models KW - Structural equation modelling KW - Student Attitudes KW - Teacher Education Programs KW - Telecommunications KW - Turkey KW - Undergraduate Students KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095788 KW - __finaldtb ER - TY - JOUR TI - Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach AU - Zee, Marjolein AU - de Bree, Elise AU - Hakvoort, Britt AU - Koomen, Helma M. Y. T2 - Journal of Applied Developmental Psychology AB - This study explored unique associations of student disabilities (ADHD, ASD, dyslexia) with teacher-, student- and peer-perceptions of student–teacher relationship quality. Sixty-three teachers, 510 students, and classmates from 24 Dutch mainstream elementary schools completed questionnaires about the student–teacher relationship quality. Teachers indicated whether students were diagnosed with disabilities. Multilevel models indicated that both teachers and classmates, but not students with ADHD themselves, reported higher levels of conflict in relationships. Additionally, teachers experienced less closeness and more conflict in relationships with children with ASD. The lower levels of closeness were also reported by classmates, but not by students with ASD themselves. Last, students with dyslexia experienced less closeness and conflict with their teacher, whereas their classmates and teachers reported more closeness and less conflict in relationships. DA - 2020/01/01/ PY - 2020 DO - 10.1016/j.appdev.2019.101101 DP - ScienceDirect VL - 66 SP - 101101 J2 - Journal of Applied Developmental Psychology LA - en SN - 0193-3973 ST - Exploring relationships between teachers and students with diagnosed disabilities UR - https://www.sciencedirect.com/science/article/pii/S0193397319300772 Y2 - 2022/04/07/14:35:55 KW - ADHD KW - ASD KW - Dyslexia KW - Multi-informant approach KW - Student–teacher relationship ER - TY - JOUR TI - Exploring selected theories applicable to educational disciplines and social sciences research. AU - Nkhata, Bentry AU - Mkandawire, Sitwe Benson AU - Nachiyunde, Kabunga AU - Phiri-Nalube, Patricia AU - Kaani, Bestern AU - Mulenga, Innocent Mutale AU - Phiri, Chidongo AU - Chileshe, Bernard AU - Sichula, Noah Kenny AU - Sikayomya, Patrick DA - 2019/// PY - 2019 DP - Google Scholar UR - http://dspace.unza.zm/bitstream/handle/123456789/6093/ExploringSelectedTheoriesApplicabletoEducationalDisciplinesandSocialSciencesResearch.pdf?sequence=1&isAllowed=y Y2 - 2023/12/06/15:21:52 KW - ⛔ No DOI found ER - TY - JOUR TI - Exploring Students' Perceptions of Academic Disengagement and Reengagement in a Dropout Recovery Charter School Setting AU - Iachini, Aidyn L. AU - Buettner, Cynthia AU - Anderson-Butcher, Dawn AU - Reno, Rebecca T2 - Children & Schools AB - Abstract. The purpose of this exploratory case study was to understand the academic disengagement and reengagement process from the perspective of students enro DA - 2013/04/01/ PY - 2013 DO - 10.1093/cs/cdt005 DP - academic.oup.com VL - 35 IS - 2 SP - 113 EP - 120 J2 - Child Sch LA - en SN - 1532-8759 UR - https://academic.oup.com/cs/article/35/2/113/501691 Y2 - 2020/11/17/10:16:03 KW - _Added to LR KW - _G:reviewed ER - TY - JOUR TI - Exploring technical vocational education and training systems in emerging markets: A case study on Ghana AU - Alagaraja, Meera AU - Arthur-Mensah, Nana T2 - European Journal of Training and Development AB - Purpose - The purpose of this study was to explore trends and changes in technical vocational education and training (TVET) in emerging economies as a national human resource development (NHRD) approach and its practical applications using Ghana as an example. Design/methodology/approach - A case study approach was used to develop an in-depth analysis of TVET practices in Ghana. The study utilizes a targeted review of literature, analysis of government documents and interviews with key informants as illustrative sources of evidence for developing the case study. Findings - TVET has been identified as a major contributor to skills development in Ghana. Capitalizing on the potential of TVET requires addressing the challenges of increasing employer participation in TVET, improving TVET curriculum to enhance student's employability and reflect labor market needs. Additionally, informal TVET plays a major role in skills development therefore it is recognized as part of the TVET planning process. Research limitations/implications - Data for this research were gathered from key informant interviews and archival records. Additional methods such as observations would further enhance this study. Further research of trends in Ghana to validate implications drawn from this research is recommended. Practical implications - This research provides an overview for HRD professionals to understand the potential of TVET as an approach to human capital development within emerging markets. This is because developing comprehensive plans that address national and employer needs regarding talent acquisition, development and retention will re-emerge as a critical objective for TVET system as nations compete in the global market place. Originality/value - This study provides a unique perspective of current TVET practices in Ghana and its implications for human resource development (HRD). Furthermore, it adds to the small but growing literature on HRD in Ghana and in the African context. DA - 2013/11/08/ PY - 2013 DO - 10.1108/ejtd-04-2013-0037 DP - emeraldinsight.com (Atypon) VL - 37 IS - 9 SP - 835 EP - 850 J2 - Euro J of Training and Dev LA - en SN - 2046-9012 ST - Exploring technical vocational education and training systems in emerging markets UR - https://www.emeraldinsight.com/doi/abs/10.1108/EJTD-04-2013-0037 AN - DOI-10.1108/EJTD-04-2013-0037 Y2 - 2018/11/25/18:00:33 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:emerging economies KW - F:curriculum KW - P:economy KW - P:human resources manager KW - P:measurement KW - R:case study KW - R:interview KW - R:observation KW - T:TVET KW - Z:Case studies KW - Z:Economic development KW - Z:Economic growth KW - Z:Emerging markets KW - Z:Globalization KW - Z:Human capital KW - Z:Human resource management KW - Z:Theory KW - Z:Workforce KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Exploring the Benefits and Challenges of AI-Language Learning Tools AU - Rebolledo Font de la Vall, Roxana AU - Gonzalez Araya, Fabian T2 - International Journal of Social Sciences and Humanities Invention AB - AI language learning tools are computer programs or software applications that use artificial intelligence (AI) algorithms to help users learn and improve their skills in a foreign language. These technologies have a lot of benefits, such as the ability to save time and speed up learning, to give students personalized learning experiences, and to help them learn about other cultures. In this study, the scientific literature was looked at to find out the pros, cons, opportunities, and challenges of using AI language learning tools, such as the need for more human interaction, the complexities of language in context, and the fact that training needs a lot of data. In the future, these AI tools could be used to make changes, like combining VR and AR, developing better algorithms for processing natural language, and using more advanced algorithms for adaptive learning. By addressing these problems and limitations, AI learning systems could become even more powerful and valuable tools for learning languages. Their integration is critical to improving the effectiveness and efficiency of learning user experience solutions. DA - 2023/01/08/ PY - 2023 DO - 10.18535/ijsshi/v10i01.02 DP - ResearchGate VL - 10 SP - 7569 EP - 7576 J2 - International Journal of Social Sciences and Humanities Invention ER - TY - JOUR TI - Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms: A Formative Analysis AU - Kay, Robin AU - Lauricella, Sharon T2 - Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie AB - Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess beneficial and challenging laptop behaviours in higher education classrooms. Both quantitative and qualitative data were collected from 177 undergraduate university students (89 males, 88 females). Key benefits observed include note-taking... DA - 2011/04/21/ PY - 2011 DO - 10.21432/T2S598 DP - www.learntechlib.org VL - 37 IS - 1 LA - en SN - 1499-6677 ST - Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms UR - https://www.learntechlib.org/p/42756/ Y2 - 2020/04/21/16:56:00 ER - TY - JOUR TI - Exploring the dynamics of female rural-urban migration for secondary education in Ethiopia AU - Yorke, Louise AU - Gilligan, Robbie AU - Alemu, Eyerusalem T2 - Compare: A Journal of Comparative and International Education AB - Based on ethnographic fieldwork, we explore the rural-urban migration of 27 girls and young women who leave their rural communities and move to the city to pursue their secondary education, in the ethnically diverse Southern Region of Ethiopia. We consider the nature and extent of the inequalities that they face in rural areas which limit their education opportunities and outcomes and underpin their expected entry into marriage. We compare their experiences in their rural communities with their lives in the city, where they have greater access to resources and greater freedom and decision-making power and the opportunity to continue their secondary education, although their futures are still uncertain. Through our analysis we reveal some of the tensions between the promise of girls’ secondary education promoted at the international and national level and the lived realities of rural girls and women, many of whom are unable to realise this promise. DA - 2021/07/15/ PY - 2021 DO - 10.1080/03057925.2021.1951665 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 17 SN - 0305-7925 UR - https://doi.org/10.1080/03057925.2021.1951665 Y2 - 2022/04/18/11:21:09 KW - Ethiopia KW - Girls’ secondary education KW - empowerment KW - female rural-urban migration KW - marriage ER - TY - JOUR TI - Exploring the Emergence of Community Support for School and Encouragement of Innovation for Improving Rural School Performance: Lessons Learned at Kitamburo in Tanzania AU - Ngalawa, Athanas August AU - Simmt, Elaine AU - Glanfield, Florence T2 - Global Education Review AB - This article describes a qualitative exploration of a primary school in a remote rural community of Tanzania, whose students showed promising performance in mathematics, as measured by the Primary School Leaving Examinations (PSLE). Case study methods were used to conduct research about the school and community in order to understand the dynamics that shape the school and village as community and communities. Interviews, focus groups, and observations were conducted. The paper identifies the role of village leadership in generating a learning community (Warren, 2005), that initiated community support of the school, which in turn prompted teachers’ innovations for developing in their work as professionals, that improved teaching and learning practices in mathematics and contributed to the noted promising performance on the PSLE. The article concludes that although school principals and teachers are regarded as keys in generating professional learning communities (DuFour, DuFour, & Eaker, 2008; Fullan, Hill &Crévola, 2006 ), under good community leadership communities may be essential catalysts in establishing and sustaining professional learning communities and contribute to school improvement. DA - 2015/10/30/ PY - 2015 DP - ger.mercy.edu VL - 2 IS - 4 LA - en SN - 2325-663X ST - Exploring the Emergence of Community Support for School and Encouragement of Innovation for Improving Rural School Performance UR - http://ger.mercy.edu/index.php/ger/article/view/176 AN - Case study Y2 - 2017/04/06/11:55:04 KW - ⛔ No DOI found ER - TY - JOUR TI - Exploring the impact of the design of the physical classroom environment on young children with autism spectrum disorder ( ASD ) AU - Martin, Caren S. T2 - Journal of Research in Special Educational Needs AB - In 2010, the C enters for D isease C ontrol ( CDC ) reported a 1600% increase in the number of individuals between the ages of 6 and 22 years with autism spectrum disorder ( ASD ). Knowledge about educational interventions for children with ASD is substantial; however, less is known about the design of supportive classroom environments where they learn. ASD experts believe that the early years in school, namely preschool through 6th grade, are critical in reaching children and establishing a foundation for their life‐long learning and general well‐being. In context of the human ecosystem theory that models the interaction between people and the natural, social and designed environments, this literature review of refereed sources (2000–2012) documented findings about interventions, that is, design criteria ( DC ) for incorporation into the physical classroom environment used by children with ASD . The majority of the studies was exploratory and presented DC that subsequently were not tested. Due to research method and/or sampling design, efficacy, reliability and validity of findings varied. Limited research (19 articles, 1 conference proceeding) addressing classroom DC leaves designers, teachers and school administrators substantially reliant on anecdotal information in terms of creating optimal learning environments to support inclusion of children with ASD . Additional research is needed to examine this critical design/human behaviour relationship via identification of evidence‐based DC to guide classroom design solutions that support learning by children with ASD . DA - 2016/10// PY - 2016 DO - 10.1111/1471-3802.12092 DP - DOI.org (Crossref) VL - 16 IS - 4 SP - 280 EP - 298 J2 - Research in Spec Educ Needs LA - en SN - 1471-3802, 1471-3802 ST - Exploring the impact of the design of the physical classroom environment on young children with autism spectrum disorder ( Introduction

Despite an estimated one-third of the global burden of disease being surgical, only limited estimates of accessibility to surgical treatment in sub-Saharan Africa exist and these remain spatially undefined. Geographical metrics of access to major hospitals were estimated based on travel time. Estimates were then used to assess need for surgery at country level.

Methods

Major district and regional hospitals were assumed to have capability to perform bellwether procedures. Geographical locations of hospitals in relation to the population in the 47 sub-Saharan countries were combined with spatial ancillary data on roads, elevation, land use or land cover to estimate travel-time metrics of 30 min, 1 hour and 2 hours. Hospital catchment was defined as population residing in areas less than 2 hours of travel time to the next major hospital. Travel-time metrics were combined with fine-scale population maps to define burden of surgery at hospital catchment level.

Results

Overall, the majority of the population (92.5%) in sub-Saharan Africa reside in areas within 2 hours of a major hospital catchment defined based on spatially defined travel times. The burden of surgery in all-age population was 257.8 million to 294.7 million people and was highest in high-population density countries and lowest in sparsely populated or smaller countries. The estimated burden in children <15 years was 115.3 million to 131.8 million and had similar spatial distribution to the all-age pattern.

Conclusion

The study provides an assessment of accessibility and burden of surgical disease in sub-Saharan Africa. Yet given the optimistic assumption of adequare surgical capability of major hospitals, the true burden of surgical disease is expected to be much greater. In-depth health facility assessments are needed to define infrastructure, personnel and medicine supply for delivering timely and safe affordable surgery to further inform the analysis.

DA - 2018/08/01/ PY - 2018 DO - 10.1136/bmjgh-2018-000875 DP - gh.bmj.com VL - 3 IS - 4 SP - e000875 LA - en SN - 2059-7908 UR - https://gh.bmj.com/content/3/4/e000875 Y2 - 2021/03/18/19:09:19 ER - TY - JOUR TI - Geospatial variation in measles vaccine coverage through routine and campaign strategies in Nigeria: Analysis of recent household surveys AU - Utazi, C. Edson AU - Wagai, John AU - Pannell, Oliver AU - Cutts, Felicity T. AU - Rhoda, Dale A. AU - Ferrari, Matthew J. AU - Dieng, Boubacar AU - Oteri, Joseph AU - Danovaro-Holliday, M. Carolina AU - Adeniran, Adeyemi AU - Tatem, Andrew J. T2 - Vaccine AB - Measles vaccination campaigns are conducted regularly in many low- and middle-income countries to boost measles control efforts and accelerate progress towards elimination. National and sometimes first-level administrative division campaign coverage may be estimated through post-campaign coverage surveys (PCCS). However, these large-area estimates mask significant geographic inequities in coverage at more granular levels. Here, we undertake a geospatial analysis of the Nigeria 2017–18 PCCS data to produce coverage estimates at 1 × 1 km resolution and the district level using binomial spatial regression models built on a suite of geospatial covariates and implemented in a Bayesian framework via the INLA-SPDE approach. We investigate the individual and combined performance of the campaign and routine immunization (RI) by mapping various indicators of coverage for children aged 9–59 months. Additionally, we compare estimated coverage before the campaign at 1 × 1 km and the district level with predicted coverage maps produced using other surveys conducted in 2013 and 2016–17. Coverage during the campaign was generally higher and more homogeneous than RI coverage but geospatial differences in the campaign’s reach of previously unvaccinated children are shown. Persistent areas of low coverage highlight the need for improved RI performance. The results can help to guide the conduct of future campaigns, improve vaccination monitoring and measles elimination efforts. Moreover, the approaches used here can be readily extended to other countries. DA - 2020/03/23/ PY - 2020 DO - 10.1016/j.vaccine.2020.02.070 DP - ScienceDirect VL - 38 IS - 14 SP - 3062 EP - 3071 J2 - Vaccine LA - en SN - 0264-410X ST - Geospatial variation in measles vaccine coverage through routine and campaign strategies in Nigeria UR - https://www.sciencedirect.com/science/article/pii/S0264410X20303017 Y2 - 2021/03/18/19:08:49 KW - Geospatial analysis KW - Measles vaccine KW - Post-campaign coverage survey KW - Routine immunization KW - Supplementary immunization activities ER - TY - ENCYC TI - Gerrymandering T2 - Wikipedia AB - Gerrymandering () is a practice intended to establish an unfair political advantage for a particular party or group by manipulating district boundaries, which is most commonly used in first-past-the-post electoral systems. Two principal tactics are used in gerrymandering: "cracking" (i.e. diluting the voting power of the opposing party's supporters across many districts) and "packing" (concentrating the opposing party's voting power in one district to reduce their voting power in other districts). The top-left diagram in the graphic is a form of cracking where the majority party uses its superior numbers to guarantee the minority party never attains a majority in any district. In addition to its use achieving desired electoral results for a particular party, gerrymandering may be used to help or hinder a particular demographic, such as a political, ethnic, racial, linguistic, religious, or class group, such as in Northern Ireland where boundaries were constructed to guarantee Protestant Unionist majorities. Gerrymandering can also be used to protect incumbents. Wayne Dawkins describes it as politicians picking their voters instead of voters picking their politicians; Thomas Hofeller, the Redistricting Chair of the Republican National Committee, stated "Redistricting is like an election in reverse. It's a great event. Usually the voters get to pick the politicians. In redistricting, the politicians get to pick the voters." in reference to the 2000 Census.The term gerrymandering is named after American politician Elbridge Gerry (pronounced with a hard "g"; "Gherry", Vice President of the United States at the time of his death, who, as Governor of Massachusetts in 1812, signed a bill that created a partisan district in the Boston area that was compared to the shape of a mythological salamander. The term has negative connotations and gerrymandering is almost always considered a corruption of the democratic process. The resulting district is known as a gerrymander (). The word is also a verb for the process. DA - 2021/03/01/T20:08:56Z PY - 2021 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=Gerrymandering&oldid=1009681363 Y2 - 2021/03/07/14:59:47 ER - TY - THES TI - Gestaltungsorientierung als Entwicklungsstrategie zur Beförderung der beruflichen Fortbildung – dargestellt und untersucht am Beispiel des Projektes VET-Net AU - Haseloff, Gesine DA - 2017/// PY - 2017 DP - Zotero LA - de KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - C:Mozambique KW - C:South Africa KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - GETN Tenets & Principles of EdTech Trialing Networks & Environments within the US AU - Global EdTech Trialing Network (United States) AU - Boody Adorno, Katie AU - Mote, Erin DA - 2023/11/01/ PY - 2023 LA - en PB - Global EdTech Testbeds Network UR - https://docs.opendeved.net/lib/UF5E7H5N KW - _r:AddedByMyEducationEvidence ER - TY - ELEC TI - Getting all children into school: The Sierra Leone story T2 - ArcGIS StoryMaps AB - Harness the power of maps to tell stories that matter. ArcGIS StoryMaps has everything you need to create remarkable stories that give your maps meaning. DA - 2021/07/26/T14:51:46.122Z PY - 2021 LA - en ST - Getting all children into school UR - https://storymaps.arcgis.com/stories/671606ea9ce24eac9684b46fba259e18 Y2 - 2021/07/29/14:34:51 KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Getting evidence into education: Evaluating the routes to policy and practice AU - Gorard, Stephen DA - 2020/// PY - 2020 DP - Google Scholar PB - Routledge ST - Getting evidence into education UR - https://books.google.co.uk/books?hl=en&lr=&id=5AvaDwAAQBAJ&oi=fnd&pg=PA1978&ots=dMEZ5kK_Kq&sig=k1e2wSkUb0tpUIZ-MRPiXSrv-vs Y2 - 2023/11/01/23:26:53 ER - TY - BLOG TI - Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone AU - Belfield, Sophie AU - Mathur, Meenu AU - Caine, Ellie T2 - FCDO - GEC DA - 2021/// PY - 2021 UR - https://girlseducationchallenge.org/blogs/blog-article/getting-girls-back-into-school-strategies-for-successfully-re-enrolling-girls-in-ghana-and-sierra-leone/ Y2 - 2022/01/02/20:01:28 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Getting girls into school: Evidence from a scholarship program in Cambodia AU - Filmer, Deon AU - Schady, Norbert T2 - Economic Development and Cultural Change DA - 2008/// PY - 2008 DO - 10.1086/533548 VL - 56 SP - 581 EP - 617 ER - TY - BLOG TI - Getting the Facts Straight: Pergau Dam and British Foreign Aid AU - Perakis, Rita T2 - Center For Global Development AB - Why does Britain score consistently well in its approach to aid? DA - 2012/// PY - 2012 LA - en ST - Getting the Facts Straight UR - https://www.cgdev.org/blog/getting-facts-straight-pergau-dam-and-british-foreign-aid Y2 - 2020/06/22/13:07:21 ER - TY - BOOK TI - Getting the Right Teachers into the Right Schools: Managing India's Teacher Workforce AU - Ramachandran, Vimala AU - Béteille, Tara AU - Linden, Toby AU - Dey, Sangeeta AU - Chatterjee, Prerna Goel AB - India's landmark Right of Children to Free and Compulsory Education Act (2009) guarantees education to all children aged 6-14 years. The Act mandates specific student-teacher ratios and emphasizes teacher quality. Writing this into legislation took seven years, but the seven years since has proven that ensuring effective teachers are recruited and placed in all schools in a time-bound manner is considerably more challenging. This report takes a detailed look at the complexity of the teacher management landscape in elementary and secondary schools in nine Indian states. On a daily basis, the administrative machinery of these states has to manage between 19,000 to nearly a million teachers in different types of schools and employment contracts, and cope with recruiting thousands more and distributing them equitably across schools. This report examines the following issues: official requirements for becoming a schoolteacher in India; policies and processes for teacher recruitment, deployment and transfers; salaries and benefits of teachers; professional growth of teachers; and grievance redressal mechanisms for teachers. For the first time in India, this report compares and contrasts stated policy with actual practice in teacher management in the country, using a combination of primary and secondary data. In so doing, the report reveals the hidden challenges and the nature of problems faced by administrators in attempting to build an effective teacher workforce which serves the needs of all of India’s 200 million school children. The report examines states with varying characteristics, thus generating knowledge and evidence likely to be of interest to policy makers and practitioners in a wide range of contexts. DA - 2017/11/15/ PY - 2017 DP - Google Books SP - 305 LA - en PB - World Bank Publications SN - 978-1-4648-0988-0 ST - Getting the Right Teachers into the Right Schools KW - Education / General KW - Education / Professional Development ER - TY - JOUR TI - Ghana government invests 500m in TVET T3 - News DA - 2019/// PY - 2019 ER - TY - RPRT TI - Ghana RECOVR Survey Analysis AU - Innovations for Poverty Action DA - 2020/// PY - 2020 ER - TY - JOUR TI - Ghana signs agreement with Germany for TVET support T3 - News DA - 2019/// PY - 2019 ER - TY - JOUR TI - Ghana TVET project voucher launched in Western Region T3 - News DA - 2019/// PY - 2019 ER - TY - GEN TI - ' Ghosts of the Primitives AU - Ajadi, S.B. DA - 2012/// PY - 2012 LA - en ER - TY - CHAP TI - 'Ghosts of the Primitives: The Predicament of X AU - Ajadi, S.B. T2 - Y, Z in Nigerian Architecture II' Sunday Sun (National) April 8 DA - 2012/// PY - 2012 SP - 45 LA - en ER - TY - RPRT TI - Girl-focused life skills interventions at a distance AU - Rafaeli, Tal CY - Brighton, UK DA - 2020/// PY - 2020 DP - Zotero LA - en M3 - K4D Helpdesk Report PB - Institute of Development Studies SN - 806 ER - TY - JOUR TI - Girl-focused Life Skills Interventions at a Distance AU - Rafaeli, Tal AB - This rapid review explores the evidence and lessons learned about engaging girls in life skills interventions at a distance (i.e. through mobile, online, radio or other) both in emergency and nonemergency settings. The purpose of the review is to assist programmes in identifying relevant and effective ways to continue and build girls’ life skills remotely during the widespread school closures and quarantine of the COVID-19 crisis (Albrectsen and Giannini, 2020). The main interest of the review is emergency contexts, however, the limited evidence as well as the potential for learning from programmes from non-emergency settings, led to the inclusion of non-emergency settings in the review. As evidence is scarce in this area, the report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to ensure relevant insights are captured. The lack of rigorous studies on the impact of remote life skills interventions in general and specifically those focused on adolescent girls demonstrates a clear evidence gap. The review did identify relevant evidence when reviewing literature on several other topics, mainly shifting gender norms using media and communications and remote Sexual and Reproductive Health (SRH) approaches (most of which focus on HIV). The literature reviewed explored many modes of remote programme delivery, including – radio, magazines, TV, social media, mobile phones, interactive apps and hotlines. Some of the interventions reviewed were ones that require significant planning and preparation, such as TV and radio soap operas (Sugg, 2014; World Bank, 2017). To increase the applicability to the COVID-19 response, the review put greater emphasis on interventions that could be developed and implemented quickly. DA - 2020/04/27/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15274 Y2 - 2022/12/18/18:14:59 KW - ⛔ No DOI found ER - TY - CHAP TI - Girl power: cash transfers and adolescent welfare. Evidence from a cluster‐randomized experiment in Malawi AU - Baird, Sarah J. AU - Chirwa, Ephraim AU - Hoop, Jacobus De AU - Özler, Berk T2 - Chapter in NBER book African Successes, Volume II: Human Capital A2 - Edwards, Sebastian A2 - Johnson, Simon A2 - Weilp, David N. DA - 2016/// PY - 2016 SP - 139 EP - 164 PB - University of Chicago Press ER - TY - RPRT TI - Girls’ education and climate change: A critical review of the literature AU - Pankhurst, Camilla DA - 2022/// PY - 2022 DP - Zotero LA - en UR - https://www.gendereddata.org/wp-content/uploads/2022/07/Girls-Education-and-Climate-Change-Critical-Review-of-the-Literature_FINAL-2.pdf KW - selected_for:effects of climate ch...on learning...LMICs 2024 ER - TY - RPRT TI - Girls' education and COVID-19 in Pakistan AU - Malala Fund AB - In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences. DA - 2020/// PY - 2020 PB - Malala Fund UR - https://malala.org/newsroom/archive/girls-education-and-covid-19-in-pakistan Y2 - 2020/12/08/10:26:40 ER - TY - RPRT TI - Girls’ Education and EdTech: A Rapid Evidence Review AU - Webb, Daniel AU - Barringer, Katie AU - Torrance, Rebecca AU - Mitchell, Joel T2 - EdTech Hub Rapid Evidence Review AB - This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls. DA - 2020/// PY - 2020 DP - Zotero LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 2 ST - Girls' Education UR - https://docs.edtechhub.org/lib/CZBRW85R KW - L:Gender and education KW - LP: English KW - _EdTechHub_Output KW - _L:English UXZJW5DR KW - _P:Evidence review VCMFM9ZD KW - _T:E:Primary education QIVZD2B2 KW - _T:E:Secondary education JS5BG2RE KW - _T:F:Access W8TZWAGE KW - _T:P:Girls ED5GMBNU KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodoETH KW - _zenodoETH:submitted KW - ⛔ No DOI found ER - TY - RPRT TI - Girls’ Education and EdTech: A Rapid Evidence Review AU - Webb, Daniel AU - Barringer, Katie AU - Torrance, Rebecca AU - Mitchell, Joel DA - 2020/// PY - 2020 LA - en PB - EdTech Hub ST - Girls’ Education and EdTech KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Girls' education and gender equality AU - Unterhalter, Elaine AU - North, Amy AU - Arnot, Madeleine AU - Lloyd, Cynthia AU - Moletsane, Lebo AU - Murphy-Graham, Erin AU - Parkes, Jenny AU - Saito, Mioko DA - 2014/// PY - 2014 PB - Department for International development UR - http://r4d.dfid.gov.uk/pdf/outputs/HumanDev_evidence/Girls_Education_Literature_Review_2014_Unterhalter.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Girls Education Challenge: Thematic Review (Education Technology) AU - DFID DA - 2018/// PY - 2018 PB - DFID UR - https://dfid-gec-api.s3.amazonaws.com/linked-resources/Thematic-Review-Educational-Technology.pdf ER - TY - ELEC TI - Girls' Education in Dominica AU - Ventura, Joseph T2 - The Borgen Project AB - Girls’ education in Dominica is a success story among the broader educational initiatives enacted in the country. DA - 2018/07/24/T08:30:49+00:00 PY - 2018 LA - English UR - https://borgenproject.org/girls-education-in-dominica/ Y2 - 2020/12/09/13:14:25 ER - TY - JOUR TI - Girls’ Education Programmes in the ASEAN region AU - Sims, Kate AU - Thuo, Sarah AB - This non-standard research exercise identified and mapped girls’ education programmes and interventions across Asia and the Pacific. The study primarily focused on interventions that benefit girls, including those that support the transition to secondary school and school completion. The following areas of technical and thematic focus were of particular interest: Accelerated learning, Girls’ education post-Covid-19, Non-formal education, Supplementary education, Female empowerment (i.e. girls’ clubs, life skills programmes, economic empowerment), Climate change, Education Technology (EdTech), and Inclusion of the most marginalised. This mapping study follows a K4D report outlining key barriers to girls’ education in the ASEAN and Pacific region (Price, 2020). It included active programmes and those that finished between 2015 and 2020, with a particular focus on programmes in Cambodia, Laos, Viet Nam, Myanmar, Indonesia, the Philippines, East Timor (Timor-Leste) and Papua New Guinea. Three days of researcher time was allocated to this study, so the exercise was therefore limited in identifying and mapping a large number of applicable programmes. The study relied on publicly available information, so may not have captured all relevant current and previous programming. DA - 2020/10/28/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15754 Y2 - 2022/12/18/18:15:01 KW - ⛔ No DOI found ER - TY - JOUR TI - Girls’ Educational Needs in Libya AU - Carter, Becky AB - Girls’ – and boys’ – education in Libya has been affected by the ongoing conflict. Seven years on from the 2011 crisis, three governments compete for power, with deep divisions along political, geographic, religious and ethnic lines (Freedom House, 2018; OCHA, 2017, pp. 7-8). Fighting continues in populated areas, and there is an environment of deepening vulnerability for the population at large with a proliferation of weapons and autonomous militias, and a rapidly deteriorating economy and public sector (Freedom House, 2018; OCHA, 2017, p. 7). The protracted crisis has damaged vital education infrastructure, and impacted on the education system’s delivery, outreach, coverage, retention and quality. In 2017 the majority of households with school-aged children (87.3%) reported facing no barrier to accessing education; IDP households were more likely to report barriers. For those that did report barriers, the most common challenges were the distance to school and not being able to afford educational services. Girls are particularly vulnerable to violence and insecurity in Libya. Their educational needs are shaped by multiple, intersecting factors such as location, tribal affiliation, presence of armed militias and organised crime, social norms driving gendered experiences including harmful practices such as child marriage, and the lack of adequate school WASH facilities, among others (Larsson and Mannergren, 2014, p. 21). DA - 2018/09/11/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14056 Y2 - 2022/12/18/18:15:04 KW - ⛔ No DOI found ER - TY - JOUR TI - Girls’ Schooling and Women’s Literacy: Schooling targets alone won’t reach learning goals (CGD Policy Paper 104) AU - Pritchett, Lant AU - Sandefur, Justin T2 - Washington, DC: Center for Global Development DA - 2017/// PY - 2017 DP - Google Scholar ST - Girls’ Schooling and Women’s Literacy UR - https://www.cgdev.org/sites/default/files/girls-schooling-womens-literacy-targets-alone-reach-learning-goals.pdf KW - ⛔ No DOI found ER - TY - CHAP TI - Girls' Schooling is Good, Girls' Schooling with Learning is Better AU - Sandefur, Justin AU - Oye, Mari AU - Pritchett, Lant T2 - Background paper for the International Commission on Financing Global Education Opportunity DA - 2016/// PY - 2016 ER - TY - JOUR TI - GIS Based Suitable Site Selection and Road-map Preparation for Equitable Distribution of Secondary Schools of Amhara Region, Ethiopia AU - Ayel, Leykun AU - Wondim, Yirga AU - Abebe, Abiyu AB - The main objective of this study is to select suitable sites for high school construction and prepare 10 years Road-map plan for the equitable distribution of secondary schools in Amhara Region, Ethiopia. The school site selection analysis is done by Multi-Criteria Analysis Method (MCAM) using Arc GIS software and GIS models. Three models: Restriction Model, Suitability Model and Integrated Suitable Sites Model were developed. First, Restriction Model was developed to identify areas excluded from suitability site analysis. Constraints or restrictions considered in this study includes: the area covered by roads, 150-meter noise level buffer along roads, 5-kilometer radius area around existing high schools, ecologically sensitive areas (parks and conservation areas), lakes and dams, and gorges of major rivers. Having Restriction Model results, Suitability Model was developed to identify suitable areas for high school construction. The major criteria used were: number of students in each school and their spatial distribution, slope, access to road, power access, drinking water access and telecommunication access. Finally, the integrated suitable sites model was developed to combine the restricted areas and suitable areas. The combination gives the final suitable sites for construction of new high schools. The finding of high school suitability sites of Amhara Region indicated that 235,903.67ha (2.1%), 2,551,599.57ha (22.3%), 7,518,477.63ha (65.8), 1,127,206.72ha (9.9%) of the areas of the Region were least suitable, marginally suitable, moderately suitable and highly suitable respectively. Finally, prioritization was done by clustering the primary schools according to the number of students, nearness to each other and considering geographical barriers. In general, about 902 school sites were selected and prioritized for the construction of new high schools in the coming 10 years. In connection, a 10-year road-map plan was prepared so as to achieve a reasonable high school coverage in Amhara region. DA - 2018/08/29/ PY - 2018 DP - ResearchGate VL - Volume 8 SP - 100 EP - 113 KW - ⛔ No DOI found ER - TY - ELEC TI - GIS for Education Working Group AU - the Education Commission T2 - the Education Commission DA - 2021/// PY - 2021 LA - en-US UR - https://educationcommission.org/gis-for-education-working-group/ Y2 - 2022/04/18/19:04:20 KW - _yl:a ER - TY - BLOG TI - GIS for Education Working Group launches to promote data-driven decision-making AU - the Education Commission T2 - the Education Commission AB - Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work? DA - 2021/03/08/T21:23:03+00:00 PY - 2021 LA - en-US UR - https://educationcommission.org/updates/gis-for-education-working-group-launches-to-promote-data-driven-decision-making/ Y2 - 2022/04/18/19:04:31 KW - _yl:b ER - TY - JOUR TI - GIS FOR SCHOOL LIBRARIES EMERGENCY PLANNING AU - Kuzucuoğlu, Alpaslan T2 - journals University of Alberta Libraries AB - Geographic Information Systems (GIS) are a means of providing great contributions to users in decision making processes based on location. It presents the information to the users serves and provides data collecting, storing, processing, managing, analyzing, querying. GIS ensures that a lot of data are layered on the architectural plans of school libraries. A data that is not well evaluated due to the data intensity in the analysis studies may prevent both the delay and the accuracy of the desired diagnosis for solution. For this reason, GIS technology is used in places where intensive data usage. GIS, which has been started to be used by different disciplines together with technological developments, enables the storage and processing of all kinds of data to be analyzed. It is a system consisting of necessary hardware and software and users for these processes. It is a tool that enables effective management of data. Complex data is easily analyzed by users in a database by GIS software. It is also concernedwith the association of spatial data and non-graphical (verbal) data. GIS is able to compare measurement results successfully according to conventional measurement evaluation methods. There are also a number of projects where GIS has been implemented in interior areas. School libraries can also serve in many areas or more than one floor. The GIS layers must be shown on floor plans as emergency exit doors, location of emergency intervention tools (fire extinguisher, fire hose, hydrant, fire alarm buttons, electric panel, gas valve, first aid kit etc.), nearest emergency service centers (fire brigade, police, ambulance, etc.), evacuation routes leading to emergency assembly area, external, main and service ladders, building non structural materials. As there are many people in schools and school libraries as a number of users, in case of fire, their evacuation must also be fast. GIS will also provide effective planning for rapid evacuation of schools and school libraries. Digital data obtained from service providers such as municipalities, water, natural gas companies can also be used as separated GIS layers. All building elements in the building can be classified in different colors and typologies for each floor (Balcony, wall, threshold, hall, stairs, room, window, shelves etc.). Emergency lighting kits should be installed in school libraries. Sensors, which are part of the fire alarm system, must also be located in the GIS layers. Furniture and furnishings used in the floors can also be shown on the GIS. Routes to be used by disabled users in emergency situations should be specified in these plans and physical arrangements such as ramps should be implemented. Area names in the school and in the school library should also be included in the GIS layers. The joint meetings should be held with the school library experts working in this field in the world, problems should be discussed, national and international networks should be established. DA - 2018/// PY - 2018 DP - avesis.medeniyet.edu.tr IS - 1 LA - eng UR - https://avesis.medeniyet.edu.tr/yayin/2909eb81-77fd-455f-9a95-f6f68507c2bd/gis-for-school-libraries-emergency-planning Y2 - 2022/04/18/18:16:21 KW - ⛔ No DOI found ER - TY - JOUR TI - GIS in Education Planning: The Kenyan School Mapping Project AU - Mulaku, G. C. AU - Nyadimo, E. T2 - Survey Review AB - School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision... DA - 2013/07/19/ PY - 2013 DO - 10.1179/003962611X13117748892155 DP - www.tandfonline.com VL - 43 IS - 323 LA - EN ST - GIS in Education Planning UR - https://www.tandfonline.com/doi/pdf/10.1179/003962611X13117748892155 AN - world Y2 - 2020/11/08/22:06:47 KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:India IND KW - _C:Ireland IRL KW - _C:Kenya KEN KW - _C:State of Palestine PSE KW - _C:Thailand THA KW - _C:Uganda UGA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - GIS in Northern Ireland secondary schools: mapping where we are now AU - Roulston, Stephen T2 - International Research in Geographical and Environmental Education AB - A number of studies suggest that integrating Geographical Information Systems (GIS) into Geography teaching in schools has been and is challenging, and it seems that much of the early promise for the technology supporting learning in Geography has not been realised. This paper examines the progress made in Northern Ireland in implementing GIS in secondary schools. The deployment of a centrally procured entry-level GIS, in the context of a programme of centralised provision of information and communication technology (ICT) services to all schools, is examined and the results of an online survey of 85 Geography teachers provides an insight into how effective that provision has been. This combination of a regional strategy on GIS, curriculum changes and increased access to computers seems to have ensured that GIS is being used in many Geography classrooms. There is evidence that a range of GI systems are being used in schools and in a number of different ways, but mostly for teacher rather than for pupil use at present. Teachers expressed a need for coordinated training in order to make full use of the hardware and software available. DA - 2013/02/01/ PY - 2013 DO - 10.1080/10382046.2012.759437 DP - Taylor and Francis+NEJM VL - 22 IS - 1 SP - 41 EP - 56 SN - 1038-2046 ST - GIS in Northern Ireland secondary schools UR - https://doi.org/10.1080/10382046.2012.759437 Y2 - 2021/03/07/17:50:36 KW - C2k KW - Geographic Information Systems KW - Northern Ireland KW - _C:Australia AUS KW - _C:Germany DEU KW - _C:Ireland IRL KW - _C:Singapore SGP KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - geography education ER - TY - JOUR TI - “Give courage to the ladies”: Expansive apprenticeship for women in rural Malawi AU - Safford, K. AU - Cooper, D. AU - Wolfenden, F. AU - Chitsulo, J. T2 - Journal of Vocational Education & Training AB - Apprenticeship in developed and industrialised nations is increasingly understood and practised as learning which connects workplace activity and formal study. The concept of 'expansive apprenticeship' defines frameworks for workforce development where participants acquire knowledge and skills which will help them in the future as well as in their current roles; 'restrictive' apprenticeships limit opportunities for wider, lifelong learning. In developing world economies, apprenticeships are a traditional route to learning and employment, but tend to reflect a restrictive approach characterised by narrowly defined roles and weak educational outcomes. This paper examines the apprenticeship opportunities in a large scale Access to Teaching Scholarship in Malawi. The programme's study materials and support structures are designed to move participants from restrictive to expansive contexts for learning and to develop hybrid roles as students, community workers and apprentice teachers. The authors examine data from the first cohort of participants and consider the extent to which the Scholarship offers an innovative model of expansive apprenticeship to address barriers to female continuing education and chronic teacher shortages in Sub-Saharan Africa. © 2013 Copyright The Vocational Aspect of Education Ltd. DA - 2013/// PY - 2013 DO - 10.1080/13636820.2012.755213 LA - en UR - http://www.tandfonline.com/doi/abs/10.1080/13636820.2012.755213 AN - DOI-10.1080/13636820.2012.755213 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Malawi KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - D:developing world KW - F:access KW - F:gender KW - F:learning KW - F:motivation KW - F:outcomes KW - F:teaching KW - F:women KW - P:economy KW - P:measurement KW - P:teacher education KW - P:teacher training KW - P:teachers KW - Q:certificate KW - Q:distance education KW - Q:lifelong learning KW - T:Lehrlingsausbildung KW - T:TVET KW - T:Training KW - T:apprentice KW - T:career KW - T:continuing education KW - T:workplace education KW - Z:Access to Education KW - Z:Adult Education KW - Z:Apprenticeships KW - Z:Barriers KW - Z:Career aspirations KW - Z:Continuing Education KW - Z:Distance Education KW - Z:Distance education KW - Z:Donors and NGOs KW - Z:Economic Development KW - Z:Elementary Schools KW - Z:Female empowerment KW - Z:Females KW - Z:Foreign Countries KW - Z:Gender Issues KW - Z:Mentors KW - Z:Rural Areas KW - Z:Teacher Certification KW - Z:Teacher Education KW - Z:Teacher Shortage KW - Z:Teacher education KW - Z:Teacher motivation KW - Z:VET and development KW - Z:VET and economic development KW - Z:Vocational Education KW - Z:Vocational education and training KW - Z:Women Faculty KW - Z:Workplace Learning KW - Z:adult learning KW - Z:gender and learning KW - Z:learning in life & KW - Z:philosophy of VET KW - Z:teacher training KW - Z:training KW - Z:vocational education & KW - Z:work transitions KW - Z:workplace learning KW - publicImportV1 ER - TY - JOUR TI - Giving Children a Better Start: Preschool Attendance and School-Age Profiles. AU - Berlinski, Samuel AU - Galiani, Sebastian AU - Manacorda, Marco T2 - Journal of Public Economics DA - 2008/// PY - 2008 DO - 10.1016/j.jpubeco.2007.10.007 SP - 1416 EP - 1440 UR - http://personal.lse.ac.uk/manacorm/preschool.pdf ER - TY - JOUR TI - Global economic crisis: A challenge to the entrepreneurship development of technical vocational education and training in oil and gas sector of the Nigerian Economy AU - Wodi, SW T2 - International Journal of Academic Research in Business and Social Sciences AB - The paper attempts to evaluate the Global economic crisis and the challenges to entrepreneurship development of technical vocational education and training in oil and Gas sector of the Nigerian economy. Effects of the global melt down in the economies of developed countries of the world and its chain-link action has gradually enveloped the entire world economy. This development impacted negatively on the Nigerian economy coupled with the Niger delta crisis that has drastically affected oil and gas production and development of new fields with its attendant consequences. Accordingly, vocational and technical education institutions that undertake training of technicians in such enterprise as welders, electricians, pipe fitters including safety experts were affected as a result of global melt down, constraining the oil and gas companies from engaging the services of Technical Vocational Education and Training Professionals (TVET) in the energy sector. DA - 2012/// PY - 2012 LA - en UR - http://www.hrmars.com/admin/pics/679.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:economy KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - SLIDE TI - Global Education Learning Series: Disability Inclusive Education Successes and Lessons Learned A2 - USAID DA - 2020/08//18th PY - 2020 UR - https://www.edu-links.org/events/disability-inclusive-education-successes-and-lessons-learned ER - TY - RPRT TI - Global education monitoring report, 2020: Inclusion and education: all means all AU - UNESCO CY - Paris DA - 2020/// PY - 2020 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2020/09/01/14:56:54 ER - TY - BOOK TI - Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? AU - GEM Report UNESCO DA - 2023/07/26/ PY - 2023 DP - DOI.org (Crossref) ET - 1 PB - GEM Report UNESCO SN - 978-92-3-100609-8 ST - Global Education Monitoring Report 2023 UR - https://unesdoc.unesco.org/ark:/48223/pf0000385723 Y2 - 2023/10/22/16:23:11 ER - TY - BOOK TI - Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? AU - GEM Report UNESCO DA - 2023/07/26/ PY - 2023 DP - DOI.org (Crossref) ET - 1 PB - GEM Report UNESCO SN - 978-92-3-100609-8 ST - Global Education Monitoring Report 2023 UR - https://unesdoc.unesco.org/ark:/48223/pf0000385723 Y2 - 2024/03/19/23:47:24 KW - Final_citation ER - TY - JOUR TI - Global education trends and research to follow in 2022 AU - Gustafsson-Wright, Emily AU - Hadani, Helen Shwe AU - Hirsh-Pasek, Kathy AU - Jalbout, Maysa AU - King, Elizabeth M. AU - ODonoghue, Jennifer L. AU - Olsen, Brad AU - Shapiro, Jordan AU - Vegas, Emiliana AU - Winthrop, Rebecca DA - 2022/// PY - 2022 DP - Google Scholar UR - https://policycommons.net/artifacts/4142385/global-education-trends-and-research-to-follow-in-2022/4951073/ Y2 - 2024/03/05/12:05:30 KW - Final_citation KW - ⛔ No DOI found ER - TY - RPRT TI - Global emergency remote education in secondary schools during the COVID-19 pandemic AU - Bond, Melissa AU - Bergdahl, Nina AU - Mendizabal-Espinosa, Rosa AU - Kneale, Dylan AU - Bolan, Faye AU - Hull, Poppy AU - Ramadani, Fjolla AB - Global emergency remote education in secondary schools during the COVID-19 pandemic DA - 2021/10/22/ PY - 2021 DP - DOI.org (Crossref) LA - en M3 - preprint PB - Open Science Framework UR - https://osf.io/7k59g Y2 - 2021/10/27/21:19:10 KW - _genre:LR-literature_review KW - stress ER - TY - RPRT TI - Global Gender and Environment Outlook AU - UNEP CY - Nairobi, Kenya DA - 2016/// PY - 2016 PB - UN Environment UR - https://www.unep.org/resources/report/global-gender-and-environment-outlook-ggeo ER - TY - JOUR TI - Global Health and Development in Early Childhood. AU - Aboud, Frances E. AU - Yousafzai, Aisha K. T2 - Annual Review of Psychology DA - 2015/// PY - 2015 DO - 10.1146/annurev-psych-010814-015128 VL - 66 SP - 433 EP - 457 UR - https://pdfs.semanticscholar.org/39ca/5b70154859fa8e34855f6789605cb9fbd5af.pdf ER - TY - JOUR TI - Global Landscape of Teacher Professional Development Programs: The Gap between Evidence and Practice AU - Popova, Anna AU - Evans, David K. AU - Breeding, Mary E. AU - Arancibia, Violeta T2 - Population and Development Review DA - 2018/// PY - 2018 VL - 1 IS - 117 SP - 42 KW - ⛔ No DOI found ER - TY - RPRT TI - Global perspectives on teacher learning: improving policy and practice AU - Schwille, J. AU - Dembélé, M. T2 - Fundamentals of Educational Planning Series CY - Paris DA - 2007/// PY - 2007 PB - UNESCO: International Institute for Educational Planning ST - Global perspectives on teacher learning: improving policy and practice UR - https://unesdoc.unesco.org/ark:/48223/pf0000150261 KW - C:International ER - TY - JOUR TI - Global perspectives on teacher learning: improving policy and practice AU - Schwille, Jack AU - Dembelé, Martial T2 - UNESCO-IIEP AB - This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate DA - 2007/01// PY - 2007 LA - en ST - Global perspectives on teacher learning UR - https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice Y2 - 2020/09/15/17:56:48 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - CONF TI - Global policy agendas and the Education Sustainable Development Goal: Perspectives from sub-Saharan African research and researchers AU - Asare, Samuel AU - Mitchell, Rafael AU - Rose, Pauline C3 - BAICE Conference, York DA - 2018/// PY - 2018 DP - Google Scholar ST - Global policy agendas and the Education Sustainable Development Goal KW - ⛔ No DOI found ER - TY - GEN TI - Global Public Goods: Example document for licensing and publishing documents AU - Haßler, Björn AB - This is an example document to illustrate licensing and publishing, including upload to Zenodo. DA - 2018/03/11/ PY - 2018 DP - Zenodo LA - eng ST - Global Public Goods UR - https://docs.opendeved.net/lib/NCQCUJ4Z Y2 - 2019/11/05/15:08:49 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - _yl:d KW - ⛔ No DOI found ER - TY - RPRT TI - Global Report on Teachers - Addressing teacher shortages and transforming the profession AU - UNESCO AU - Education 2030 DA - 2024/// PY - 2024 UR - https://teachertaskforce.org/sites/default/files/2024-02/2024_TTF-UNESCO-Global-Report-on-Teachers_EN.pdf Y2 - 2024/02/27/12:46:03 ER - TY - ELEC TI - Global Risks Report 2022 AU - World Economic Forum T2 - World Economic Forum AB - World Economic Forum: This year's Report, shares the results of the latest Global Risks Perception Survey (GRPS) in the context of the current global outlook, followed by an analysis of growing divergences in the areas of climate transition, cybersecurity, mobility, and outer space. DA - 2022/// PY - 2022 LA - en UR - https://www.weforum.org/reports/global-risks-report-2022/in-full/ Y2 - 2023/01/06/01:30:15 KW - Final_citation KW - existing ER - TY - BOOK TI - Global school feeding sourcebook: lessons from 14 countries AU - Drake, Lesley AU - Woolnough, Alice AU - Bundy, Donald AU - Burbano, Carmen DA - 2016/// PY - 2016 DP - Google Scholar PB - world scientific ST - Global school feeding sourcebook ER - TY - JOUR TI - Global Skill Partnerships: a proposal for technical training in a mobile world AU - Clemens, Michael A. T2 - IZA Journal of Labor Policy AB - Skilled workers emigrate from developing countries in rising numbers, raising fears of a drain on the human and financial resources of the countries they leave. This paper critiques existing policy proposals to address the development effects of skilled migration. It then proposes a new kind of ex ante public-private agreement to link skill formation and skilled migration for the mutual benefit of origin countries, destination countries, and migrants: ‘Global Skill Partnerships’. The paper describes how such an agreement might work in one profession (nursing) and one region (North Africa), and offers design lessons from related initiatives around the world. DA - 2015/01/29/ PY - 2015 DO - 10.1186/s40173-014-0028-z DP - BioMed Central VL - 4 IS - 1 SP - 2 J2 - IZA Journal of Labor Policy SN - 2193-9004 ST - Global Skill Partnerships UR - https://doi.org/10.1186/s40173-014-0028-z Y2 - 2022/05/03/13:18:30 KW - Aging KW - Brain drain KW - Development KW - Education KW - Eldercare KW - Finance KW - Health KW - Migration KW - Mobility KW - Nurse ER - TY - RPRT TI - Global Teacher Status Index 2018 AU - Dolton, Peter AU - Marcenaro, Oscar AU - De Vries, Robert AU - She, Po-Wen DA - 2018/// PY - 2018 PB - Varkey Foundation UR - https://www.varkeyfoundation.org/media/4867/gts-index-13-11-2018.pdf Y2 - 2021/08/03/18:39:33 ER - TY - JOUR TI - Global Views - Policy Research; Data on Policy Research Described by Researchers at Makerere University (Technical and Vocational Education and Training In Uganda: a Critical Analysis) T3 - News DA - 2019/// PY - 2019 ER - TY - BOOK TI - Globalization, Mass Education and Technical and Vocational Education and Training AU - Galguera, MP AB - This book assesses the influence of the international organization UNESCO on the development of national Technical and Vocational Education and Training (TVET) systems in the Southern African Community Region (SADC), focusing particularly on Botswana and Namibia. Designed around UNESCO’s Better Education for Africa’s Rise (BEAR) project, the study is an excellent example of applied policy research. Analysis is from the perspective of key stakeholders including UNESCO headquarters and field offices, Ministries of Education and of Labor, employers and employees, education and training institutions, international partners and more. Both qualitative and quantitative evidence are used to provide a comparative overview, and the author also reveals the current state of data on skills. Readers will discover common goals and challenges across the nations but also a common lack of action to measure the impact and influence that UNESCO’s programs have had at a national level, prior to this study. Were the newly implemented educational policies successful or not? If the public policies failed, why was that? These chapters shed light on such questions and how UNESCO's contribution influenced the national development processes, in the context of globalization processes and trends of global mass education. The book has much to offer for both scholars and those working in UN agencies or national governments who seek to develop education systems and better link them to the world of work. DA - 2018/// PY - 2018 LA - en UR - https://link.springer.com/content/pdf/10.1007/978-3-319-91107-6.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Namibia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:qualification KW - P:construction KW - P:economy KW - Q:ODEL KW - Q:open learning KW - T:Educação profissionalizante KW - T:TVET KW - publicImportV1 ER - TY - BOOK TI - Globalization, Mass Education and Technical and Vocational Education and Training: the influence of UNESCO in Botswana and Namibia AU - Preckler Galguera, Miriam DA - 2018/// PY - 2018 ER - TY - BLOG TI - Going digital: How learning and employment records shape access to quality education and jobs AU - Milman, Annelies Goger, Allyson Parco, Rohan Carter-Rau, Jessa Henderson, Kazumi Homma, Ani Meliksetyan, and Natalie T2 - Brookings AB - New research draws from three case studies on implementing and governing new digital education assets to help create more equitable learning and employment pathways. DA - 2022/12/19/T21:09:54+00:00 PY - 2022 LA - en-US ST - Going digital UR - https://www.brookings.edu/research/going-digital-how-learning-and-employment-records-shape-access-to-quality-education-and-jobs/ Y2 - 2023/05/10/04:46:24 KW - Final_citation KW - existing ER - TY - CONF TI - Going digital on low-cost mobile phones in Bangladesh AU - Walsh, Christopher AU - Power, Tom C3 - Proceedings of the Annual International Conference on Education & e-Learning (EeL), 7-8 November 2011, Singapore DA - 2011/// PY - 2011 DP - Google Scholar SP - 151 EP - 156 UR - http://www.eiabd.com/eia_oldsite/file_zone/publications/conf_papers/Walsh,Power-2011-Going_digital_on_low-cost_mobile_phones_in_Bangladesh.pdf Y2 - 2014/06/01/21:47:59 KW - ⛔ No DOI found ER - TY - BOOK TI - Good Practice Report: Blended Learning. AU - Partridge, Helen AU - Ponting, Deborah AU - McCay, Meryl AB - This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on blended learning. The report contains: a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships; a literature review of the good practices and key outcomes for teaching and learning from national and international research; the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships; identifies areas in which further work or development are appropriate. CY - Strawberry Hills NSW DA - 2011/// PY - 2011 DP - Open WorldCat LA - en PB - Australian Learning and Teaching Council (ALTC) SN - 978-1-921856-81-5 ST - Good Practice Report KW - C:Australia ER - TY - CHAP TI - Google Scholar as a data source for research assessment AU - López-Cózar, Emilio Delgado AU - Orduña-Malea, Enrique AU - Martín-Martín, Alberto T2 - Springer handbook of science and technology indicators DA - 2019/// PY - 2019 DP - Google Scholar SP - 95 EP - 127 PB - Springer ER - TY - JOUR TI - Google Scholar as a source for scholarly evaluation: a bibliographic review of database errors AU - Orduña Malea, Enrique AU - Martín-Martín, Alberto AU - Delgado-López-Cózar, Emilio T2 - Revista española de documentación científica DA - 2017/// PY - 2017 DP - Google Scholar VL - 40 IS - 4 SP - 1 EP - 33 ST - Google Scholar as a source for scholarly evaluation KW - ⛔ No DOI found ER - TY - JOUR TI - Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: a multidisciplinary comparison of coverage via citations AU - Martín-Martín, Alberto AU - Thelwall, Mike AU - Orduna-Malea, Enrique AU - Delgado López-Cózar, Emilio T2 - Scientometrics AB - New sources of citation data have recently become available, such as Microsoft Academic, Dimensions, and the OpenCitations Index of CrossRef open DOI-to-DOI citations (COCI). Although these have been compared to the Web of Science Core Collection (WoS), Scopus, or Google Scholar, there is no systematic evidence of their differences across subject categories. In response, this paper investigates 3,073,351 citations found by these six data sources to 2,515 English-language highly-cited documents published in 2006 from 252 subject categories, expanding and updating the largest previous study. Google Scholar found 88% of all citations, many of which were not found by the other sources, and nearly all citations found by the remaining sources (89–94%). A similar pattern held within most subject categories. Microsoft Academic is the second largest overall (60% of all citations), including 82% of Scopus citations and 86% of WoS citations. In most categories, Microsoft Academic found more citations than Scopus and WoS (182 and 223 subject categories, respectively), but had coverage gaps in some areas, such as Physics and some Humanities categories. After Scopus, Dimensions is fourth largest (54% of all citations), including 84% of Scopus citations and 88% of WoS citations. It found more citations than Scopus in 36 categories, more than WoS in 185, and displays some coverage gaps, especially in the Humanities. Following WoS, COCI is the smallest, with 28% of all citations. Google Scholar is still the most comprehensive source. In many subject categories Microsoft Academic and Dimensions are good alternatives to Scopus and WoS in terms of coverage. DA - 2021/01/01/ PY - 2021 DO - 10.1007/s11192-020-03690-4 DP - Springer Link VL - 126 IS - 1 SP - 871 EP - 906 J2 - Scientometrics LA - en SN - 1588-2861 ST - Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI UR - https://doi.org/10.1007/s11192-020-03690-4 Y2 - 2021/04/17/19:24:14 KW - Computer Science - Digital Libraries ER - TY - JOUR TI - Google Scholar, Web of Science, and Scopus: A systematic comparison of citations in 252 subject categories AU - Martín-Martín, Alberto AU - Orduna-Malea, Enrique AU - Thelwall, Mike AU - López-Cózar, Emilio Delgado T2 - Journal of informetrics DA - 2018/// PY - 2018 DO - 10.1016/j.joi.2018.09.002 DP - Google Scholar VL - 12 IS - 4 SP - 1160 EP - 1177 ST - Google Scholar, Web of Science, and Scopus ER - TY - BLOG TI - Google Scholar, Web of Science, and Scopus: Which is best for me? T2 - Impact of Social Sciences AB - Being able to find, assess and place new research within a field of knowledge, is integral to any research project. For social scientists this process is increasingly likely to take place on Google… DA - 2019/12/03/T13:03:39+00:00 PY - 2019 LA - "en-US" ST - Google Scholar, Web of Science, and Scopus UR - https://blogs.lse.ac.uk/impactofsocialsciences/2019/12/03/google-scholar-web-of-science-and-scopus-which-is-best-for-me/ Y2 - 2021/04/17/19:23:54 ER - TY - CHAP TI - Governance and Accountability in Nigeria: A Gender Analysis T2 - Democracy and Governance in Nigeria: Challenges and Prospects A2 - Lawan, Mahmoud M. A2 - Abdul-Ismail, Aisha A2 - Dukku, Aminu CY - Kano, Bayero University, Kano DA - 2015/// PY - 2015 SP - 340 EP - 354 LA - mg ER - TY - RPRT TI - Governance and Change in Educational Policy Systems in Technical Vocational Education AU - Oluwafemi, CO AU - Martins, OR AU - Adebiaye, HO AB - From time immemorial, people have been controlled (ruled) by others in order to maintain law and order. This process is what is called governance. Governance is the act of exercising power and making decisions for a group of people by a selected few granted the authority to do so. Different human era called for different ‘curricular’ of teaching since it is believed that the needs of the society are one of the major determinants of the content of the curriculum. The authorities at each of such times only help to articulate the curriculum and provide the environment for teaching and learning to take place. In this pursuit, the Nigerian government has not been an exception. Over the years, the Governments have brought in one change or the other to the educational sector all with the utmost aim of making the nation better through her educational processes. This paper through the methodology of literature review and the authors’ observations focuses on some of the changes brought into the sector particularly in Technical Vocational Education. It looked at how these changes have benefited or otherwise affected the country and makes suggestions based on the findings. DA - 2015/// PY - 2015 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Central Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:policy KW - P:administration KW - Q:distance learning KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - GEN TI - Government Decision-Making on Education in Low- and Middle-Income Countries: Understanding the Fit among Innovation, Scaling Strategy, and Broader Environment AU - Olsen, B. DA - 2023/// PY - 2023 LA - en UR - https://www.brookings.edu/wp-content/uploads/2023/08/Olsen-2023.pdf KW - Final_citation KW - anystyle KW - existing ER - TY - ELEC TI - Government of Sierra Leone Education Data Hub AU - Directorate of Science, Technology and Innovation DA - 2019/// PY - 2019 UR - https://educationdatahub.dsti.gov.sl/ Y2 - 2020/12/17/08:58:28 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Government of Sierra Leone Education Data Hub: A User Research Report AU - Freiermuth, Sophie AU - Bedoui, Claire AU - Middleton, Emily AU - Taddese, Abeba AB - Report on the Government of Sierra Leone Education Data Hub CY - Cambridge, UK; Washington D.C. DA - 2020/07/30/ PY - 2020 PB - EdTech Hub ST - Government of Sierra Leone Education Data Hub UR - https://docs.edtechhub.org/lib/8CB5PTUQ KW - C:Sierra Leone KW - ES:Educational data KW - LP: English KW - _C:Sierra Leone SLE KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH ER - TY - BLOG TI - Government of St Lucia deprives 8,000 students ‘one-laptop-per child programme’ AU - Editorma T2 - Caribbean News Global DA - 2020/02/18/T05:57:38+00:00 PY - 2020 LA - en-gb UR - https://www.caribbeannewsglobal.com/government-of-st-lucia-deprives-8000-students-one-laptop-per-child-programme/ Y2 - 2020/12/07/21:21:19 ER - TY - ELEC TI - Government spending €500m for TVET projects AB - The government is investing over 500 million Euros to promote Technical and Vocational Education and Training (TVET) in the country. DA - 2020/02/14/T20:04:12+00:00 PY - 2020 LA - en UR - https://www.ghanaweb.com/GhanaHomePage/NewsArchive/Government-spending-500m-for-TVET-projects-866467 Y2 - 2020/08/09/12:10:43 ER - TY - GEN TI - GPT-4 Technical Report AU - OpenAI AU - Achiam, Josh AU - Adler, Steven AU - Agarwal, Sandhini AU - Ahmad, Lama AU - Akkaya, Ilge AU - Aleman, Florencia Leoni AU - Almeida, Diogo AU - Altenschmidt, Janko AU - Altman, Sam AU - Anadkat, Shyamal AU - Avila, Red AU - Babuschkin, Igor AU - Balaji, Suchir AU - Balcom, Valerie AU - Baltescu, Paul AU - Bao, Haiming AU - Bavarian, Mo AU - Belgum, Jeff AU - Bello, Irwan AU - Berdine, Jake AU - Bernadett-Shapiro, Gabriel AU - Berner, Christopher AU - Bogdonoff, Lenny AU - Boiko, Oleg AU - Boyd, Madelaine AU - Brakman, Anna-Luisa AU - Brockman, Greg AU - Brooks, Tim AU - Brundage, Miles AU - Button, Kevin AU - Cai, Trevor AU - Campbell, Rosie AU - Cann, Andrew AU - Carey, Brittany AU - Carlson, Chelsea AU - Carmichael, Rory AU - Chan, Brooke AU - Chang, Che AU - Chantzis, Fotis AU - Chen, Derek AU - Chen, Sully AU - Chen, Ruby AU - Chen, Jason AU - Chen, Mark AU - Chess, Ben AU - Cho, Chester AU - Chu, Casey AU - Chung, Hyung Won AU - Cummings, Dave AU - Currier, Jeremiah AU - Dai, Yunxing AU - Decareaux, Cory AU - Degry, Thomas AU - Deutsch, Noah AU - Deville, Damien AU - Dhar, Arka AU - Dohan, David AU - Dowling, Steve AU - Dunning, Sheila AU - Ecoffet, Adrien AU - Eleti, Atty AU - Eloundou, Tyna AU - Farhi, David AU - Fedus, Liam AU - Felix, Niko AU - Fishman, Simón Posada AU - Forte, Juston AU - Fulford, Isabella AU - Gao, Leo AU - Georges, Elie AU - Gibson, Christian AU - Goel, Vik AU - Gogineni, Tarun AU - Goh, Gabriel AU - Gontijo-Lopes, Rapha AU - Gordon, Jonathan AU - Grafstein, Morgan AU - Gray, Scott AU - Greene, Ryan AU - Gross, Joshua AU - Gu, Shixiang Shane AU - Guo, Yufei AU - Hallacy, Chris AU - Han, Jesse AU - Harris, Jeff AU - He, Yuchen AU - Heaton, Mike AU - Heidecke, Johannes AU - Hesse, Chris AU - Hickey, Alan AU - Hickey, Wade AU - Hoeschele, Peter AU - Houghton, Brandon AU - Hsu, Kenny AU - Hu, Shengli AU - Hu, Xin AU - Huizinga, Joost AU - Jain, Shantanu AU - Jain, Shawn AU - Jang, Joanne AU - Jiang, Angela AU - Jiang, Roger AU - Jin, Haozhun AU - Jin, Denny AU - Jomoto, Shino AU - Jonn, Billie AU - Jun, Heewoo AU - Kaftan, Tomer AU - Kaiser, Łukasz AU - Kamali, Ali AU - Kanitscheider, Ingmar AU - Keskar, Nitish Shirish AU - Khan, Tabarak AU - Kilpatrick, Logan AU - Kim, Jong Wook AU - Kim, Christina AU - Kim, Yongjik AU - Kirchner, Hendrik AU - Kiros, Jamie AU - Knight, Matt AU - Kokotajlo, Daniel AU - Kondraciuk, Łukasz AU - Kondrich, Andrew AU - Konstantinidis, Aris AU - Kosic, Kyle AU - Krueger, Gretchen AU - Kuo, Vishal AU - Lampe, Michael AU - Lan, Ikai AU - Lee, Teddy AU - Leike, Jan AU - Leung, Jade AU - Levy, Daniel AU - Li, Chak Ming AU - Lim, Rachel AU - Lin, Molly AU - Lin, Stephanie AU - Litwin, Mateusz AU - Lopez, Theresa AU - Lowe, Ryan AU - Lue, Patricia AU - Makanju, Anna AU - Malfacini, Kim AU - Manning, Sam AU - Markov, Todor AU - Markovski, Yaniv AU - Martin, Bianca AU - Mayer, Katie AU - Mayne, Andrew AU - McGrew, Bob AU - McKinney, Scott Mayer AU - McLeavey, Christine AU - McMillan, Paul AU - McNeil, Jake AU - Medina, David AU - Mehta, Aalok AU - Menick, Jacob AU - Metz, Luke AU - Mishchenko, Andrey AU - Mishkin, Pamela AU - Monaco, Vinnie AU - Morikawa, Evan AU - Mossing, Daniel AU - Mu, Tong AU - Murati, Mira AU - Murk, Oleg AU - Mély, David AU - Nair, Ashvin AU - Nakano, Reiichiro AU - Nayak, Rajeev AU - Neelakantan, Arvind AU - Ngo, Richard AU - Noh, Hyeonwoo AU - Ouyang, Long AU - O'Keefe, Cullen AU - Pachocki, Jakub AU - Paino, Alex AU - Palermo, Joe AU - Pantuliano, Ashley AU - Parascandolo, Giambattista AU - Parish, Joel AU - Parparita, Emy AU - Passos, Alex AU - Pavlov, Mikhail AU - Peng, Andrew AU - Perelman, Adam AU - Peres, Filipe de Avila Belbute AU - Petrov, Michael AU - Pinto, Henrique Ponde de Oliveira AU - Michael AU - Pokorny AU - Pokrass, Michelle AU - Pong, Vitchyr AU - Powell, Tolly AU - Power, Alethea AU - Power, Boris AU - Proehl, Elizabeth AU - Puri, Raul AU - Radford, Alec AU - Rae, Jack AU - Ramesh, Aditya AU - Raymond, Cameron AU - Real, Francis AU - Rimbach, Kendra AU - Ross, Carl AU - Rotsted, Bob AU - Roussez, Henri AU - Ryder, Nick AU - Saltarelli, Mario AU - Sanders, Ted AU - Santurkar, Shibani AU - Sastry, Girish AU - Schmidt, Heather AU - Schnurr, David AU - Schulman, John AU - Selsam, Daniel AU - Sheppard, Kyla AU - Sherbakov, Toki AU - Shieh, Jessica AU - Shoker, Sarah AU - Shyam, Pranav AU - Sidor, Szymon AU - Sigler, Eric AU - Simens, Maddie AU - Sitkin, Jordan AU - Slama, Katarina AU - Sohl, Ian AU - Sokolowsky, Benjamin AU - Song, Yang AU - Staudacher, Natalie AU - Such, Felipe Petroski AU - Summers, Natalie AU - Sutskever, Ilya AU - Tang, Jie AU - Tezak, Nikolas AU - Thompson, Madeleine AU - Tillet, Phil AU - Tootoonchian, Amin AU - Tseng, Elizabeth AU - Tuggle, Preston AU - Turley, Nick AU - Tworek, Jerry AU - Uribe, Juan Felipe Cerón AU - Vallone, Andrea AU - Vijayvergiya, Arun AU - Voss, Chelsea AU - Wainwright, Carroll AU - Wang, Justin Jay AU - Wang, Alvin AU - Wang, Ben AU - Ward, Jonathan AU - Wei, Jason AU - Weinmann, C. J. AU - Welihinda, Akila AU - Welinder, Peter AU - Weng, Jiayi AU - Weng, Lilian AU - Wiethoff, Matt AU - Willner, Dave AU - Winter, Clemens AU - Wolrich, Samuel AU - Wong, Hannah AU - Workman, Lauren AU - Wu, Sherwin AU - Wu, Jeff AU - Wu, Michael AU - Xiao, Kai AU - Xu, Tao AU - Yoo, Sarah AU - Yu, Kevin AU - Yuan, Qiming AU - Zaremba, Wojciech AU - Zellers, Rowan AU - Zhang, Chong AU - Zhang, Marvin AU - Zhao, Shengjia AU - Zheng, Tianhao AU - Zhuang, Juntang AU - Zhuk, William AU - Zoph, Barret AB - We report the development of GPT-4, a large-scale, multimodal model which can accept image and text inputs and produce text outputs. While less capable than humans in many real-world scenarios, GPT-4 exhibits human-level performance on various professional and academic benchmarks, including passing a simulated bar exam with a score around the top 10% of test takers. GPT-4 is a Transformer-based model pre-trained to predict the next token in a document. The post-training alignment process results in improved performance on measures of factuality and adherence to desired behavior. A core component of this project was developing infrastructure and optimization methods that behave predictably across a wide range of scales. This allowed us to accurately predict some aspects of GPT-4's performance based on models trained with no more than 1/1,000th the compute of GPT-4. DA - 2023/12/18/ PY - 2023 DO - 10.48550/arXiv.2303.08774 DP - arXiv.org PB - arXiv UR - http://arxiv.org/abs/2303.08774 Y2 - 2024/02/24/17:40:46 KW - Computer Science - Artificial Intelligence KW - Computer Science - Computation and Language ER - TY - GEN TI - GPT-NeoX-20B: An Open-Source Autoregressive Language Model AU - Black, Sid AU - Biderman, Stella AU - Hallahan, Eric AU - Anthony, Quentin AU - Gao, Leo AU - Golding, Laurence AU - He, Horace AU - Leahy, Connor AU - McDonell, Kyle AU - Phang, Jason AU - Pieler, Michael AU - Prashanth, USVSN Sai AU - Purohit, Shivanshu AU - Reynolds, Laria AU - Tow, Jonathan AU - Wang, Ben AU - Weinbach, Samuel AB - We introduce GPT-NeoX-20B, a 20 billion parameter autoregressive language model trained on the Pile, whose weights will be made freely and openly available to the public through a permissive license. It is, to the best of our knowledge, the largest dense autoregressive model that has publicly available weights at the time of submission. In this work, we describe \model{}'s architecture and training and evaluate its performance on a range of language-understanding, mathematics, and knowledge-based tasks. We find that GPT-NeoX-20B is a particularly powerful few-shot reasoner and gains far more in performance when evaluated five-shot than similarly sized GPT-3 and FairSeq models. We open-source the training and evaluation code, as well as the model weights, at https://github.com/EleutherAI/gpt-neox. DA - 2022/04/14/ PY - 2022 DO - 10.48550/arXiv.2204.06745 DP - arXiv.org PB - arXiv ST - GPT-NeoX-20B UR - http://arxiv.org/abs/2204.06745 Y2 - 2024/02/24/17:43:01 KW - Computer Science - Computation and Language ER - TY - RPRT TI - GPTeach: Interactive TA Training with GPT-based Students AU - Markel, Julia Mae AU - Opferman, Steven G. AU - Landay, James A. AU - Piech, Chris AB - Interactive and realistic teacher training is hard to scale. This is a key issue for learning at scale, as inadequate preparation can negatively impact both students and teachers. What if we could make the teacher training experience more engaging and, as a downstream effect, reduce the potential for harm that teachers-in-training could inflict on students? We present GPTeach, an interactive chat-based teacher training tool that allows novice teachers to practice with simulated students. We performed two studies to evaluate GPTeach: one think-aloud study and one A/B test between our tool and a baseline. Participants took the role of a teaching assistant conducting office hours with two GPT-simulated students. We found that our tool provides the opportunity for teachers to get valuable teaching practice without the pressures of affecting real students, allowing them to iterate their responses both during and across sessions. Additionally, participants enjoyed flexibility in tailoring their responses according to the varied personas, needs, and learning goals. In this paper, we provide quantitative results and qualitative observations to inform future work in this area. We conclude with a discussion of actionable design ideas for such systems, as well as other ways to use this tool for evaluating teachers and students. GPTeach has recently been deployed into the teacher training component of an online course with over 800 novice teachers. DA - 2023/02/17/ PY - 2023 DP - DOI.org (Crossref) LA - en M3 - preprint PB - EdArXiv ST - GPTeach UR - https://osf.io/r23bu Y2 - 2023/07/13/20:55:51 ER - TY - RPRT TI - GraphoGame Teacher Training Service: evaluation report AU - School-to-School International (STS) DA - 2017/04// PY - 2017 PB - Agora Center, University of Jyväskylä, Finland UR - https://allchildrenreading.org/wp-content/uploads/2019/07/Agora-Center-Project-Evaluation.pdf KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425917 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - RPRT TI - Great teachers: How to raise student learning in Latin America and the Caribbean AU - Bruns, Barbara AU - Luque, Javier CY - Washington D.C. DA - 2014/// PY - 2014 PB - World Bank Group UR - https://www.worldbank.org/content/dam/Worldbank/document/LAC/Great_Teachers-How_to_Raise_Student_Learning-Barbara-Bruns-Advance%20Edition.pdf Y2 - 2020/01/30/16:30:10 KW - C:Latin America and the Carribeans ER - TY - RPRT TI - Great Teaching Toolkit: Evidence Review AU - Coe, Rob AU - Rauch, C.J. AU - Kime, Stuart AU - Singleton, Dan DA - 2019/// PY - 2019 PB - Evidence Based Education UR - https://assets.website-files.com/5ee28729f7b4a5fa99bef2b3/5ee9f507021911ae35ac6c4d_EBE_GTT_EVIDENCE%20REVIEW_DIGITAL.pdf Y2 - 2020/08/11/15:20:31 KW - C:England/International ER - TY - BOOK TI - Greening Technical and Vocational Education and Training: A Practical Guide for Institutions AU - UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany) AB - This "Guide" describes the macro need for [technical and vocational education and training] (TVET) reform in conformity with the Sustainable Development Goals, the Global Action Programme (GAP) on Education for Sustainable Development (ESD), and other United Nations, UNESCO and national initiatives. The "Guide" also provides specific practical help for institutional greening transition teams to plan and carry out the changes that are deemed necessary. It is essential that all such greening undertakings have a clear vision, are known to all those concerned, follow a strategic plan, set targets and milestones, and include a monitoring/assessment tool. The concept of shared vision and team reformation combined with the support of senior leaders is evident throughout this "Guide." A major goal is that greening will grow into an ongoing process which is eventually infused into the culture of each institution. Specifically included in this "Guide" is a rubric or framework designed for most TVET institutions. The rubric/framework is designed as both an assessment tool and a learning instrument, as it contains clear descriptions of possible goals and destinations. Since TVET institutions and programmes are so varied, these suggested assessment goals are also designed for discussion and adaptation to the specific situation on each site, while modifications are encouraged. The central theme is Greening the Institution, while also embracing the broader concept of education for sustainable development (ESD). In particular the focus is on the role of TVET in delivering a crucial element of the GAP. By having local teams of leaders, faculty, students and community experts working in concert and infusing the concepts of related educational initiatives, the institution will transition itself into an even more effective and meaningful greening agent for its graduates, its communities and all who are associated with the institution. DA - 2017/// PY - 2017 DP - Open WorldCat LA - English PB - UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. UN Campus, Hermann-Ehlers-Strasse 10, 53113 Bonn, Germany. Tel: +49-228-8150-100; Fax: +49-228-8150-199; e-mail: info@unevoc.unesco.org; Web site: https://unevoc.unesco.org/go.php?q=UNEVOC%20Publications SN - 978-92-3-100231-1 ST - Greening Technical and Vocational Education and Training ER - TY - BOOK TI - Grundlagen beruflicher Bildung: Mitgestalten der Arbeitswelt AU - Rauner, Felix AB - Schlanke Organisationsstrukturen in der Arbeitswelt erfordern mitdenkende Arbeitnehmer und Arbeitnehmerinnen, die die Prozesse der Arbeitswelt mitgestalten. Die berufliche Bildung setzt diese Anforderungen in einem neuen Leitbild um. Felix Rauner zeichnet in seinem Buch die Grundlagen für das neue Zusammenspiel von Arbeit, Technik und Bildung nach. Er zeigt, welchen Einfluss die Leitidee von der Mitgestaltung der Arbeitswelt auf die Berufsbildungsplanung und -forschung sowie auf die Gestaltung beruflicher Bildungsprozesse hat. Dabei spannt er den Bogen vom Beginn der 1980er-Jahre bis heute und erfasst das Wissen aus zahlreichen nationalen und internationalen Projekten zur beruflichen Bildung. DA - 2017/05/31/ PY - 2017 DP - Google Books SP - 1194 LA - de PB - wbv SN - 978-3-7639-5777-4 ST - Grundlagen beruflicher Bildung KW - Education / Adult & Continuing Education ER - TY - ELEC TI - GSMA Mobile Connectivity Index | Sierra Leone AU - GSMA AB - The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions DA - 2018/// PY - 2018 UR - https://www.mobileconnectivityindex.com/ Y2 - 2020/06/25/17:20:25 KW - _C:Sierra Leone SLE ER - TY - GEN TI - Guidance for Teachers and Counselors during COVID-19 and Other Crises AU - Rock, Sarah AU - Gilgoff, Rachel DA - 2020/// PY - 2020 PB - Rock Results UR - http://www.rockresults.org/uploads/1/3/0/8/130859271/guidance_for_teachers_and_counselors_during_covid-19_and_other_crises.pdf ER - TY - RPRT TI - Guidance Note 10 Prioritising effective and appropriate teacher training From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 DP - Zotero SP - 8 LA - en PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/7E62A3FM KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:other:ok KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 3 Digital technologies and girls’ education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/QSPCTJDI KW - _EdTechHub_Output KW - _cover:other:ok KW - _zenodoETH ER - TY - RPRT TI - Guidance Note on Education Data Mapping in Sub-Saharan Africa: Moving from theory to practice AU - Selwaness, Irene AU - Adam, Taskeen AU - Lawson, Laté AU - Heady, Lucy DA - 2022/08/04/ PY - 2022 LA - en PB - EdTech Hub ST - Guidance Note on Education Data Mapping in Sub-Saharan Africa KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Guidance Note on Qualitative Research in Education: Considerations for Best Practice AU - DeJaeghere, J AU - Morrow, V AU - Richardson, D AU - Schowengerdt, B AU - Hinton, R AU - Muñoz Boudet, A AB - This guidance note presents examples of qualitative research on education, privileging those from low and middle-income countries when available; however, the content of the note is not exclusive to research in one sector or income level, and the main principles and processes outlined apply across research topics and locations. The research examples provided in this note meet the criteria for strong evidence and present evidence-based guidance based on qualitative research. These studies included at minimum: a solid explanation of the study purpose and the methodology used; a detailed account of the data collection process, including sampling and/or selection of participants; an explanation of the analysis process and how data were analyzed to arrive at findings; and findings that are supported by a detailed description of data. CY - London, England: United Kingdom. DA - 2020/// PY - 2020 LA - en PB - Department for International Development, prepared for Building Evidence in Education (BE2) UR - https://www.youthpower.org/resources/be2s-guidance-note-qualitative-research-education-considerations-best-practice Y2 - 2022/12/17/22:31:10 ER - TY - RPRT TI - Guidance note on using implementation research in education AU - Allison, C. T2 - Building Evidence in Education (BE2) DA - 2023/// PY - 2023 PB - London: Foreign, Commonwealth & Development Office, prepared for Building Evidence in Education (BE2) UR - https://www.edu-links.org/sites/default/files/media/file/Guidance_Note_on_Using_Implementation_Research_in_Education.pdf ER - TY - RPRT TI - Guidance on Community Mobilisation for Girls’ Education AU - AlSheikh Theeb, Thaer AU - McGinty, Sara AU - Obaid, Rasha AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/03/30/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 39 UR - https://docs.edtechhub.org/lib/FVSQD8MB KW - F: Helpdesk response KW - _r:AddedByZotZen ER - TY - JOUR TI - Guidance on Conducting a Systematic Literature Review AU - Xiao, Yu AU - Watson, Maria T2 - Journal of Planning Education and Research AB - Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research. DA - 2017/08/28/ PY - 2017 DO - 10.1177/0739456x17723971 DP - SAGE Journals VL - 39 SP - 0739456X1772397 J2 - Journal of Planning Education and Research LA - en SN - 0739-456X UR - https://doi.org/10.1177/0739456X17723971 Y2 - 2018/05/17/15:46:34 KW - CitedIn:BIBBTVET ER - TY - RPRT TI - Guidance on Pre-Assessment for Establishing E-Learning Centres AU - AlSheikh Theeb, Thaer AU - McGinty, Sara AU - Obaid, Rasha AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/01/02/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 38 UR - https://docs.edtechhub.org/lib/DPWSAA9Z KW - _r:AddedByZotZen ER - TY - ELEC TI - Guide for Learning Recovery and Acceleration: Using the RAPID Framework to Address COVID-19 Learning Losses and Build Forward Better AU - World Bank AU - Bill and Melinda Gates Foundation AU - FCDO AU - UNESCO AU - UNICEF AU - USAID DA - 2022/// PY - 2022 UR - https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/related/Guide-for-Learning-Recovery-and-Acceleration-06-23.pdf Y2 - 2023/01/18/04:16:29 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Guide: Roof paint, shading, and sound insulation AU - Regime Projects Tanzania AU - Open Development & Education AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1072 DA - 2024/02/01/T00:00:00.000Z PY - 2024 LA - en M3 - Technical Guide PB - Open Development & Education UR - https://docs.opendeved.net/lib/X6DKPHZS KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - Guide: Technical specifications for applying local white paint on schools’ roofs AU - Regime Projects Tanzania AU - Open Development & Education AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1071 DA - 2024/02/01/T00:00:00.000Z PY - 2024 LA - en M3 - Technical Guide PB - Open Development & Education UR - https://docs.opendeved.net/lib/989Z3BUE KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - BOOK TI - Guide to measuring information and communication technologies (ICT) in education. AU - UNESCO Institute for Statistics CY - Montreal DA - 2009/// PY - 2009 DP - Open WorldCat LA - English PB - UNESCO Institute for Statistics SN - 978-92-9189-078-1 ER - TY - JOUR TI - Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme AU - Spiro, Jane T2 - Higher Education Research and Development AB - In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.) DA - 2011/// PY - 2011 DO - 10.1080/07294360.2011.598453 VL - 30 IS - 5 SP - 635 EP - 646 LA - English SN - 0729-4360, 0729-4360 UR - https://www.researchgate.net/publication/254267313_Guided_Interaction_as_Intercultural_Learning_Designing_Internationalisation_into_a_Mixed_Delivery_Teacher_Education_Programme AN - 964187791; EJ953057 KW - Asia KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education Majors KW - Europe KW - Foreign Countries KW - Foreign Students KW - Higher Education KW - Interaction KW - Latin America KW - Masters Degrees KW - Middle East KW - Multicultural Education KW - Personal Narratives KW - Private Sector KW - Southeast Asia KW - Student Teachers KW - Teacher Education Programs KW - United Kingdom KW - Virtual Classrooms KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097655 KW - __finaldtb ER - TY - JOUR TI - Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme AU - Spiro, Jane T2 - Higher Education Research & Development DA - 2011/10/01/ PY - 2011 DO - 10.1080/07294360.2011.598453 VL - 30 IS - 5 SN - 0729-4360 ST - Guided interaction as intercultural learning KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Guidelines and Procedures for the Establishment of Private Technical and Technological Institutions AU - Government of Nigeria DA - 2014/// PY - 2014 LA - English UR - https://net.nbte.gov.ng/sites/default/files/2017-10/Guidelines%20and%20Procedures%20for%20TVET.pdf Y2 - 2018/12/06/17:33:05 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - publicImportV1 ER - TY - BOOK TI - Guidelines for Establishing New Programmes in Polytechnics and Similar Tertiary Institutions in Nigeria AU - NBTE DA - 2013/// PY - 2013 ET - 3 ER - TY - JOUR TI - Guidelines for Establishment and Operation of Production Unit in Technical College AU - Government of Nigeria DA - 2006/// PY - 2006 LA - English UR - https://net.nbte.gov.ng/sites/default/files/2017-10/Prod%20Uni%20in%20TC.pdf Y2 - 2018/12/06/17:34:29 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - publicImportV1 ER - TY - ELEC TI - Guidelines for Establishment and Operation of Production Unit in Technical Colleges DA - 2006/// PY - 2006 UR - https://net.nbte.gov.ng/sites/default/files/2017-10/Prod%20Uni%20in%20TC.pdf Y2 - 2020/08/04/13:36:06 ER - TY - GEN TI - Guidelines for licensing and regulating private schools AU - Government of Uganda DA - 2013/// PY - 2013 LA - English Y2 - 2018/12/18/16:34:17 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - publicImportV1 ER - TY - RPRT TI - Guidelines for performing systematic literature reviews in software engineering AU - Kitchenham, B AU - Charters, S DA - 2007/// PY - 2007 DP - Google Scholar PB - Technical report, EBSE Technical Report EBSE-2007-01 UR - https://www.cs.auckland.ac.nz/~norsaremah/2007%20Guidelines%20for%20performing%20SLR%20in%20SE%20v2.3.pdf Y2 - 2014/08/08/10:45:05 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - P:Methods KW - publicImportV1 ER - TY - BOOK TI - Guidelines for performing systematic literature reviews in software engineering AU - Kitchenham, BA AU - Charters, S DA - 2007/// PY - 2007 LA - en PB - EBSE Technical Report ER - TY - JOUR TI - Guidelines for Registration of Training Providers AU - Government of Kenya DA - 2016/// PY - 2016 LA - English UR - https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=33 Y2 - 2018/12/09/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - publicImportV1 ER - TY - JOUR TI - Guidelines, recommendations and tool for non-formal learning methods AU - Hassinen, Sirje T2 - Quaderni di Comunità: persone, educazione e welfare nella società 5.0: 1, 2023 DA - 2023/// PY - 2023 DP - Google Scholar SP - 273 EP - 284 UR - https://www.torrossa.com/gs/resourceProxy?an=5521735&publisher=F35884 Y2 - 2024/03/01/11:48:41 KW - Final_citation KW - ⛔ No DOI found ER - TY - CHAP TI - Gut zu wissen: Technologiegestütztes Lernen während der Arbeit AU - Kempter, Guido AU - Jost, Patrick AU - Künz, Andreas T2 - Zukunft der Arbeit–Perspektive Mensch DA - 2018/// PY - 2018 DP - Google Scholar SP - 205 EP - 215 PB - Springer ST - Gut zu wissen KW - __C:filed:1 ER - TY - BOOK TI - Guthrie FOUNDATIONS OF CLASSROOM CHANGE IN DEVELOPING COUNTRIES Vol.1 Evidence 2021 AU - Guthrie, Gerard DA - 2021/02/07/ PY - 2021 DP - ResearchGate ER - TY - JOUR TI - Hackathons as a means of accelerating scientific discoveries and knowledge transfer AU - Ghouila, Amel AU - Siwo, Geoffrey Henry AU - Entfellner, Jean-Baka Domelevo AU - Panji, Sumir AU - Button-Simons, Katrina A. AU - Davis, Sage Zenon AU - Fadlelmola, Faisal M. AU - Participants, The DREAM of Malaria Hackathon AU - Ferdig, Michael T. AU - Mulder, Nicola AU - Bensellak, Taoufik AU - Ghansah, Anita AU - Ghedira, Kais AU - Gritzman, Ashley AU - Isewon, Itunuoluwa AU - Kishk, Ali AU - Moussa, Ahmed AU - Loucoubar, Cheikh AU - Musicha, Patrick AU - Pore, Meenal AU - Sengeh, David Moinina AU - Mapiye, Darlington Shingirirai AU - Rallabandi, Pavan Kumar AU - Varughese, Melvin T2 - Genome Research AB - Scientific research plays a key role in the advancement of human knowledge and pursuit of solutions to important societal challenges. Typically, research occurs within specific institutions where data are generated and subsequently analyzed. Although collaborative science bringing together multiple institutions is now common, in such collaborations the analytical processing of the data is often performed by individual researchers within the team, with only limited internal oversight and critical analysis of the workflow prior to publication. Here, we show how hackathons can be a means of enhancing collaborative science by enabling peer review before results of analyses are published by cross-validating the design of studies or underlying data sets and by driving reproducibility of scientific analyses. Traditionally, in data analysis processes, data generators and bioinformaticians are divided and do not collaborate on analyzing the data. Hackathons are a good strategy to build bridges over the traditional divide and are potentially a great agile extension to the more structured collaborations between multiple investigators and institutions. DA - 2018/05/01/ PY - 2018 DO - 10.1101/gr.228460.117 DP - genome.cshlp.org VL - 28 IS - 5 SP - 759 EP - 765 J2 - Genome Res. LA - en SN - 1088-9051, 1549-5469 UR - http://genome.cshlp.org/content/28/5/759 Y2 - 2020/09/01/18:36:54 ER - TY - BOOK TI - Handbook of comparative studies on community colleges and global counterparts AU - Latiner Raby, Rosalind T2 - Springer international handbooks of education CY - New York, NY DA - 2018/// PY - 2018 DP - Library of Congress ISBN LA - en M1 - 6189 PB - Springer Berlin Heidelberg SN - 978-3-319-50910-5 978-3-319-50912-9 978-3-319-50911-2 KW - C:South Africa ER - TY - BOOK TI - Handbook of implementation science for psychology in education AU - Kelly, Barbara AU - Perkins, Daniel F. DA - 2012/// PY - 2012 DP - Google Scholar PB - Cambridge University Press ER - TY - BOOK TI - Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training A3 - Wang, Victor X. DA - 2009/// PY - 2009 DP - DOI.org (Crossref) PB - IGI Global SN - 978-1-60566-739-3 978-1-60566-740-9 ST - Handbook of Research on E-Learning Applications for Career and Technical Education UR - http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-60566-739-3 Y2 - 2020/02/02/16:19:40 ER - TY - BOOK TI - Handbook of Social Justice Interventions in Education T2 - Springer International Handbooks of Education A3 - Mullen, Carol A. CY - Cham DA - 2021/// PY - 2021 DP - DOI.org (Crossref) LA - en PB - Springer International Publishing SN - 978-3-030-35857-0 978-3-030-35858-7 UR - https://link.springer.com/10.1007/978-3-030-35858-7 Y2 - 2022/04/07/14:55:05 ER - TY - BOOK TI - Handbook of Technical and Vocational Education and Training Research A3 - Rauner, Felix A3 - Maclean, Rupert AB - Technical and vocational education and training (TVET) research has become a recognized and well-defined area of interdisciplinary research. This is the first handbook of its kind that specifically concentrates on research and research methods in TVET. The book’s sections focus on particular aspects of the field, starting with a presentation of the genesis of TVET research. They further feature research in relation to policy, planning and practice. Various areas of TVET research are covered, including on the vocational disciplines and on TVET systems. Case studies illustrate different approaches to TVET research, and the final section of the book presents research methods, including interview and observation methods, as well as of experimentation and development. This handbook provides a comprehensive coverage of TVET research in an international context, and, with special focus on research and research methods, it is a cutting-edge resource and reference. DA - 2008/// PY - 2008 DP - www.springer.com LA - en PB - Springer Netherlands SN - 978-1-4020-8346-4 UR - https://www.springer.com/gb/book/9781402083464 Y2 - 2018/12/09/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - BOOK TI - Handbook of Vocational Education and Training : Developments in the Changing World of Work A3 - McGrath, Simon A3 - Mulder, Martin A3 - Papier, Joy A3 - Suart, Rebecca AB - This handbook brings together and promotes research on the area of vocational education and training (VET). It analyzes current and future economic and labor market trends and relates these to likely implications for vocational education and training. It questions how VET engages with the growing power of human development approaches and with the sustainable development agenda. Equity and inclusion are discussed in a range of ways by the authors and the consideration of the construction of these terms is an important element of the handbook. It further addresses both the overall notion of system reform, at different scales, and what is known about particular technologies of systems reform across a variety of settings. Vocational learning and VET teacher/trainer education are discussed from a comparative perspective. National and comparative experiences are also shared on questions of equity and efficiency in funding in terms of those that fund and are funded, and for a range of funding methodologies. As well as reviewing existing gaps, this handbook is looking forward in identifying promising new directions in research and environment.Areas covered:The Changing World of Work | Editors: Margarita Pavlova and Salim AkoojeeSkills for Sustainable Human Development | Editor: Lesley PowellPlanning and Reforming Skills Systems | Editor: Robert PalmerPrivate Training Markets | Editors: Michael Gessler, Larissa Freund and Susanne PetersVocational Learning | Editors: Karen Evans and Natasha KershCompetence and Excellence | Editor: Kirby BarrickMeasuring Learning and Instructional Performance | Editor: Esther WintherSupporting Learners | Editor: Joy PapierVET Teacher/Trainer Education | Editor: Volker Wedekind DA - 2019/// PY - 2019 DP - www.springer.com LA - en PB - Springer International Publishing SN - 978-3-319-94531-6 ST - Handbook of Vocational Education and Training UR - https://www.springer.com/gp/book/9783319945316 Y2 - 2019/07/14/18:56:28 ER - TY - BOOK TI - Handbuch Berufsbildungsforschung A3 - Rauner, Felix CY - Bielefeld DA - 2006/// PY - 2006 DP - Gemeinsamer Bibliotheksverbund ISBN ET - 2., aktualisierte Aufl SP - 828 LA - de PB - Bertelsmann SN - 978-3-7639-3463-8 KW - Architecture / Study & Teaching KW - Education / Administration / General KW - Education / Vocational ER - TY - BOOK TI - Handbuch Berufsbildungsforschung AU - Rauner, Felix AU - Grollmann, Philipp AB - Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden CY - Bielefeld DA - 2018/08/01/ PY - 2018 DP - Amazon ET - 3. aktual. u. erw. SP - 1135 LA - Deutsch PB - UTB SN - 978-3-8252-5078-2 ER - TY - RPRT TI - ‘Happier in his own clothes’: Post-pandemic Possibilities for Education for Children with Special Educational Needs and Disabilities: Perspectives from parent carers AU - Shepherd, Jacqui AU - Durrant, Claire AU - Hancock, Christina AB - This research examined the perspectives of parent carers of children with SEND and their experiences of their children returning to school in September 2020 and undertaking home-learning during the January/February 2021 lockdown. While celebrating the achievements of schools in supporting children with SEND back into school last September and improving the quality and provision of home learning during the second lockdown, the report also exposes some of the significant limitations in the education system - not least in meeting the fundamental needs of children with SEND, but also in enabling them to flourish and achieve. Some children did thrive during lockdown without the stress and anxiety of school and the pressure of social interaction but many did not. ‘Happier in his own clothes’ was a comment made by a parent about one of the positives of lockdown in not having to wear school uniform, but we also use it as a metaphor here for how school could be for children with SEND - and indeed all children if we can seize this opportunity to learn from lockdown. We make recommendations, based on the learning from the positive and negative experiences of the last year, for a more reflexive and recalibrated school system which works better for all children – especially those with SEND. CY - Brighton DA - 2021/// PY - 2021 PB - University of Sussex UR - https://www.sussex.ac.uk/webteam/gateway/file.php?name=happier-in-his-own-clothes-march2021-final.pdf&site=319 ER - TY - JOUR TI - Harmonisation of curricula and qualifications in higher education in africa: challenges and prospects. AU - Chishimba, P. Chanda AU - Kalimaposo, Kalisto AU - Mulenga, Innocent Mutale DA - 2013/// PY - 2013 DP - Google Scholar ST - Harmonisation of curricula and qualifications in higher education in africa UR - http://dspace.unza.zm/handle/123456789/6598 Y2 - 2023/12/06/16:01:38 KW - ⛔ No DOI found ER - TY - JOUR TI - Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa. AU - Thakrar, Jayshree AU - Zinn, Denise AU - Wolfenden, Freda T2 - International Review of Research in Open & Distance Learning DA - 2009/// PY - 2009 DO - 10.19173/irrodl.v10i4.705 VL - 10 IS - 4 SP - 1 EP - 15 SN - 1492-3831 ST - Harnessing open educational resources to the challenges of teacher education in sub-Saharan Africa UR - http://www.irrodl.org/index.php/irrodl/article/view/705 ER - TY - JOUR TI - Harnessing technical and vocational education and training and entrepreneurship education to address unemployment in Lusaka province, Zambia. AU - Mubanga, Phillip AU - Hock, Oo Yu AU - Karim, Asif Mahbub AU - Senteri, Zulkifli AU - Mulenga, Innocent Mutale AU - Preckler, Miriam DA - 2019/// PY - 2019 DO - 10.4236/jss.2019.75013 DP - Google Scholar UR - https://dspace.unza.zm/handle/123456789/6580 Y2 - 2023/12/06/15:24:16 ER - TY - JOUR TI - Has artificial intelligence become alchemy? AU - Hutson, M. T2 - Science DA - 2018/// PY - 2018 DO - 10.1126/science.360.6388.478 VL - 360 IS - 6388 SP - 478 EP - 479 LA - en ER - TY - JOUR TI - Health impact assessment and climate change: A scoping review AU - Ammann, Priska AU - Dietler, Dominik AU - Winkler, Mirko S. T2 - The Journal of Climate Change and Health AB - Climate change has various adverse impacts on public health, ranging from heat-related illness to an increased risk of undernutrition in low-income countries. Health impact assessment (HIA) has been advocated as a valuable tool to systematically identify and quantify the effects of climate change on public health and to inform and evaluate the impact of disease-specific adaptation measures as well as health co-benefits of mitigation measures. We conducted a scoping review to map out peer-reviewed literature on HIA in the context of climate change. Web of Science, Scopus and PubMed were searched without language or time restriction. Publications were included in the full text screening that presented or discussed the application of HIA for investigating health impacts of climate change, or associated adaptation and mitigation measures. In total, 76 peer-reviewed publications from 26 countries were included and characterized. There was a paucity of studies on HIA in the context of climate change from low- and middle-income countries. The most investigated climate change effects were related to temperature and air-pollution. Consequently, associated health impacts, such as respiratory or cardiovascular morbidity and mortality, were examined most frequently. Research-driven HIAs with a quantitative methodological approach were the predominant choice to assess health impacts of climate change. Only one in five publications applied a classical step-by-step HIA approach. While quantitative assessment of health impacts associated with climate change seems to be a well established field of research, the few publications applying a step-by-step HIA approach to systematically anticipate potential health impacts of climate change in a given context point at a missed opportunity for strengthening intersectoral collaboration to maximize health (co-) benefits of climate mitigation and adaptation measures. To promote the use of step-by-step HIA in regions that are most affected by climate change, HIA teaching and training efforts are urgently needed. CN - openalex: W3197500705 DA - 2021/08/01/ PY - 2021 DO - 10.1016/j.joclim.2021.100045 VL - 3 SP - 100045 EP - 100045 SN - 2667-2782 UR - https://doi.org/10.1016/j.joclim.2021.100045 KW - openalex:citedBy KW - openalex:import KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - JOUR TI - Health impact studies of climate change adaptation and mitigation measures – A scoping review AU - Luyten, Axel AU - Winkler, Mirko S. AU - Ammann, Priska AU - Dietler, Dominik T2 - The Journal of Climate Change and Health AB - Climate change affects both mental and physical health. Besides limiting the extent and consequences of climate change, mitigation and adaptation measures can have additional and potentially unintended health impacts. This scoping review outlines how health effects of climate mitigation and adaptation measures have been studied in the scientific literature. We conducted a systematic literature search in the databases PubMed, Scopus and Web of Science without time restriction. All peer-reviewed articles reporting quantified health impacts linked to specific climate change adaptation and mitigation measures were included. Overall, the 89 included articles considered only a narrow range of health determinants and health outcomes. Adaptation- and mitigation-related articles most frequently investigated the environmental health determinants air temperature and air pollution, respectively. Non-communicable diseases were predominantly studied while other relevant health outcome categories, such as mental health, food- and nutrition-related issues, and communicable diseases were rarely reported. The scarcity of studies focusing on the social health determinants and providing stratified health impacts among vulnerable population groups in assessments points to an inadequate consideration of health equity aspects. Increased efforts to quantify health impacts more comprehensively and to identify underlying vulnerability factors among specific population groups seem needed. This information could provide policymakers with more accurate evidence to address health equity aspects, limit adverse health impacts and promote health co-benefits of climate change adaptation and mitigation measures. CN - openalex: W4308629203 DA - 2023/01/01/ PY - 2023 DO - 10.1016/j.joclim.2022.100186 VL - 9 SP - 100186 EP - 100186 SN - 2667-2782 UR - https://doi.org/10.1016/j.joclim.2022.100186 KW - openalex:citedBy KW - openalex:import KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - JOUR TI - Heat impact on schoolchildren in Cameroon, Africa: potential health threat from climate change AU - Dapi, Léonie N. AU - Rocklöv, Joacim AU - Nguefack-Tsague, Georges AU - Tetanye, Ekoe AU - Kjellstrom, Tord T2 - Global Health Action AB - Background: Health impacts related to climate change are potentially an increasing problem in Cameroon, especially during hot seasons when there are no means for protective and adaptive actions. Objective: To describe environmental conditions in schools and to evaluate the impact of heat on schoolchildren’s health during school days in the Cameroon cities of Yaounde´ and Douala. Methods: Schoolchildren (N0285) aged 12Á16 years from public secondary schools completed a questionnaire about their background, general symptoms, and hot feelings in a cross-sectional study. In Yaounde´, 50 schoolchildren were individually interviewed during school days about hourly symptoms (fatigue, headache, and feeling very hot) and performance. Lascar dataloggers were used to measure indoor classroom temperatures and humidity. Results: There was a significant correlation between daily indoor temperature and the percentages of schoolchildren who felt very hot, had fatigue, and headaches in Yaounde´. A high proportion of schoolchildren felt very hot (48%), had fatigue (76%), and headaches (38%) in Yaounde´. Prevalences (%) were higher among girls than boys for headaches (58 vs 39), feeling ‘very hot overall’ (37 vs 21), and ‘very hot in head’ (21 vs 18). Up to 62% were absentminded and 45% had slow writing speed. High indoor temperatures of 32.58C in Yaounde´ and 36.68C in Douala were observed in school. Conclusions: Headache, fatigue, and feeling very hot associated with high indoor air temperature were observed among schoolchildren in the present study. Longitudinal data in schools are needed to confirm these results. School environmental conditions should be improved in order to enhance learning. DA - 2010/12// PY - 2010 DO - 10.3402/gha.v3i0.5610 DP - DOI.org (Crossref) VL - 3 IS - 1 SP - 5610 J2 - Global Health Action LA - en SN - 1654-9716, 1654-9880 ST - Heat impact on schoolchildren in Cameroon, Africa UR - https://www.tandfonline.com/doi/full/10.3402/gha.v3i0.5610 Y2 - 2022/05/28/21:00:49 KW - BE:LMIC KW - BE:RELEVANT ER - TY - CHAP TI - Heidegger's Hammer AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - Heidegger’s discussion of the way that tools and technology enter into experience has had a profound impact on the philosophy of technology. In this chapter, we look at the implications for design that follow from his account. We interrogate Heidegger’s criticism of modern technology, which he argues ‘enframes’ us and cuts us off from a more authentic and nourishing relationship with ‘Being’. We find that while Heidegger described modern technology as a danger, he also recognised it as an opportunity for a different kind of human future. Heidegger’s analysis of how technologies can shape our world and our understanding of it is relevant to understanding not only how we use everyday craft tools like hammers, but also to understanding the educational potential of networked digital technologies like global social media and Generative AI. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - JOUR TI - Height and body-mass index trajectories of school-aged children and adolescents from 1985 to 2019 in 200 countries and territories: a pooled analysis of 2181 population-based studies with 65 million participants AU - Rodriguez-Martinez, Andrea AU - Zhou, Bin AU - Sophiea, Marisa K AU - Bentham, James AU - Paciorek, Christopher J AU - Iurilli, Maria LC AU - Carrillo-Larco, Rodrigo M AU - Bennett, James E AU - Di Cesare, Mariachiara AU - Taddei, Cristina AU - Bixby, Honor AU - Stevens, Gretchen A AU - Riley, Leanne M AU - Cowan, Melanie J AU - Savin, Stefan AU - Danaei, Goodarz AU - Chirita-Emandi, Adela AU - Kengne, Andre P AU - Khang, Young-Ho AU - Laxmaiah, Avula AU - Malekzadeh, Reza AU - Miranda, J Jaime AU - Moon, Jin Soo AU - Popovic, Stevo R AU - Sørensen, Thorkild IA AU - Soric, Maroje AU - Starc, Gregor AU - Zainuddin, Ahmad A AU - Gregg, Edward W AU - Bhutta, Zulfiqar A AU - Black, Robert AU - Ezzati, Majid T2 - The Lancet AB - Background Comparable global data on health and nutrition of school-aged children and adolescents are scarce. We aimed to estimate age trajectories and time trends in mean height and mean body-mass index (BMI), which measures weight gain beyond what is expected from height gain, for school-aged children and adolescents. DA - 2020/11/07/ PY - 2020 DO - 10.1016/S0140-6736(20)31859-6 DP - DOI.org (Crossref) VL - 396 IS - 10261 SP - 1511 EP - 1524 J2 - The Lancet LA - en SN - 01406736 ST - Height and body-mass index trajectories of school-aged children and adolescents from 1985 to 2019 in 200 countries and territories UR - https://linkinghub.elsevier.com/retrieve/pii/S0140673620318596 Y2 - 2020/11/08/17:44:36 ER - TY - BLOG TI - Hello, I’m Björn, Director of Research – The EdTech Hub AU - Haßler, Björn T2 - EdTech Hub Research and Innovation to fulfill the potential of EdTech DA - 2019/11/18/ PY - 2019 LA - en-GB UR - https://edtechhub.org/2019/11/18/hello-im-bjorn-director-of-research/ Y2 - 2019/11/18/00:00:00 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:r ER - TY - JOUR TI - Helping teachers to respond to COVID-19 in the Eastern Caribbean: issues of readiness, equity and care AU - Leacock, Coreen J. AU - Warrican, S. Joel T2 - Journal of Education for Teaching AB - Education in the Eastern Caribbean has been heavily influenced by the colonial history of the sub-region. In recent years though, in recognition of the fact that the traditional approaches to teaching and learning are no longer meeting the needs of present-day students, there have been calls for change to more student-friendly ones, with electronic technology playing a significant role. However, the resistance to certain types of devices in the classroom has contributed to the slow uptake of widespread use of electronic technology and the online environment as a mode for teaching and learning. The closure of schools due to the advent of COVID-19 pandemic forced education systems in the region to turn to the online environment to engage students in educational activities. Students, teachers and other education officials had to face their apprehensions and venture into this space for schooling. This paper describes actions taken by the Eastern Caribbean Joint Board of Teacher Education to help teachers cope with this different learning environment, guided by the concepts of teacher readiness, equity relating to access of resources and providing caring support for all affected. DA - 2020/08/19/ PY - 2020 DO - 10.1080/02607476.2020.1803733 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 10 SN - 0260-7476 ST - Helping teachers to respond to COVID-19 in the Eastern Caribbean UR - https://doi.org/10.1080/02607476.2020.1803733 Y2 - 2020/11/19/11:05:26 KW - Covid-19 KW - Eastern Caribbean KW - _Added to LR KW - _G:reviewed KW - equity KW - readiness KW - teacher education ER - TY - JOUR TI - Here and now mobile learning: An experimental study on the use of mobile technology AU - Martin, Florence AU - Ertzberger, Jeffrey T2 - Computers & Education DA - 2013/// PY - 2013 DO - 10.1016/j.compedu.2013.04.021 VL - 68 SP - 76 EP - 85 ER - TY - JOUR TI - High fidelity simulation evaluation studies in nursing education: A review of the literature AU - Hanshaw, Shannon L. AU - Dickerson, Suzanne S. T2 - Nurse Education in Practice AB - Simulation is an experiential learning process which provides a safe environment for learning, preventing the risk of patient harm. A review of the literature was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach to explore the question: What is the state of the science on the evidence of learning outcomes in high-fidelity simulation in undergraduate nursing education? This synthesis included 20 research studies focusing on evaluating outcomes of high-fidelity simulation in undergraduate pre-licensure baccalaureate nursing students. Studies were excluded if they did not use high-fidelity simulation for the intervention group, or they evaluated faculty outcomes. Simulation design and practices are identified and discussed regarding dose and fidelity. Outcome measures reviewed include increasing levels of thinking: Remembering/Understanding/Applying (knowledge/skills), Analyzing/Perception, and Evaluating/Creating outcomes. Design of high-fidelity simulation in the nursing literature is being grounded in outcome variables with increasing levels of thinking (Bloom's Taxonomy) and based in pedagogical and nursing judgment theoretical frameworks. Reliable measurement tools are used. There is a need for a more comprehensive measurement of clinical competence that extends evaluation to clinical practice outcomes. Additional research is needed on retention of simulation learning over time and assessing transference of simulation learning into clinical nursing practice. DA - 2020/07/01/ PY - 2020 DO - 10.1016/j.nepr.2020.102818 DP - ScienceDirect VL - 46 SP - 102818 J2 - Nurse Education in Practice LA - en SN - 1471-5953 ST - High fidelity simulation evaluation studies in nursing education UR - https://www.sciencedirect.com/science/article/pii/S1471595319307954 Y2 - 2022/04/05/20:29:41 ER - TY - JOUR TI - High School Teacher Perceptions of Blended Learning AU - Raymond, Stephen DA - 2019/// PY - 2019 DP - Google Scholar KW - _C:France FRA KW - _C:Greece GRC KW - _C:Kuwait KWT KW - _C:Malaysia MYS KW - _C:Namibia NAM KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Higher education and development: Critical issues and debates AU - Schendel, Rebecca AU - McCowan, Tristan T2 - Education and international development: an introduction DA - 2015/// PY - 2015 DP - Google Scholar SP - 275 EP - 293 ST - Higher education and development KW - ⛔ No DOI found ER - TY - JOUR TI - Higher education, developmental leadership and good governance AU - Fontana, Giuditta AB - The last decade has witnessed renewed interest in the social benefits of higher education, with recent research suggesting that universities have a role in nurturing developmental leaders who enable positive change and better governance in low-income and conflict-affected countries (Brannelly et al, 2011b). This review summarises available evidence on the relationship between higher education, developmental leadership and good governance in developing and conflict-affected countries. It draws on examples from a variety of countries, including Ghana, the Philippines, Oman, Lebanon, Cote d’Ivoire and Botswana among others. Most of the literature considered in this report is academic. A large proportion was produced by the Developmental Leadership Programme (DLP) based at the University of Birmingham, which is currently in the process of publishing a summary report. DA - 2017/08/23/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13210 Y2 - 2022/12/18/18:15:10 KW - ⛔ No DOI found ER - TY - RPRT TI - Higher education institutions and the use of online instruction and online tools and resources during the COVID-19 outbreak - An online review of selected U.S. and SA's universities AU - Chaka, Chaka AB - Abstract This online quasi-scoping review set out to review how 64 U.S. and 21 South African universities pivoted to online course delivery and used online tools and resources as one of their collective responses to continue their teaching and learning activities during the COVID-19 pandemic. The review was conducted on five online search engines, six online databases and two online social networking sites. Generally, all of the U.S and South African universities investigated transitioned to online classes and temporarily relinquished their in-person, campus-based classes. Additionally, all of these universities transiently opted for a strong form of social distancing and embraced emergency remote online pedagogy. Moreover, four online delivery typologies, with their attendant multiple permutations, emerged from these two sets of universities. Furthermore, when both U.S. and South African universities temporarily pivoted their classes to online delivery during the COVID-19 pandemic outbreak, they embraced and adopted certain online tools and resources more than the others. For instance, pertaining to 64 U.S. universities, Zoom was the most preferred tool, with video conferencing and LMS platforms emerging as the two dominant platforms. As regards the 21 South African universities, Blackboard (Collaborate) emerged as the most preferred tool, with both LMS and video conferencing platforms emerging as the two dominant platforms. Overall, Zoom, Blackboard (Collaborate) and institutional LMSes were the three common tools to which both sets of universities pivoted during the pandemic. Finally, the two sets of universities only embraced low-tech versions of the 4IR technologies such as video-conferencing, social media technologies, and cloud computing. DA - 2020/08/21/ PY - 2020 DP - DOI.org (Crossref) LA - en M3 - preprint PB - In Review UR - https://www.researchsquare.com/article/rs-61482/v1 Y2 - 2021/10/05/11:42:57 ER - TY - JOUR TI - Higher Education Students' Ownership and Usage of Smart Phones and Tablets: The Case of Kwame Nkrumah University of Science and Technology (KNUST). AU - Essel, Harry Barton AU - Nunoo, Francis Kofi Nimo AU - Tachie-Menson, Akosua AU - Amankwa, John Opuni T2 - International Journal of Educational Technology DA - 2018/// PY - 2018 DP - Google Scholar VL - 5 IS - 1 SP - 20 EP - 28 ST - Higher Education Students' Ownership and Usage of Smart Phones and Tablets KW - _C:Australia AUS KW - _C:Ghana GHA KW - _C:Ireland IRL KW - _C:Nigeria NGA KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School: AU - Onesmus, Gicheru T2 - Journal of Learning for Development AB - Covid-19 epidemic has forced education managers and teachers to begin or enhance e-learning mode of education across the world. Kenya have not been left behind. This article is geared towards identification of challenges that face technologically based / supported education. First is the accessibility question. The availability and actual use of ICT tools/ system for learning is a mirage to many. Availability of ICT system and devices is limited to most learners, teachers, and parents due to their socioeconomic status. Even for the cases where gadgets and platforms are availability, the drive and preference of the owners of devices / system towards the education material is not guaranteed. There is also a question of digital divide, most of Kenya parents and schools do not have internet or smart phones for the same. Secondly, is the issue of pedagogy –this implies practice and methodology that best fit the teaching of youthful students. Use of technologies in teaching should be done in a professional way by adhering to how instructional materials are prepared, dissemination of the same materials and then fusing it to technology for effective teaching and learning. There are few programs that are professional done towards this aspect in Africa. The screenshot below is an indication of factors that may hinder the eLearning education. It was taken from online training of Machakos University tutors. A survey was done where the participants indicated challenges that they may face in their teaching. Clearly, pedagogy and access was their main concern as shown from the percentages of each challenges. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 423 EP - 432 LA - en SN - 2311-1550 ST - Hindrance to Technologically Guided Education in Kenya Secondary Schools UR - https://jl4d.org/index.php/ejl4d/article/view/450 Y2 - 2020/11/21/13:31:46 KW - Accessibility KW - Availability KW - Blended Education KW - Digital KW - Pedagogy KW - Professional KW - Technological KW - ⛔ No DOI found ER - TY - JOUR TI - HLAEquity: Examining biases in pan-allele peptide-HLA binding predictors AU - Conev, Anja AU - Fasoulis, Romanos AU - Hall-Swan, Sarah AU - Ferreira, Rodrigo AU - Kavraki, Lydia E. T2 - iScience DA - 2024/01/19/ PY - 2024 DO - 10.1016/j.isci.2023.108613 DP - www.cell.com VL - 27 IS - 1 J2 - iScience LA - English SN - 2589-0042 ST - HLAEquity UR - https://www.cell.com/iscience/abstract/S2589-0042(23)02690-1 Y2 - 2024/02/23/23:47:34 KW - Computational bioinformatics KW - Human Geography KW - Immune system KW - Machine learning ER - TY - CONF TI - Holistic Design of a Mobile Peer Tutoring Application based on Learning and User Needs Analysis AU - Tan, Seng Chee AU - Chung, Sheng Hung AU - Cheung, Yin Ling AU - Looi, Chee Kit AU - Wong, Wai Hoe T2 - Innovate Learning Summit AB - Research has shown that peer tutoring at the university level could improve students’ performance and, enhance their motivation and learning, increase self-determination and learner autonomy, and reinforce conceptual knowledge by providing opportunities for reapplication of concepts. This paper describes the development of a mobile peer tutoring application – Mobile Education Networked Tutoring On Request (MENTOR). We start with a review of literature to identify the relevant affordances that this mobile app should possess. In addition, questionnaires were administered with students... DA - 2020/11/03/ PY - 2020 DP - www.learntechlib.org SP - 673 EP - 684 LA - en PB - Association for the Advancement of Computing in Education (AACE) UR - https://www.learntechlib.org/primary/p/218864/ Y2 - 2022/12/27/01:40:58 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Holistic Learning Versus Instrumentalism in Teacher Education: Lessons from Values Pedagogy and Related Research AU - Lovat, Terence T2 - Education Sciences AB - This article constitutes a literature review, focusing on the idea of holistic learning, as found in key sources, and its essential contrasting with instrumentalist approaches to learning. It will move to explore updated research on holistic learning factors, with special attention to insights gleaned from values pedagogy and the research that underpins it. The article will juxtapose those insights with the instrumentalism that, it will allege, too often dictates teacher education directions. The article will conclude with an argument that teacher education has become, in modern times, a service industry, too often serving the agendas of governments and teacher unions, rather than preparing teachers to follow the guidelines provided by the latest research into student wellbeing and societal betterment. The article will focus especially on a number of Australian examples to mount the argument that nonetheless applies more generally across Western domains. DA - 2020/11// PY - 2020 DO - 10.3390/educsci10110341 DP - www.mdpi.com VL - 10 IS - 11 SP - 341 LA - en SN - 2227-7102 ST - Holistic Learning Versus Instrumentalism in Teacher Education UR - https://www.mdpi.com/2227-7102/10/11/341 Y2 - 2022/03/10/15:57:01 KW - Australian education KW - holistic learning KW - instrumentalism KW - teacher education KW - values pedagogy ER - TY - CONF TI - Holistic Model for Designing a Climate Service Application on the KaiOS Platform AU - Myllynpää, Ville AU - Haakana, Jani AU - Virtanen, Julius AU - Sutinen, Erkki T3 - CHI EA '20 AB - Interest towards building and operating climate services is constantly growing globally, especially regarding utilization of mobile technologies in those services in the Global South, in order to reach rural farmers effectively. However, multiple issues are currently limiting the design and development of these services for reaching their full impact. Based on a recent field study, we present the criteria for a mobile climate service app for small-scale farmers in Namibia. It will be based on the KaiOS "smart feature phone" platform, and combines holistically climate, weather and agricultural information in a form that guides the farmer through the agricultural cycle. The app is currently in its early development phase, with a set of pre-selected features being built. Further field work with the local farmers will define the final set of features and the eventual user interface (UI) design of the app. C1 - New York, NY, USA C3 - Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems DA - 2020/04/25/ PY - 2020 DO - 10.1145/3334480.3383084 DP - ACM Digital Library SP - 1 EP - 8 PB - Association for Computing Machinery SN - 978-1-4503-6819-3 UR - https://doi.org/10.1145/3334480.3383084 Y2 - 2022/08/13/00:00:00 KW - agriculture KW - climate services KW - co-design KW - global south KW - hci4d KW - ictd KW - mobile applications ER - TY - CONF TI - Horizontal refraction of gravity waves in a global ray tracing experiment AU - Haßler, Björn AU - Warner, CD C3 - Geophysical Research Abstracts DA - 2006/// PY - 2006 VL - 8 SP - 09685 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - JOUR TI - Hospitality and Tourism Education in Uganda: An Integrative Analysis of Students' Motivations and Industry Perceptions AU - Tukamushaba, Eddy Kurobuza AU - Xiao, Honggen T2 - Journal of Teaching in Travel & Tourism AB - This article presents an integrative analysis of students' motivations in choosing hospitality and tourism programs as well as industry perceptions of graduates' qualifications for employment in Uganda, A mixed-method approach is used for data collection, analysis, and reporting. Quantitatively, the study replicates a motivational scale of choosing educational programs and identifies six factors that collectively explain about 60% of the variance in students choosing hospitality and tourism programs in this African developing economy. Industry perceptions of graduates' qualifications for employment are reported on the basis of qualitative interviews. Implications of the study are discussed in light of curriculum and program refinement to better prepare future graduates for the industry. DA - 2012/// PY - 2012 DO - 10.1080/15313220.2012.729457 LA - en AN - LOCAL-WOS:000414842200002 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CCZ:Uganda KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:curriculum KW - F:motivation KW - F:qualification KW - P:economy KW - P:tourism KW - R:interview KW - R:qualitative KW - R:quantitative KW - T:career KW - Z:career choice KW - Z:employer perception KW - Z:hospitality and tourism education KW - Z:study motivation KW - _C:Uganda UGA KW - publicImportV1 ER - TY - JOUR TI - How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers? AU - Asare, Samuel AU - Mitchell, Rafael AU - Rose, Pauline T2 - Development and Change DA - 2021/// PY - 2021 DO - 10.1111/dech.12639 DP - Google Scholar VL - 52 IS - 3 SP - 661 EP - 669 ER - TY - NEWS TI - How Africa's first heat officer is protecting women in Sierra Leone AU - Bah, Saidu T2 - BBC Future Planet AB - Africa's first heat officer is helping women keep cool in Sierra Leone's capital Freetown. DA - 2023/11/10/ PY - 2023 LA - en UR - https://www.bbc.com/future/article/20231109-how-africas-first-heat-officer-is-protecting-women-in-sierra-leone Y2 - 2023/11/14/10:10:19 ER - TY - JOUR TI - How Big Are Effect Sizes in International Education Studies? AU - Evans, David K. AU - Yuan, Fei T2 - Educational Evaluation and Policy Analysis AB - A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We identify a median effect size of 0.10 standard deviations on learning and 0.07 standard deviations on access among randomized controlled trials. Effect sizes are similar for quasi-experimental studies. Effects are larger and demonstrate higher variance for small-scale studies than for large-scale studies. The distribution of existing effects can help researchers and policymakers to situate new findings within current knowledge and design new studies with sufficient statistical power to identify effects. DA - 2022/09/01/ PY - 2022 DO - 10.3102/01623737221079646 DP - DOI.org (Crossref) VL - 44 IS - 3 SP - 532 EP - 540 J2 - Educational Evaluation and Policy Analysis LA - en SN - 0162-3737, 1935-1062 UR - http://journals.sagepub.com/doi/10.3102/01623737221079646 Y2 - 2023/01/16/23:33:11 ER - TY - JOUR TI - How Big Are Effect Sizes in International Education Studies? AU - Evans, David K. AU - Yuan, Fei T2 - Educational Evaluation and Policy Analysis AB - A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We identify a median effect size of 0.10 standard deviations on learning and 0.07 standard deviations on access among randomized controlled trials. Effect sizes are similar for quasi-experimental studies. Effects are larger and demonstrate higher variance for small-scale studies than for large-scale studies. The distribution of existing effects can help researchers and policymakers to situate new findings within current knowledge and design new studies with sufficient statistical power to identify effects. DA - 2022/09/01/ PY - 2022 DO - 10.3102/01623737221079646 DP - SAGE Journals VL - 44 IS - 3 SP - 532 EP - 540 LA - en SN - 0162-3737 UR - https://doi.org/10.3102/01623737221079646 Y2 - 2022/12/18/23:40:42 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - How big are effect sizes in international education studies? AU - Evans, David AU - Yuan, Fei AB - In recent years, a growing literature has measured the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But interpretation of those effect sizes as large or small tends to rely on benchmarks developed by a psychologist in the United States in the 1960s. In this paper, we demonstrate the distribution of standardized effect sizes on learning and access from hundreds of studies from low- and middle-income countries. DA - 2020/// PY - 2020 LA - en PB - Center for Global Development UR - https://www.cgdev.org/publication/how-big-are-effect-sizes-international-education-studies Y2 - 2021/02/18/10:46:49 ER - TY - RPRT TI - How Can EdTech Support Primary School Learners with Disabilities in LMICs? Recommendations for Policy AU - Lynch, Paul AU - Singal, Nidhi AU - Francis, Gill A. AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/04/19/ PY - 2021 LA - en M3 - Policy Brief PB - EdTech Hub ST - How Can EdTech Support Primary School Learners with Disabilities in LMICs? UR - https://docs.edtechhub.org/lib/UXWEBRCC KW - _EdTechHub_Output KW - _cover:v3 KW - _r:AddedByZotZen KW - _yl:b KW - _zenodoETH ER - TY - BLOG TI - How can education systems rise up to the climate challenge? AU - Beardmore, Sarah AU - Martinez, Raphaelle AU - Tammi, Anna-Maria T2 - Global Partnership for Education AB - The climate crisis adds another layer to the existing learning crisis and calls for building education systems that can prepare for crises, ensure continued access to education during unpredictable times, and prevent and mitigate their negative impacts as much as possible. DA - 2022/// PY - 2022 LA - en ST - How can education systems rise up to the climate challenge? UR - https://www.globalpartnership.org/blog/how-can-education-systems-rise-climate-challenge Y2 - 2023/11/07/20:54:41 ER - TY - JOUR TI - How Can Education Systems Structure Virtual Communities of Practice for Teachers Most Effectively? AU - Bedoya, Guadalupe AU - Belyakova, Yulia AU - Cilliers, Jacobus AU - Deeb, Antoine AU - Evans, David K AU - Jeon, Youngkwang AU - Kelly, Emma DA - 2022/// PY - 2022 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - How can machine learning help in understanding the impact of climate change on crop yields? AU - Sidhu, Balsher Singh AU - Mehrabi, Zia AU - Ramankutty, Navin AU - Kandlikar, Milind T2 - Environmental Research Letters DA - 2023/// PY - 2023 DO - 10.1088/1748-9326/acb164 DP - Google Scholar VL - 18 IS - 2 SP - 024008 UR - https://iopscience.iop.org/article/10.1088/1748-9326/acb164/meta Y2 - 2024/02/24/11:09:29 ER - TY - JOUR TI - How Can Micro and Small Enterprises in Sub-Saharan Africa Become More Productive? The Impacts of Experimental Basic Managerial Training AU - Mano, Yukichi AU - Iddrisu, Alhassan AU - Yoshino, Yutaka AU - Sonobe, Tetsushi T2 - World Development AB - Summary The vast majority of micro and small enterprises (MSEs) in developing countries are located in industrial clusters, and the majority of such clusters have yet to see their growth take off. The performance of MSE clusters is especially low in Sub-Saharan Africa. While existing studies often attribute the poor performance to factors outside firms, problems within firms are seldom scrutinized. In fact, entrepreneurs in these clusters are unfamiliar with standard business practices. Based on a randomized experiment in Ghana, this study demonstrates that basic-level management training improves business practices and performance. DA - 2012/// PY - 2012 DO - 10.1016/j.worlddev.2011.09.013 LA - en UR - https://www.sciencedirect.com/science/article/pii/S0305750X1100235X KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - AA:Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:R KW - CT:T KW - D:developing country KW - F:standards KW - R:impact KW - T:Training KW - Z:industrial development KW - Z:management training KW - Z:randomized experiment KW - Z:survival clusters KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19? AU - Herbert, George AB - Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements. DA - 2021/02/23/ PY - 2021 DO - 10.19088/K4D.2021.082 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16611 Y2 - 2022/12/18/18:15:11 ER - TY - BLOG TI - How can Sierra Leone’s education response after Ebola help with the COVID-19 response? AU - Bangay, Colin T2 - The Education and Development Forum (UKFIET) AB - This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […] DA - 2020/04/30/T08:37:22+00:00 PY - 2020 LA - en-GB UR - https://www.ukfiet.org/2020/how-can-sierra-leones-education-response-after-ebola-help-with-the-covid-19-response/ Y2 - 2020/12/04/12:15:26 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - How Changes in Technology and Automation will Affect the Labour Market in Africa AU - Millington, A. Kerry AB - Estimates of how many jobs are vulnerable to being replaced by machine vary but it is clear that developing countries are more susceptible to automation compared to high-income countries. Traditionally, blue-collar routine jobs have been automated but with the emergence of greatly improved computing power, artificial intelligence and robotics, a much larger scope of occupations are at risk. Vulnerability to automation is now based on whether jobs or tasks are codifiable and whether they are routine or not. Highly-trained and skilled jobs can be more at risk than more varied, lesser skilled jobs. This rapid literature review found that whilst there is evidence, information and discussion of the impact of automation on the labour market in industrialised nations, there is much less on the potential impact in developing countries. The World Development Report 2016 Digital Dividends (World Bank 2016) was an excellent source of data and many of the figures presented are from this report. Whether you are a “techno-optimist” or a “techno-pessimist”, the impact of automation on the labour market will require long-term adjustment and policy changes to ensure the future of work is inclusive and sustainable and addresses increasing income inequality (Gelb and Khan December 2016) in an ever more automated and digital economy. DA - 2017/02/22/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13054 Y2 - 2022/12/18/18:15:14 KW - ⛔ No DOI found ER - TY - BOOK TI - How Charts Lie: Getting Smarter about Visual Information AU - Cairo, Alberto CY - New York DA - 2019/10/15/ PY - 2019 DP - Amazon SP - 256 LA - English PB - W. W. Norton & Company SN - 978-1-324-00156-0 ST - How Charts Lie ER - TY - JOUR TI - How children talk together to make meaning from texts: a dialogic perspective on reading comprehension strategies AU - Maine, Fiona T2 - Literacy AB - This study considers reading comprehension as a dialogic transaction of making meaning from text. The concept of text and reading is taken to include the visual and multimodal as well as written forms. Case studies of children discussing texts are analysed to explore how children engage in inter‐mental and intra‐mental processes of reading, between themselves as readers and between themselves and the text. The findings show that children's use of language, which is open, hypothetical and questioning, enables different interpretations and priorities for discussion. The use of imagination and empathy, to enter the world of the text to understand it, trigger creative responses as the children make meaning together. More than merely promoting the teaching of comprehension skills to children, the paper demonstrates how meaningful and exciting responses can be promoted through children reading together and teachers encouraging creative dialogue. DA - 2013/// PY - 2013 DO - 10.1111/lit.12010 VL - 47 IS - 3 SP - 150 EP - 156 Y2 - 2021/03/03/00:00:00 ER - TY - JOUR TI - How Constructivist-Based Teaching Influences Students Learning Science AU - Seimears, C. Matt AU - Graves, Emily AU - Schroyer, M. Gail AU - Staver, John T2 - The Educational Forum AB - The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their learning of science. DA - 2012/04/01/ PY - 2012 DO - 10.1080/00131725.2011.653092 DP - Taylor and Francis+NEJM VL - 76 IS - 2 SP - 265 EP - 271 SN - 0013-1725 UR - https://doi.org/10.1080/00131725.2011.653092 Y2 - 2020/09/11/08:35:29 KW - curriculum and instruction KW - elementary education KW - science education ER - TY - RPRT TI - How could digital learning at scale address the issue of equity in education? AU - Laurillard, Diana AU - Kennedy, Eileen AU - Wang, Tianchong T2 - Learning at scale for the Global South A2 - Lim, C.P. A2 - Tinio, V.L. CY - Quezon City, Philippines DA - 2018/// PY - 2018 DP - Zotero LA - en PB - Foundation for Information Technology Education and Development UR - http://dl4d.org/wp-content/uploads/2019/03/Learning-at-Scale-for-the-Global-South-Main-Paper.pdf KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - “How Dare They Peep into My Private Life?” AU - Han, Hye Jung T2 - Human Rights Watch AB - The 99-page report, “’How Dare They Peep into My Private Life?’: Children’s Rights Violations by Governments that Endorsed Online Learning during the Covid-19 Pandemic,” is grounded in technical and policy analysis conducted by Human Rights Watch on 165 education technology (EdTech) products endorsed by 49 countries. It includes an examination of 294 companies found to have collected, processed, or received children’s data since March 2021, and calls on governments to adopt modern child data protection laws to protect children online. DA - 2022/05/25/ PY - 2022 DP - Human Rights Watch LA - en ST - “How Dare They Peep into My Private Life? UR - https://www.hrw.org/report/2022/05/25/how-dare-they-peep-my-private-life/childrens-rights-violations-governments Y2 - 2023/01/05/18:37:30 KW - Final_citation KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - How do carers of disabled children cope? The Ugandan perspective AU - Hartley, SOVP AU - Ojwang, P. AU - Baguwemu, A. AU - Ddamulira, M. AU - Chavuta, A. T2 - Child: care, health and development DA - 2005/// PY - 2005 DO - 10.1111/j.1365-2214.2004.00464.x DP - Google Scholar VL - 31 IS - 2 SP - 167 EP - 180 ST - How do carers of disabled children cope? ER - TY - JOUR TI - How do higher education institutions promote sustainable development? A literature review AU - Berchin, Issa Ibrahim AU - de Aguiar Dutra, Ana Regina AU - Guerra, José Baltazar Salgueirinho Osório de Andrade T2 - Sustainable Development AB - Higher education institutions (HEIs) have a fundamental role in transforming societies aimed at a more sustainable future. Through knowledge creation and dissemination, research, education and outreach, institutions of higher education lead the path towards sustainable development. The aim of this paper is to identify, based on a review of the literature, how HEIs promote sustainable development. An analysis of both international declarations and the scientific literature on education for sustainable development shows that emphasis is given to discussions on development, education, research, and training. This highlights the need for a stronger role of universities to promote sustainable development paths, expanding and disseminating knowledge, building capacity through training, and working with local communities to increase their resilience. DA - 2021/// PY - 2021 DO - 10.1002/sd.2219 DP - Wiley Online Library VL - 29 IS - 6 SP - 1204 EP - 1222 LA - en SN - 1099-1719 ST - How do higher education institutions promote sustainable development? UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/sd.2219 Y2 - 2022/04/05/20:17:22 KW - education for sustainable development KW - environmental education KW - higher education institutions KW - sustainable development ER - TY - GEN TI - How do we address the reproducibility crisis in artificial intelligence? Forbes AU - Jones, M. DA - 2018/// PY - 2018 LA - en UR - https://www. ER - TY - JOUR TI - How Does Enriched Differentiated Small-Group Instruction At The Middle-School Level Accelerated Learning And Promote Community? AU - Bernard, Kathleen T2 - School of Education Student Capstone Projects AB - The question addressed in this capstone project was guided by the demanding need for customized differentiated enriched learning experiences at the middle-school level. It documents why providing customized enriched learning experiences through small-group instruction for all students is necessary to help close educational opportunity gaps, improve academic growth and to create stronger communities of understanding and connectedness. It is founded in the learning and understanding of differentiation and self-determination theory. The frame of the project guides middle-school teachers through the process of understanding the importance of small-group instruction, provides them with structural classroom framework options and cultivates time for collaboration to develop enriched differentiated learning experiences. The goal is to strengthen classroom learning communities, but also collaborative professional learning communities. DA - 2019/10/01/ PY - 2019 UR - https://digitalcommons.hamline.edu/hse_cp/292 KW - Pedagogy KW - _AcademicRecoveryOECS KW - ⛔ No DOI found ER - TY - JOUR TI - How does professional development improve teaching? AU - Kennedy, Mary M. T2 - Review of Educational Research AB - Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes. DA - 2016/// PY - 2016 DO - 10.3102/0034654315626800 DP - Google Scholar VL - 86 IS - 4 SP - 945 EP - 980 UR - https://www.researchgate.net/publication/292675761_How_Does_Professional_Development_Improve_Teaching ER - TY - JOUR TI - How does school travel time impact children’s learning outcomes in a developing country? AU - Afoakwah, Clifford AU - Koomson, Isaac T2 - Review of Economics of the Household AB - Nearly 88% of children in sub-Saharan Africa will not be able to read by the time they complete primary school. We explore this phenomenon by using household data from the Ghana Living Standards Survey to examine the link between school travel time and children’s learning outcomes. Using district variations in school density to resolve endogeneity associated with children’s travel time to school and their learning outcomes, we find that more than 90% of children travel on foot to school and this negatively affects their ability to read and write in English or French as well as their ability to read and write in their native languages. We further show that boys, children in rural areas and those who travel more than the 75th percentile travel time (30 minutes) have poorer learning outcomes. Our findings highlight number of class hours missed and poor health as the main channels through which school travel time affects learning outcomes. Policy initiatives to improve children’s learning should consider reducing the costs associated with their school travel time. Considering that governments have limited resources with competing needs, policies aimed at reducing travel time should generally target children who commute more than 30 minutes to school and those in rural locations. DA - 2021/// PY - 2021 DO - 10.1007/s11150-020-09533-8 DP - www.readcube.com LA - en SN - 1569-5239 UR - https://link.springer.com/epdf/10.1007/s11150-020-09533-8 Y2 - 2021/03/25/16:25:17 ER - TY - BLOG TI - How ed-tech can help leapfrog progress in education AU - Vegas, Emeliana AU - Ziegler, Lauren AU - Zerbino, Nicolas T2 - Brookings AB - This brief analyzes the use of ed-tech innovations around the world. DA - 2019/11/20/T21:03:33+00:00 PY - 2019 LA - en-US UR - https://www.brookings.edu/research/how-ed-tech-can-help-leapfrog-progress-in-education/ Y2 - 2022/11/16/02:46:38 ER - TY - BLOG TI - How ed-tech can help leapfrog progress in education AU - Vegas, Emeliana AU - Ziegler, Lauren AU - Zerbino, Nicolas T2 - Center for Universal Education at The Brookings Institution AB - This brief analyzes the use of ed-tech innovations around the world. DA - 2019/11/20/T21:03:33+00:00 PY - 2019 LA - en-US UR - https://eric.ed.gov/?id=ED602936 Y2 - 2022/11/16/02:46:38 KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa AU - Asare, Samuel AU - Mitchell, Rafael AU - Rose, Pauline T2 - Compare: A Journal of Comparative and International Education DA - 2020/// PY - 2020 DP - Google Scholar SP - 1 EP - 20 ST - How equitable are South-North partnerships in education research? KW - ⛔ No DOI found ER - TY - JOUR TI - How Finland Is Teaching a Generation to Spot Misinformation AU - Gross, Jenny T2 - The New York Times AB - The Nordic country is testing new ways to teach students about propaganda. Here’s what other countries can learn from its success. DA - 2023/01/10/ PY - 2023 DO - 10.2307/jj.1357298 DP - NYTimes.com LA - en-US SN - 0362-4331 UR - https://www.nytimes.com/2023/01/10/world/europe/finland-misinformation-classes.html Y2 - 2023/01/11/01:57:35 KW - Education (K-12) KW - Europe KW - Final_citation KW - Finland KW - News and News Media KW - Open Society Foundations KW - Rumors and Misinformation KW - Social Media KW - Teachers and School Employees KW - anystyle KW - existing ER - TY - BOOK TI - How high-achieving countries develop great teachers AU - Darling-Hammond, Linda AU - Wei, Ruth Chung AU - Andree, Alethea DA - 2010/// PY - 2010 DP - Google Scholar PB - Stanford Center for Opportunity Pollcy in Education ER - TY - JOUR TI - How international tests fail to inform policy: The unsolved mystery of Australia’s steady decline in PISA scores AU - Morsy, Leila AU - Khavenson, Tatiana AU - Carnoy, Martin T2 - International Journal of Educational Development DA - 2018/05/01/ PY - 2018 DO - 10.1016/j.ijedudev.2017.10.018 DP - ScienceDirect VL - 60 SP - 60 EP - 79 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - How international tests fail to inform policy UR - https://www.sciencedirect.com/science/article/pii/S0738059317302778 Y2 - 2021/06/26/13:27:05 KW - Educational policies KW - International tests KW - Private education KW - Quality of education KW - Social class differences ER - TY - JOUR TI - How learning and employment records shape access to quality education and jobs AU - Goger, Annelies AU - Parco, Allyson AU - Carter-Rau, Rohan AU - Homma, Kazumi AU - Meliksetyan, Ani AU - Milman, Natalie DA - 2022/// PY - 2022 DP - Zotero LA - en KW - Final_citation KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - 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 AU - Eble, Alex AU - Frost, Chris AU - Camara, Alpha AU - Bouy, Baboucarr AU - Bah, Momodou AU - Sivaraman, Maitri AU - Hsieh, Pei-Tseng Jenny AU - Jayanty, Chitra AU - Brady, Tony AU - Gawron, Piotr T2 - Journal of Development Economics DA - 2021/// PY - 2021 DO - 10.1016/j.jdeveco.2020.102539 DP - Google Scholar VL - 148 SP - 102539 ST - How much can we remedy very low learning levels in rural parts of low-income countries? ER - TY - BLOG TI - How much electricity does AI consume? AU - Vincent, James T2 - The Verge AB - How many watts and joules does it actually take to generate a single Balenciaga pope? DA - 2024/02/16/T14:00:00.000Z PY - 2024 LA - en UR - https://www.theverge.com/24066646/ai-electricity-energy-watts-generative-consumption Y2 - 2024/03/17/19:11:22 ER - TY - BLOG TI - How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help? AU - Kaffenberger, Michelle T2 - Brookings DA - 2020/// PY - 2020 LA - en-US UR - https://www.brookings.edu/blog/education-plus-development/2020/06/15/how-much-learning-may-be-lost-in-the-long-run-from-covid-19-and-how-can-mitigation-strategies-help/ Y2 - 2020/07/27/13:18:02 ER - TY - JOUR TI - How newly qualified primary teachers develop: A case study in rural Eritrea AU - Belay, Abraham AU - Ghebreab, Freweini AU - Ghebremichael, Tewolde AU - Ghebreselassie, Asmerom AU - Holmes, John AU - White, Goodith T2 - International Journal of Educational Development AB - This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed. It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts. DA - 2007/11/01/ PY - 2007 DO - 10.1016/j.ijedudev.2006.10.018 DP - ScienceDirect VL - 27 IS - 6 SP - 669 EP - 682 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - How newly qualified primary teachers develop UR - https://www.sciencedirect.com/science/article/pii/S0738059306001386 Y2 - 2021/02/11/15:51:49 KW - African education KW - Educational quality KW - Rural education KW - Teacher development KW - __C:filed:1 ER - TY - JOUR TI - How Outdoor Trees Affect Indoor Particulate Matter Dispersion: CFD Simulations in a Naturally Ventilated Auditorium AU - Hong, Bo AU - Qin, Hongqiao AU - Jiang, Runsheng AU - Xu, Min AU - Niu, Jiaqi T2 - International Journal of Environmental Research and Public Health AB - This study used computational fluid dynamics (CFD) models, coupling with a standard k-ε model based on the Reynolds-averaged Navier-Stokes (RANS) approach and a revised generalized drift flux model, to investigate effects of outdoor trees on indoor PM1.0, PM2.5, and PM10 dispersion in a naturally ventilated auditorium. Crown volume coverage (CVC) was introduced to quantify outdoor trees. Simulations were performed on various CVCs, oncoming wind velocities and window opening sizes (wall porosities were 3.5 and 7.0%, respectively, for half and fully opened windows). The results were as follows: (1) A vortex formed inside the auditorium in the baseline scenario, and the airflow recirculation created a well-mixed zone with little variation in particle concentrations. There was a noticeable decrease in indoor PM10 with the increasing distance from the inlet boundary due to turbulent diffusion. (2) Assuming that pollution sources were diluted through the inlet, average indoor particle concentrations rose exponentially with increasing oncoming wind speed. PM10 changed most significantly due to turbulent diffusion and surface deposition reduction intensified by the increased wind velocity. (3) Increasing the window opening improved indoor cross-ventilation, thus reducing indoor particle concentrations. (4) When 2.87 m3/m2 ≤ CVC ≤ 4.73 m3/m2, indoor PM2.5 could meet requirements of the World Health Organization’s air quality guidelines (IT-3) for 24-hour mean concentrations; and (5) average indoor particle concentrations had positive correlations with natural ventilation rates (R2 = 0.9085, 0.961, 0.9683 for PM1.0, PM2.5, and PM10, respectively, when the wall porosity was 3.5%; R2 = 0.9158, 0.9734, 0.976 for PM1.0, PM2.5, and PM10, respectively, when the wall porosity was 7.0%). DA - 2018/12// PY - 2018 DO - 10.3390/ijerph15122862 DP - PubMed Central VL - 15 IS - 12 SP - 2862 J2 - Int J Environ Res Public Health SN - 1661-7827 ST - How Outdoor Trees Affect Indoor Particulate Matter Dispersion UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6313354/ Y2 - 2024/03/08/16:48:38 ER - TY - THES TI - How physical and built environments impact learning and inclusivity in educational settings: supporting evidence-based practice AU - Twiss, Trisha Ann DA - 2021/// PY - 2021 DP - Google Scholar M3 - PhD Thesis PB - Electronic version published by Vancouver Island University ST - How physical and built environments impact learning and inclusivity in educational settings KW - BE:RELEVANT ER - TY - JOUR TI - How Research Affects Policy: Experimental Evidence from 2,150 Brazilian Municipalities. AU - Hjort, Jonas AU - Moreira, Diana AU - Rao, Gautam AU - Santini, Juan Francisco T2 - National Bureau of Economic Research DA - 2019/// PY - 2019 VL - 25941 UR - https://gautam-rao.com/pdf/HMRS.pdf KW - ⛔ No DOI found ER - TY - BLOG TI - How Sierra Leone is betting on data to fight the impact of climate change on schools AU - Momoh, A AU - Atherton, Paul T2 - Global Partnership for Education AB - Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed. DA - 2022/// PY - 2022 LA - en UR - https://www.globalpartnership.org/blog/how-sierra-leone-betting-data-fight-impact-climate-change-schools Y2 - 2022/11/18/15:31:18 KW - _C:Sierra Leone SLE ER - TY - BLOG TI - How solar mini-grids can bring cheap, green electricity to rural Africa AU - Zajicek, Charlie T2 - odi.org AB - Well-suited to small, remote communities, renewable energy mini-grids can be the most cost-effective option for rural electrification in Africa. DA - 2019/01/24/ PY - 2019 LA - en-gb UR - https://odi.org/en/insights/how-solar-mini-grids-can-bring-cheap-green-electricity-to-rural-africa/ Y2 - 2021/06/10/11:26:33 ER - TY - VIDEO TI - How stop and search is failing black people AB - There has been renewed criticism over stop and search in the UK after research found that BAME people are 54% more likely to be fined under coronavirus rules than white people. The subsequent death of George Floyd in the US and the support for the Black Lives Matter movement has brought more scrutiny to the disproportionatality. Black people are 9.7 times more likely than white people to be stopped and searched and 40 times more likely under the controversial section 60 power, which has risen as the government has tried to crack down on knife crime. Some say this points to racism within the police. Does stop and search need reform? The Guardian's crime correspondent, Vikram Dodd, discusses stop and search with 4Front's Temi Mwale and Katrina Ffrench from StopWatch UK Subscribe to Guardian News on YouTube ► http://bit.ly/guardianwiressub Support the Guardian ► https://support.theguardian.com/contr... Today in Focus podcast ► https://www.theguardian.com/news/seri... The Guardian YouTube network: The Guardian ► http://www.youtube.com/theguardian Owen Jones talks ► http://bit.ly/subsowenjones Guardian Football ► http://is.gd/guardianfootball Guardian Sport ► http://bit.ly/GDNsport Guardian Culture ► http://is.gd/guardianculture DA - 2020/07/07/ PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=Y99GoIiAF1E Y2 - 2020/07/12/15:56:26 ER - TY - JOUR TI - How students digitally age: by gaining or losing? AU - Altan, Bilge Aslan AU - Karalar, Halit T2 - İlköğretim Online DA - 2018/// PY - 2018 DP - Google Scholar VL - 17 IS - 2 ST - How students digitally age KW - _C:Iceland ISL KW - _C:India IND KW - _C:Iran IRN KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - How students digitally age: by gaining or losing? Öğrenciler teknoloji ile nasıl büyüyor: kazanarak mı kaybederek mi? AU - Altan, Bilge Aslan AU - Karalar, Halit T2 - Elementary Education Online DA - 2018/// PY - 2018 DP - Google Scholar VL - 17 IS - 2 SP - 738 EP - 749 ST - How students digitally age KW - _C:Iceland ISL KW - _C:India IND KW - _C:Iran IRN KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - BOOK TI - How students learn: Science in the classroom A2 - Donovan, M.S. A2 - Bransford, J.D. CY - Washington, DC DA - 2005/// PY - 2005 PB - National Academies Press ER - TY - JOUR TI - How teaching matters: Bringing the classroom back into discussions of teacher quality Policy Information Center Report, Educational Testing Service (ETS) AU - Wenglinsky, H. DA - 2000/// PY - 2000 KW - ⛔ No DOI found ER - TY - JOUR TI - How the Accelerated Reader program can become counterproductive for high school students AU - Thompson, Gail T2 - Journal of Adolescent & Adult Literacy DA - 2008/// PY - 2008 DO - 10.1598/JAAL.51.7.3 VL - 51 IS - 7 SP - 550 EP - 560 UR - https://booklovefoundation.org/uploads/images/PDFs/Reports/Accelerated-Reading-in-High-School.pdf Y2 - 2020/11/17/00:00:00 KW - _Added to LR KW - _G:reviewed ER - TY - NEWS TI - How the Education System Exacerbates Inequality AU - The Chronicle T2 - The Chronicle of Higher Education AB - A discussion hosted by The Chronicle explored the education system’s underlying assumptions, what counts as high-status knowledge and who has access to it, and what approaches to increasing equity hold promise. DA - 2020/06/30/ PY - 2020 LA - en SE - News UR - https://www.chronicle.com/article/how-the-education-system-exacerbates-inequality Y2 - 2024/02/29/12:29:40 KW - Final_citation KW - anystyle KW - existing ER - TY - BLOG TI - How the Government of Sierra Leone is improving its Education Data Hub AU - EdTech Hub T2 - EdTech Hub AB - 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 […] DA - 2020/09/08/T16:35:56+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/09/08/how-the-government-of-sierra-leone-is-improving-its-education-data-hub/ Y2 - 2020/09/17/11:14:14 KW - _C:Sierra Leone SLE KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BOOK TI - How to accelerate your internet: a practical guide to bandwidth management and optimisation using open source software AU - Flickenberg, Rob CY - Place of publication not identified DA - 2006/// PY - 2006 DP - Open WorldCat LA - en PB - INASP/ICTP SN - 978-0-9778093-1-8 ST - How to accelerate your internet ER - TY - RPRT TI - How to build an IoT device with low-power sleep AU - Haßler, Björn AB - An output of the Open Development & Education, https://.opendeved.net/ CN - 1011 DA - 2023/11/27/ PY - 2023 LA - en M3 - Blog post - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education SN - 13 UR - https://opendeved.net/2023/11/27/how-to-build-an-iot-device-with-low-power-sleep/ KW - _r:AddedByMyEducationEvidence KW - _r:AddedByZotZen ER - TY - JOUR TI - How to Construct a Mixed Methods Research Design AU - Schoonenboom, Judith AU - Johnson, R. Burke T2 - Kolner Zeitschrift Fur Soziologie Und Sozialpsychologie AB - This article provides researchers with knowledge of how to design a high quality mixed methods research study. To design a mixed study, researchers must understand and carefully consider each of the dimensions of mixed methods design, and always keep an eye on the issue of validity. We explain the seven major design dimensions: purpose, theoretical drive, timing (simultaneity and dependency), point of integration, typological versus interactive design approaches, planned versus emergent design, and design complexity. There also are multiple secondary dimensions that need to be considered during the design process. We explain ten secondary dimensions of design to be considered for each research study. We also provide two case studies showing how the mixed designs were constructed. DA - 2017/// PY - 2017 DO - 10.1007/s11577-017-0454-1 DP - PubMed Central VL - 69 IS - Suppl 2 SP - 107 EP - 131 J2 - Kolner Z Soz Sozpsychol SN - 0023-2653 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5602001/ Y2 - 2021/11/07/01:02:43 ER - TY - JOUR TI - How to develop and frame impactful review articles: key recommendations AU - Paré, Guy AU - Wagner, Gerit AU - Prester, Julian T2 - Journal of Decision Systems DA - 2023/04/03/ PY - 2023 DO - 10.1080/12460125.2023.2197701 DP - DOI.org (Crossref) SP - 1 EP - 17 J2 - Journal of Decision Systems LA - en SN - 1246-0125, 2116-7052 ST - How to develop and frame impactful review articles UR - https://www.tandfonline.com/doi/full/10.1080/12460125.2023.2197701 Y2 - 2024/03/12/20:59:20 ER - TY - JOUR TI - How to do a good systematic review of effects in international development: a tool kit AU - Waddington, Hugh AU - White, Howard AU - Snilstveit, Birte AU - Hombrados, Jorge Garcia AU - Vojtkova, Martina AU - Davies, Philip AU - Bhavsar, Ami AU - Eyers, John AU - Koehlmoos, Tracey Perez AU - Petticrew, Mark AU - Valentine, Jeffrey C. AU - Tugwell, Peter T2 - Journal of Development Effectiveness DA - 2012/09// PY - 2012 DO - 10.1080/19439342.2012.711765 DP - CrossRef VL - 4 IS - 3 SP - 359 EP - 387 LA - en SN - 1943-9342, 1943-9407 ST - How to do a good systematic review of effects in international development UR - http://www.tandfonline.com/doi/abs/10.1080/19439342.2012.711765 AN - UA-2dba826a-34ad-40f0-ae9b-959792b2e7e Y2 - 2018/01/19/09:45:06 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - 3ie KW - DL4D cited KW - THEME: Education management KW - ___working_potential_duplicate KW - publicImportV1 ER - TY - BOOK TI - How to do your research project: a guide for students in education and applied social sciences AU - Thomas, Gary CY - Thousand Oaks, CA DA - 2017/// PY - 2017 DP - Library of Congress ISBN ET - 3rd edition PB - SAGE Publications SN - 978-1-4739-4886-0 978-1-4739-4887-7 ST - How to do your research project ER - TY - RPRT TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric AU - Angrist, Noam AU - Evans, David K AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F Halsey AU - Sabarwal, Shwetlena CY - Washington, D.C. DA - 2020/// PY - 2020 DP - Zotero SP - 48 LA - en M3 - Working Paper PB - World Bank UR - http://documents1.worldbank.org/curated/en/801901603314530125/pdf/How-to-Improve-Education-Outcomes-Most-Efficiently-A-Comparison-of-150-Interventions-Using-the-New-Learning-Adjusted-Years-of-Schooling-Metric.pdf KW - ___duplicate_item KW - ⛔ No DOI found ER - TY - JOUR TI - How to improve education outcomes most efficiently? A Comparison of 150 interventions using the new Learning-Adjusted Years of Schooling metric AU - Angrist, Noam AU - Evans, David K. AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F. Halsey AU - Sabarwal, Shwetlena DA - 2020/// PY - 2020 DO - 10.1596/1813-9450-9450 DP - Google Scholar ST - How to improve education outcomes most efficiently? KW - ___duplicate_item ER - TY - RPRT TI - How to improve education outcomes most efficiently? A comparison of 150 interventions using the new Learning-Adjusted Years of Schooling metric AU - Angrist, Noam AU - Evans, David K. AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F. Halsey AU - Sabarwal, Shwetlena T2 - Policy Research Working Papers AB - Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just $100 per child—compared with zero years for other classes of interventions. DA - 2020/10/21/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - The World Bank SN - 9450 ST - How to Improve Education Outcomes Most Efficiently? UR - https://openknowledge.worldbank.org/bitstream/handle/10986/34658/How-to-Improve-Education-Outcomes-Most-Efficiently-A-Comparison-of-150-Interventions-Using-the-New-Learning-Adjusted-Years-of-Schooling-Metric.pdf?sequence=1&isAllowed=y Y2 - 2021/01/19/18:37:16 KW - ___working_potential_duplicate ER - TY - BOOK TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric AU - Angrist, Noam AU - Evans, David K. AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F. Halsey AU - Sabarwal, Shwetlena T2 - Policy Research Working Papers DA - 2020/10/21/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - The World Bank ST - How to Improve Education Outcomes Most Efficiently? UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450 Y2 - 2022/11/24/12:04:11 ER - TY - JOUR TI - How to Improve Teaching Practice?: An Experimental Comparison of Centralized Training and In-Classroom Coaching AU - Cilliers, Jacobus AU - Fleisch, Brahm AU - Prinsloo, Cas AU - Taylor, Stephen T2 - Journal of Human Resources DA - 2020/// PY - 2020 DO - 10.3368/jhr.55.3.0618-9538R1 DP - DOI.org (Crossref) VL - 55 IS - 3 SP - 926 EP - 962 J2 - J. Human Resources LA - en SN - 0022-166X, 1548-8004 ST - How to Improve Teaching Practice? UR - http://jhr.uwpress.org/lookup/doi/10.3368/jhr.55.3.0618-9538R1 Y2 - 2022/04/18/13:44:19 ER - TY - RPRT TI - How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching AU - Cilliers, Jacobus AU - Fleisch, Brahm AU - Prinsloo, Cas AU - Taylor, Stephen AB - We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the official literacy curriculum. Pupils exposed to two years of the program improved their reading proficiency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proficiency. DA - 2018/09/11/ PY - 2018 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) ST - How to Improve Teaching Practice? UR - https://www.riseprogramme.org/publications/rise-working-paper-18024-how-improve-teaching-practice-experimental-comparison Y2 - 2020/05/16/20:38:36 KW - C: South Africa KW - _C:South Africa ZAF KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - How to measure the scope, quality and outcomes of children’s AU - Lansdown, Gerison AU - O’Kane, Claire T2 - A Toolkit for Monitoring and Evaluating Children’s Participation AB - Booklet 3: How to measure the scope, quality and outcomes of children’s participation provides a conceptual framework for children’s participation and introduces a series of benchmarks and tables to measure children’s participation. CY - London, UK DA - 2014/// PY - 2014 PB - Save the Children SN - 3 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_3.pdf AN - 503888:I48MA36V KW - CitedIn:eCubed KW - _yl:c KW - eCubed ER - TY - ELEC TI - How-To Note: Addressing the Principles for Digital Development in Project and Activity Design | Document | USAID T2 - U.S. Agency for International Development AB - The How-to Note: Addressing the Principles for Digital Development in Project and Activity Design is a brief, user-friendly guide that helps program design teams understand and prioritize the Digital Principles most relevant to their work. DA - 2022/12/13/Tue, - 16:56 PY - 2022 LA - en ST - How-To Note UR - https://www.usaid.gov/digital-development/digital-principles-how-to-note Y2 - 2023/01/19/21:26:18 ER - TY - RPRT TI - How to Note - Preparing Evaluation Reports AU - USAID AB - Main Body Text, and Annexes. The Main Body Text of the report should include the evaluation purpose and questions, background, methods and limitations, and findings, conclusions, and recommendations (if requested). Reports may include additional content, split the sections up differently, or present the sections in a different order. DA - 2021/// PY - 2021 DP - Zotero LA - en ER - TY - RPRT TI - How to Support Students When Schools Reopen? AU - Cilliers, Jacobus DA - 2020/06/22/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) UR - https://www.riseprogramme.org/publications/how-support-students-when-schools-reopen Y2 - 2020/09/06/17:22:55 ER - TY - JOUR TI - How Useful Are They? AU - Fawcett, Liz DA - 2016/// PY - 2016 DP - Google Scholar KW - _C:Canada CAN KW - _C:Ireland IRL KW - _C:Malaysia MYS KW - _C:Nepal NPL KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - BLOG TI - HP Cambridge Partnership for Education EdTech Fellowship - Open Development & Education AB - Educational technology has the potential to significantly improve the effectiveness, sustainability, and equity of education worldwide, including in low- and middle-income countries. But to achieve these benefits while avoiding its risks and potential pitfalls, strong leadership is required in leading the incorporation of EdTech into education systems. DA - 2023/09/22/T23:24:35+00:00 PY - 2023 LA - en-GB UR - https://opendeved.net/programmes/edtech-fellowship/, https://opendeved.net/programmes/edtech-fellowship/ Y2 - 2024/01/06/12:47:56 ER - TY - JOUR TI - Human-AI Collaboration to Identify Literature for Evidence Synthesis AU - Spillias, Scott AU - Tuohy, Paris AU - Andreotta, Matthew AU - Annand-Jones, Ruby AU - Boschetti, Fabio AU - Cvitanovic, Christopher AU - Duggan, Joe AU - Fulton, Elizabeth AU - Karcher, Denis AU - Paris, Cecile DA - 2023/// PY - 2023 DO - 10.21203/rs.3.rs-3099291/v1 DP - Google Scholar UR - https://www.researchsquare.com/article/rs-3099291/latest Y2 - 2024/03/12/20:57:23 ER - TY - JOUR TI - Human-AI Collaboration to Identify Literature for Evidence Synthesis AU - Spillias, Scott AU - Tuohy, Paris AU - Andreotta, Matthew AU - Annand-Jones, Ruby AU - Boschetti, Fabio AU - Cvitanovic, Christopher AU - Duggan, Joe AU - Fulton, Elizabeth AU - Karcher, Denis AU - Paris, Cecile AB - Systematic approaches to evidence synthesis can improve the rigour, transparency, and replicability of a traditional literature review. However, these systematic approaches are time and resource intensive. We evaluate the ability of OpenAI’s ChatGPT to undertake two initial stages of evidence syntheses (searching peer-reviewed literature and screening for relevance) and develop a novel collaborative framework to leverage the best of both human and AI intelligence. Using a scoping review of community-based sheries management as a case study, we nd that with substantial prompting, the AI can provide critical insight into the construction and content of a search string. Thereafter, we evaluate ve strategies for synthesising AI output to screen articles based on prede ned inclusion criteria. We nd low omission rates (< 1%) of relevant literature by the AI are achievable, which is comparable to that of human screeners. These ndings show that generalised AI tools can assist reviewers with evidence synthesis to accelerate the implementation and improve the reliability of a review. DA - 2023/// PY - 2023 DO - 10.21203/rs.3.rs-3099291/v1 DP - Google Scholar UR - https://www.researchsquare.com/article/rs-3099291/latest Y2 - 2023/11/28/12:41:47 KW - _Added-ailr-2024 ER - TY - JOUR TI - Human Capital in Iraq AU - Tull, Kerina AB - This rapid review has found that human capital is developing in Iraq after years of stagnation due to the 2003 war, where the health and education sectors were hit particularly strongly (OCHA, 2018:5). About 50% of Iraq’s population is under 19 years old, and youth unemployment is very high at 34.6% (World Bank, 2017). There is a strong need to invest in young people, to release their economic value at the individual, employer, and community levels. A number of plans and strategies to help build collective skills, knowledge, or other intangible assets of individuals are noted in this review. As there are regional differences in human capital development between areas in Iraq, the evidence is divided into regions or governorates, where appropriate. DA - 2018/05/18/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13803 Y2 - 2022/12/18/18:15:15 KW - ⛔ No DOI found ER - TY - JOUR TI - Human Capital Project - October 2020 AU - World Bank DA - 2020/// PY - 2020 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - CONF TI - Human Firewall: Cyber Awareness using WhatApp AI Chatbot AU - El Hajal, Georges AU - Daou, Roy Abi Zeid AU - Ducq, Yves C3 - 2021 IEEE 3rd International Multidisciplinary Conference on Engineering Technology (IMCET) DA - 2021/// PY - 2021 DO - 10.1109/IMCET53404.2021.9665642 DP - Google Scholar SP - 66 EP - 70 PB - IEEE ST - Human Firewall ER - TY - JOUR TI - Human Resource Development (HRD) through Technical and Vocational Education and Training (TVET) during Independence Days in Kenya AU - Mosoti, Z T2 - International Journal of Social and Policy Issues AB - I have traced the history and evolution of HRD through IVET during independence days. I relied on Kenya's NDPs and the education commissions appointed by political leaderships (Kenya's two past presidents) to look at the development and processes of education and ways that have been suggested to improve education. I have discussed these through the NDPs and the commissions appointed by the presidents of the time. The information has been presented using a chronological, thematic and, again chronological method. Additional information includes changes in curriculum during the same period. The first part considers the period from independence in 1963 to 1987 and the second part 1988 to 2005. DA - 2011/// PY - 2011 LA - en UR - http://erepo.usiu.ac.ke/handle/11732/1368 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - Q:degree KW - T:TVET KW - T:Training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Human Resources for Health Challenges in Nigeria and Nurse Migration AU - Salami, Bukola AU - Dada, Foluke O. AU - Adelakun, Folake E. T2 - Policy, Politics, and Nursing Practice AB - © 2016, © The Author(s) 2016. The emigration of sub-Saharan African health professionals to developed Western nations is an aspect of increasing global mobility. This article focuses on the human resources for health challenges in Nigeria and the emigration of nurses from Nigeria as the country faces mounting human resources for health challenges. Human resources for health issues in Nigeria contribute to poor population health in the country, alongside threats from terrorism, infectious disease outbreaks, and political corruption. Health inequities within Nigeria mirror the geographical disparities in human resources for health distribution and are worsened by the emigration of Nigerian nurses to developed countries such as the United States and the United Kingdom. Nigerian nurses are motivated to emigrate to work in healthier work environments, improve their economic prospects, and advance their careers. Like other migrant African nurses, they experience barriers to integration, including racism and discrimination, in receiving countries. We explore the factors and processes that shape this migration. Given the forces of globalization, source countries and destination countries must implement policies to more responsibly manage migration of nurses. This can be done by implementing measures to retain nurses, promote the return migration of expatriate nurses, and ensure the integration of migrant nurses upon arrival in destination countries. DA - 2016/// PY - 2016 DO - 10.1177/1527154416656942 LA - en AN - LOCAL-SCOPUS_ID:84988674634 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:policy KW - P:economy KW - P:environment KW - P:health KW - P:health professionals KW - P:nurse KW - T:career KW - T:trainee KW - Z:foreign-trained nurses KW - Z:human resources for health KW - Z:immigrant nurses KW - Z:internationally educated nurses KW - Z:migration KW - publicImportV1 ER - TY - JOUR TI - Human rights based approach to disability in development in Uganda: A way to fill the gap between political and social spaces? AU - Katsui, Hisayo AU - Kumpuvuori, Jukka T2 - Scandinavian Journal of Disability Research DA - 2008/// PY - 2008 DO - 10.1080/15017410802410084 DP - Google Scholar VL - 10 IS - 4 SP - 227 EP - 236 ST - Human rights based approach to disability in development in Uganda ER - TY - CHAP TI - Human Rights Impact Assessment and AI AU - Mantelero, Alessandro T2 - Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI A2 - Mantelero, Alessandro T3 - Information Technology and Law Series AB - The recent turn in the debate on AI regulation from ethics to law, the wide application of AI and the new challenges it poses in a variety of fields of human activities are urging legislators to find a paradigm of reference to assess the impacts of AI and to guide its development. This cannot only be done at a general level, on the basis of guiding principles and provisions, but the paradigm must be embedded into the development and deployment of each application. To this end, this chapter suggests a model for human rights impact assessment (HRIA) as part of the broader HRESIA model. This is a response to the lack of a formal methodology to facilitate an ex-ante approach based on a human-oriented design of AI. The result is a tool that can be easily used by entities involved in AI development from the outset in the design of new AI solutions and can follow the product/service throughout its lifecycle, providing specific, measurable and comparable evidence on potential impacts, their probability, extension, and severity, and facilitating comparison between possible alternative options. CY - The Hague DA - 2022/// PY - 2022 DP - Springer Link SP - 45 EP - 91 LA - en PB - T.M.C. Asser Press SN - 978-94-6265-531-7 UR - https://doi.org/10.1007/978-94-6265-531-7_2 Y2 - 2024/02/23/23:56:55 KW - Data ethics KW - Democracy KW - Human Rights Impact Assessment KW - Human rights by design KW - Participation KW - Precautionary principle KW - Smart cities KW - Smart toys KW - Transparency ER - TY - JOUR TI - Humanising as innovation in a cold climate of [so-called-evidence-based] teacher education AU - Turvey, Keith T2 - Journal of Education for Teaching DA - 2019/// PY - 2019 DO - 10.1080/02607476.2019.1550603 DP - Google Scholar VL - 45 IS - 1 SP - 15 EP - 30 KW - __C:filed:1 ER - TY - RPRT TI - Humanitarian-Innovation-Untangling-the-Many-Paths-to-Scale-GAHI.pdf AU - McClure, Dan AU - Bourns, Lesley AU - Obrecht, Alice DA - 2018/// PY - 2018 UR - https://assets.publishing.service.gov.uk/media/5f7dd81be90e070ddf1e81c2/Humanitarian-Innovation-Untangling-the-Many-Paths-to-Scale-GAHI.pdf ER - TY - BOOK TI - Humanizing the economy: co-operatives in the age of capital AU - Restakis, John CY - Gabriola Island, BC DA - 2010/// PY - 2010 DP - K10plus ISBN SP - 295 LA - eng PB - New Society Publishers SN - 978-1-55092-461-9 978-0-86571-651-3 ST - Humanizing the economy ER - TY - BOOK TI - Hur lärare kan arbeta med problemlösningsuppgifter AU - Findelius Jämsén, Isabelle AU - Nilsson, Frida DA - 2018/// PY - 2018 DP - Google Scholar KW - _C:Australia AUS KW - _C:Greece GRC KW - _C:Sweden SWE KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - SLIDE TI - Hybrid learning International experiences with multimodal approaches A2 - Villavicencio, Xuzel A2 - Coflan, Caitlin AB - This slide deck was originally developed for a webinar series on blended and hybrid learning for UNICEF El Salvador and the El Salvador Ministry of Education. The online workshops were delivered in two sessions, with the teachers from El Salvador as a key part of the audience. Along with the lessons learnt from the various international initiatives mapped, subjects like the country's ICT infrastructure and the relevance of a Socio Emotional Learning (SEL) approach were also covered. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; socio-emotional learning. An output of the EdTech Hub, https://edtechhub.org DA - 2022/07/01/ PY - 2022 LA - en M3 - Helpdesk Response Presentation UR - https://docs.edtechhub.org/lib/C2SK9SF9 KW - _r:AddedByZotZen ER - TY - JOUR TI - Hybrid online/offline mobile solutions for accessing open educational resources in areas with poor internet connectivity AU - D.L. Pugoy, Reinald Adrian AU - D.L. Habito, Consuelo AU - B. Figueroa, Roberto T2 - Asian Association of Open Universities Journal DA - 2016/09/05/ PY - 2016 DO - 10.1108/aaouj-09-2016-0030 DP - emeraldinsight.com (Atypon) VL - 11 IS - 2 SP - 182 EP - 196 J2 - Asian Assoc Open Uni Jrnl SN - 2414-6994 UR - https://www.emeraldinsight.com/doi/full/10.1108/AAOUJ-09-2016-0030 Y2 - 2018/06/09/16:49:15 KW - __C:filed:1 ER - TY - GEN TI - 'I think I'll die here' The Oral Tradition Journal of Poetry AU - Ajadi, S.B. DA - 2010/// PY - 2010 LA - en PB - Spring UR - http://theoraltradition.ca/W2011/SAjadi.html ER - TY - GEN TI - IAP2 Spectrum for Public Participation DA - 2018/// PY - 2018 PB - International Association for Public Participation UR - https://cdn.ymaws.com/www.iap2.org/resource/resmgr/pillars/Spectrum_8.5x11_Print.pdf Y2 - 2022/12/17/22:29:51 ER - TY - JOUR TI - ICT and the Education of Refugees AU - Lewis, Kent AU - Thacker, Simon DA - 2016/// PY - 2016 DO - 10.1596/26522 DP - Google Scholar KW - _C:Afghanistan AFG KW - _C:Algeria DZA KW - _C:Armenia ARM KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:Congo XCO KW - _C:Costa Rica CRI KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Germany DEU KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Kuwait KWT KW - _C:Lebanon LBN KW - _C:Libya LBY KW - _C:Luxembourg LUX KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Morocco MAR KW - _C:Netherlands NLD KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Philippines PHL KW - _C:Qatar QAT KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Syrian Arab Republic SYR KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Yemen YEM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - ICT and the Education of Refugees: A  Stocktaking of Innovative Approaches in the MENA Region​ AU - Lewis, K. AU - Thacker, K. T2 - Technical Paper Series (World Bank) DA - 2016/// PY - 2016 M3 - Education, Technology & Innovation: SABER-ICT PB - World Bank SN - 17 ER - TY - RPRT TI - ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region AU - Lewis, Kent AU - Thacker, Simon DA - 2016/// PY - 2016 PB - World Bank ER - TY - RPRT TI - ICT competency standards for teachers: policy framework AU - UNESCO CY - Paris DA - 2008/// PY - 2008 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000156210 ER - TY - JOUR TI - ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools AU - Rodríguez, Patricio AU - Nussbaum, Miguel AU - Dombrovskaia, Lioubov T2 - Technology, Pedagogy and Education DA - 2012/10// PY - 2012 DO - 10.1080/1475939X.2012.720415 DP - DOI.org (Crossref) VL - 21 IS - 3 SP - 291 EP - 315 J2 - Technology, Pedagogy and Education LA - en SN - 1475-939X, 1747-5139 ST - ICT for education UR - https://www.tandfonline.com/doi/full/10.1080/1475939X.2012.720415 Y2 - 2023/07/06/14:39:28 ER - TY - JOUR TI - ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools AU - Rodríguez, Patricio AU - Nussbaum, Miguel AU - Dombrovskaia, Lioubov T2 - Technology, Pedagogy and Education AB - Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be defined. The authors propose the ICT for Education (ICT4E) programme, an evidence-based framework to determine a model’s ability to produce improvements before having to evaluate its results. The framework has four components: implementation, intervention, transference and total cost. Based on an explicit definition of the outcomes pursued by a given programme, this framework supports the design of its activities to promote sustainable changes in pedagogical practices in schools and calculate the programme’s total cost. The authors illustrate this with a programme implemented in six countries. In Chile, the ICT4E programme forms part of the policy for educational technology, evaluating the effectiveness and scalability of such initiatives. DA - 2012/10/01/ PY - 2012 DO - 10.1080/1475939X.2012.720415 DP - Taylor and Francis+NEJM VL - 21 IS - 3 SP - 291 EP - 315 SN - 1475-939X ST - ICT for education UR - https://doi.org/10.1080/1475939X.2012.720415 Y2 - 2023/07/19/10:02:23 KW - ICT effects KW - ICT integration KW - pedagogic model KW - scalability KW - sustainability KW - technology-enhanced learning ER - TY - RPRT TI - ICT in Education Policy and Strategy for Saint Lucia 2017–2020 AU - Ministry of Education DA - 2017/06// PY - 2017 UR - https://camdu.edu.lc/wp-content/uploads/2017/09/2017_Saint-Lucia_ICTinED-Policy_FinalJune27.pdf Y2 - 2020/11/11/11:20:34 ER - TY - JOUR TI - ICT integration in teaching and learning activities in higher education: a case study of Nepal's teacher education AU - Rana, Kesh AU - Rana, Karna T2 - Malaysian Online Journal of Educational Technology AB - This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities. DA - 2020/// PY - 2020 DO - 10.17220/mojet.2020.01.003 VL - 8 IS - 1 SP - 36 EP - 47 LA - English UR - https://files.eric.ed.gov/fulltext/EJ1239982.pdf AN - 2396845922; EJ1239982 KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Policy KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Nepal KW - Postsecondary Education KW - Preservice Teacher Education KW - Program Implementation KW - Sustainability KW - Technology Integration KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095751 KW - __finaldtb ER - TY - JOUR TI - ICT Integrations in TVET: Is it up to Expectations? AU - Yasak, Zurina AU - Alias, Maizam T2 - Procedia - Social and Behavioral Sciences AB - In today’s world where information and communication technology is playing a major role in people’s daily lives, how a student learns is dependent on how the student reacts to the sophisticated system offered by these technologies. Thus, it is not surprising that online learning is accepted as an important tool in the general education sector. However its adoption in Technical and Vocational Education and Training (TVET) is yet to reach the equivalence of the general education sector. With the availability of state of the art online learning technology, there is greater opportunity for acquiring the technology that can support TVET practices. The aim of this paper is to discuss the trend of ICT integration in teaching and learning in TVET based on a systematic review of ICT integration in post-secondary TVET. The focus is mainly on the “what’ and “how” aspects of ICT integration in TVET. The literature reviewed indicates that while ICT integration can be aimed at the learning goals in the three domains, the affective, cognitive and psychomotor domain; its effectiveness is more noted where learning goals are of the cognitive domains. More effective integration is also indicated where the blended mode is adopted as compared to the fully ICT mediated mode. Lessons learnt in light of these findings are discussed for future ICT integration in TVET. DA - 2015/// PY - 2015 DO - 10.1016/j.sbspro.2015.08.120 DP - Crossref VL - 204 SP - 88 EP - 97 LA - en SN - 18770428 ST - ICT Integrations in TVET UR - http://linkinghub.elsevier.com/retrieve/pii/S1877042815047680 AN - DOI-10.1016/j.sbspro.2015.08.120 Y2 - 2018/08/01/14:43:56 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - ICT integration in TVET KW - Postsecondary Education KW - Review of ICT role in TVET KW - publicImportV1 ER - TY - GEN TI - ICT Skills Capacity Building Blueprint AU - Smart Africa DA - 2020/// PY - 2020 UR - https://smartafrica.org/knowledge/ict-skills-capacity-building-blueprint/ ER - TY - RPRT TI - ICT Transforming Education in Africa UNESCO-KFIT project update, January-March 2019 - UNESCO Digital Library AU - UNESCO DA - 2019/// PY - 2019 UR - https://unesdoc.unesco.org/ark:/48223/pf0000367858 Y2 - 2022/10/21/12:57:02 ER - TY - JOUR TI - ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana AU - Agyei, Douglas D. AU - Voogt, Joke T2 - Education and Information Technologies DA - 2011/12// PY - 2011 DO - 10.1007/s10639-010-9141-9 DP - DOI.org (Crossref) VL - 16 IS - 4 SP - 423 EP - 439 J2 - Educ Inf Technol LA - en SN - 1360-2357, 1573-7608 ST - ICT use in the teaching of mathematics UR - http://link.springer.com/10.1007/s10639-010-9141-9 Y2 - 2020/04/28/13:20:50 ER - TY - JOUR TI - ICT4D 3.0? Part 1—The components of an emerging “digital‐for‐development” paradigm AU - Heeks, Richard T2 - The Electronic Journal of Information Systems in Developing Countries AB - What has changed in the decade or so since the ideas of a new “ICT4D 2.0” phase were first mooted? This paper reviews those changes, based on a new framework model. At a foundational level, it looks at recent and current trends in digital technologies, data, processes and the implications these have for the user demographics and network structures that underpin the role of digital ICTs in international development. It then summarises some of the new building blocks of development: digital roles, digital products and digital business models. We could call what is emerging “ICT4D 3.0.” However, this paper argues that the changes are such that we could talk of a paradigmatic shift and suggests that the elements could be collated as a new “digital-for-development” paradigm. Part 2 of this paper explores the patterns of change in the economy and in politics that may be associated with this paradigm. DA - 2020/05// PY - 2020 DO - 10.1002/isd2.12124 DP - DOI.org (Crossref) VL - 86 IS - 3 J2 - E J Info Sys Dev Countries LA - en SN - 1681-4835, 1681-4835 ST - ICT4D 3.0? UR - https://onlinelibrary.wiley.com/doi/10.1002/isd2.12124 Y2 - 2022/12/29/12:01:37 ER - TY - JOUR TI - ICTs and development in developing countries: a systematic review of reviews AU - Lwoga, Edda Tandi AU - Sangeda, Raphael Zozimus T2 - The Electronic Journal of Information Systems in Developing Countries AB - This systematic review of reviews aimed to explore the contribution of information and communication technologies (ICTs) for development in developing countries. This systematic review of reviews determines and summarizes ICTD research trends, and methodologies and conceptual frameworks used in ICTD research discuss the findings and evidence and then suggest approaches for further research. We reviewed existing systematic reviews published on ICT and development between January 1990 and July 2017. The review of reviews shows that a growing number of ICTD research works have used qualitative research approaches for data collection and analysis. We note several attempts to develop and apply models/frameworks over explanatory and predictive theories, most notably in the area of social, sociotechnical, and technical. Nevertheless, there is limited evidence on the long‐term contribution of ICT use on livelihoods, patterns of economic inequality, human freedom, and well‐being in developing countries. This review of reviews synthesizes existing systematic reviews on the contribution of ICT for development than was previously available for developing countries. This review has the potential for several stakeholders, including the public and private sector, intermediaries, and nonprofit organizations, to utilize the accumulated evidence from selected systematic reviews to enable/improve the appropriate and sustainable use of ICTs for development. DA - 2019/01// PY - 2019 DO - 10.1002/isd2.12060 DP - DOI.org (Crossref) VL - 85 IS - 1 SP - e12060 J2 - E J Info Sys Dev Countries LA - en SN - 16814835 ST - ICTs and development in developing countries UR - http://doi.wiley.com/10.1002/isd2.12060 Y2 - 2021/05/29/17:17:34 ER - TY - GEN TI - Idea to Retire: Decentralized IT Governance AU - Denford, J. DA - 2016/// PY - 2016 LA - en KW - Final_citation KW - anystyle KW - existing ER - TY - JOUR TI - Identifying barriers to the systematic literature review process AU - Carver, J.C. AU - Hassler, E. AU - Hernandes, E. T2 - International symposium on empirical software engineering and measurement DA - 2013/// PY - 2013 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Identifying Disability In Household Surveys: Evidence On Education Access And Learning For Children With Disabilities In Pakistan AU - Rose, Pauline AU - Singal, Nidhi AU - Bari, Faisal AU - Malik, Rabea AU - Kamran, Sahar AB - This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan. DA - 2018/// PY - 2018 DP - DOI.org (Datacite) LA - en PB - REAL Centre, Faculty of Education, University of Cambridge ST - Identifying Disability In Household Surveys UR - https://www.educ.cam.ac.uk/centres/real/downloads/REAL%20Policy%20Doc%20Disability%20Pakistan%20A4%2013pp_FINAL.pdf Y2 - 2020/12/15/14:39:43 KW - _zenodoOTHER ER - TY - JOUR TI - Identifying effective education interventions in sub-Saharan Africa: A meta-analysis of impact evaluations AU - Conn, K.M. T2 - Review of Educational Research AB - In this article, I identify educational interventions with an impact on student learning in Sub-Saharan Africa. After a systematic literature search, I conducted a meta-analysis synthesizing 56 articles containing 66 separate experiments and quasi-experiments and 83 treatment arms. I evaluated 12 types of education interventions such as the provision of school supplies, the use of teacher incentives, and school-based management programs. I examine each intervention type, present analytics on relative effectiveness, and explore why certain interventions seem to be more effective. A key finding is that programs that alter teacher pedagogy or classroom instructional techniques had an effect size approximately 0.30 standard deviations greater than all other types of programs combined. Limited evidence further suggests that pedagogical programs that employed adaptive instruction or teacher coaching were particularly effective. Given that the literature in the field is still nascent overall, these results advocate for further research into these pedagogical interventions. DA - 2017/10// PY - 2017 DO - 10.3102/0034654317712025 DP - DOI.org (Crossref) VL - 87 IS - 5 SP - 863 EP - 898 J2 - Review of Educational Research LA - en SN - 0034-6543, 1935-1046 ST - Identifying Effective Education Interventions in Sub-Saharan Africa UR - https://doi.org/10.3102/0034654317712025. ER - TY - BOOK TI - Identifying effective education interventions in sub-Saharan Africa: A meta-analysis of rigorous impact evaluations AU - Conn, K. CY - New York DA - 2014/// PY - 2014 PB - Columbia University ER - TY - RPRT TI - Identifying Effective Teachers: Lessons from Four Classroom Observation Tools AU - Filmer, Deon AU - Molina, Ezequiel AU - Wane, Waly DA - 2020/08/27/ PY - 2020 DP - DOI.org (Crossref) PB - Research on Improving Systems of Education (RISE) ST - Identifying Effective Teachers UR - https://riseprogramme.org/publications/identifying-effective-teachers-lessons-four-classroom-observation-tools Y2 - 2020/09/06/17:26:31 ER - TY - JOUR TI - Identifying gaps on health impacts, exposures, and vulnerabilities to climate change on human health and wellbeing in South America: a scoping review AU - Palmeiro-Silva, Yasna K. AU - Lescano, Andrés G. AU - Flores, Elaine C. AU - E, Yamileth Astorga AU - Rojas, Luis AU - Chavez-Hermosilla, Mario AU - Mora-Rivera, Wendel AU - Hartinger, Stella M. T2 - The Lancet Regional Health - Americas AB - There is an important gap in regional information on climate change and health, limiting the development of science-based climate policies in South American countries. This study aims to identify the main gaps in the existing scientific literature on the impacts, exposure, and vulnerabilities of climate change on population health. A scoping review was performed guided by four sub-questions focused on the impacts of climate change on physical and mental health, exposure and vulnerability factors of population to climate hazards. The main findings showed that physical impacts mainly included infectious diseases, while mental health impacts included trauma, depression, and anxiety. Evidence on population exposure to climate hazards is limited, and social determinants of health and individual factors were identified as vulnerability factors. Overall, evidence on the intersection between climate change and health is limited in South America and has been generated in silos, with limited transdisciplinary research. More formal and systematic information should be generated to inform public policy.None. CN - openalex: W4386122878 DA - 2023/10/01/ PY - 2023 DO - 10.1016/j.lana.2023.100580 VL - 26 SP - 100580 EP - 100580 SN - 2667-193X UR - https://doi.org/10.1016/j.lana.2023.100580 KW - openalex:citedBy KW - openalex:import KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - CONF TI - Identifying publication bias in meta-analyses of continuous outcomes AU - Freeman, Suzanne AU - Sutton, Alex T2 - Cochrane Training DA - 2020/07// PY - 2020 LA - en UR - https://training.cochrane.org/resource/identifying-publication-bias-meta-analyses-continuous-outcomes Y2 - 2023/11/02/21:26:31 ER - TY - JOUR TI - Identifying the characteristics of effective teacher professional development: a critical review AU - Sims, Sam AU - Fletcher-Wood, Harry T2 - School Effectiveness and School Improvement DA - 2020/05// PY - 2020 DO - https://www.researchgate.net/publication/341716623_Identifying_the_characteristics_of_effective_teacher_professional_development_a_critical_review DP - Google Scholar VL - 32 IS - 2 SP - 1 EP - 17 ST - Identifying the characteristics of effective teacher professional development KW - De-prioritise KW - ___working_potential_duplicate KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Identifying the characteristics of effective teacher professional development: a critical review AU - Sims, Sam AU - Fletcher-Wood, Harry T2 - School Effectiveness and School Improvement AB - Several influential reviews and two meta-reviews have converged on the position that teacher professional development (PD) is more effective when it is sustained, collaborative, subject specific, draws on external expertise, has buy-in from teachers, and is practice based. This consensus view has now been incorporated in government policy and official guidance in several countries. This paper reassesses the evidence underpinning the consensus, arguing that the reviews on which it is based have important methodological weaknesses, in that they employ inappropriate inclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. It is argued that researchers would make more progress identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously evaluated PD interventions. DA - 2021/01/02/ PY - 2021 DO - 10.1080/09243453.2020.1772841 DP - DOI.org (Crossref) VL - 32 IS - 1 SP - 47 EP - 63 J2 - School Effectiveness and School Improvement LA - en SN - 0924-3453, 1744-5124 ST - Identifying the characteristics of effective teacher professional development UR - https://www.tandfonline.com/doi/full/10.1080/09243453.2020.1772841 Y2 - 2021/07/21/12:52:19 KW - _genre:LR-literature_review ER - TY - JOUR TI - Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides AU - Piper, Benjamin AU - Simmons Zuilkowski, Stephanie AU - Dubeck, Margaret AU - Jepkemei, Evelyn AU - King, Simon J. T2 - World Development AB - Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers therefore lack evidence as to whether program ingredients such as teacher professional development (PD), instructional coaching, learner materials, teachers’ guides, community support, or technology are required for program impact. The Kenya Primary Math and Reading Initiative was a randomized controlled trial that compared three treatment groups with specific ingredients and a control group. Using literacy and numeracy outcome measures for grades 1 and 2, we evaluated the benefits of the following ingredients: (1) teacher PD and teacher instructional support and coaching; (2) revised student books in literacy and numeracy, at a 1:1 ratio, added to PD and instructional support; and (3) structured teacher lesson plans added to student books, PD, and instructional support. We found that two of the three combinations of ingredients had statistically significant positive impacts on learning outcomes. The results showed that the third combination—PD, teacher instructional support and coaching, 1:1 student books, and structured teacher lesson plans—was most effective. A cost-effectiveness analysis on the ingredients showed that the option of PD and instructional support, 1:1 revised books, and teachers’ guides was the most expensive, but that the additional impact on learning made this the most cost-effective intervention. This study rigorously analyzes which ingredients for literacy and numeracy improvement would be most effective for overall impact, and suggests to policy makers that careful decisions regarding program ingredients will lead to more effectively designed and implemented interventions to improve learning in developing countries. DA - 2018/06// PY - 2018 DO - 10.1016/j.worlddev.2018.01.018 DP - DOI.org (Crossref) VL - 106 SP - 324 EP - 336 J2 - World Development LA - en SN - 0305750X ST - Identifying the essential ingredients to literacy and numeracy improvement UR - https://linkinghub.elsevier.com/retrieve/pii/S0305750X18300287 Y2 - 2019/10/03/00:32:16 KW - Africa KW - C:Kenya KW - Literacy KW - Numeracy KW - Program Evaluation KW - Program evaluation KW - Quantitative KW - Randomized controlled trial KW - Reading KW - Teacher Professional Development KW - __C:filed:1 KW - ___duplicate_item KW - ___working_potential_duplicate KW - _genre:PR-primary_research KW - _yl:a KW - interesting KW - numeracy KW - randomized control trial ER - TY - BOOK TI - IEA international computer and information literacy study 2018 assessment framework AU - Fraillon, Julian AU - Ainley, John AU - Schulz, Wolfram AU - Duckworth, Daniel AU - Friedman, Tim DA - 2019/// PY - 2019 DP - Google Scholar PB - Springer Nature KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Chile CHL KW - _C:Cuba CUB KW - _C:Denmark DNK KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Italy ITA KW - _C:Kazakhstan KAZ KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Lithuania LTU KW - _C:Luxembourg LUX KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Portugal PRT KW - _C:Russian Federation RUS KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Trinidad and Tobago TTO KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - “If he could speak, he would be able to point out who does those things to him”: Experiences of violence and access to child protection among children with disabilities in Uganda and Malawi AU - Banks, Lena Morgon AU - Kelly, Susan A. AU - Kyegombe, Nambusi AU - Kuper, Hannah AU - Devries, Karen T2 - PloS one DA - 2017/// PY - 2017 DO - 10.1371/journal.pone.0183736 DP - Google Scholar VL - 12 IS - 9 SP - e0183736 ST - “If he could speak, he would be able to point out who does those things to him” ER - TY - RPRT TI - “If I can be a helper, one day I be a boss”–A case study of informal apprenticeship in Lusaka AU - Ryan, S AB - Despite recent high levels of economic growth, many young people in Zambia are trapped by poverty, unemployment or underemployment, and lack of access to skills development opportunities. Vocational training institutions cannot accommodate the vast numbers of school leavers every year, and often charge fees that are prohibitive to young people from poorer families. Young people remain significantly overrepresented in Zambia’s unemployment statistics. For those that do manage to secure work, it is predominantly in the informal economy, which currently accommodates over 90 of employed Zambians. Zambia faces a clear challenge to translate the economic gains of the past few years into improved livelihood conditions and decent work outcomes. With over 46 per cent of the population being under the age of 15, there is an urgent need for programs that provide young people in particular with skills development and employment opportunities. In this climate, informal apprenticeships may offer young people access to both affordable training and future employment. Informal apprenticeship, as defined by the International Labour Organization (ILO), is a written or oral training agreement under which a master craftsperson (MC) provides an apprentice (a young person) with training in all skills relevant to a trade. An apprentice gains tacit skills by working alongside a master craftsperson in a micro or small enterprise in the informal economy. Informal apprenticeships are anchored in the norms and traditions of a society, which shape the obligations and incentives for MCs to train others, and for apprentices to seek this kind of training. Costs and benefits are shared between the apprentice and master craftsperson (ILO, 2012). This study seeks to identify the norms and characteristics of informal apprenticeship in Zambia’s capital city, Lusaka. The study aims to provide guidance on how informal apprenticeships in Zambia can be supported and strengthened within the ILO’s mandate to improve the quality of apprenticeships within the informal economy. The study also aims to contribute to ILO’s body of knowledge on informal apprenticeship, describing both the local specificities of informal apprenticeship in urban Zambia, and how the training relates to ILO’s broader findings on informal apprenticeship in Africa. This study found that training within the informal economy is widely undertaken in the Lusaka region. However, the informal institutional framework for apprenticeships in Lusaka’s informal economy is currently less well established, compared to informal apprenticeships in West Africa. Written contracts were found to be non-existent, and verbal training agreements were considerably undefined. There is no specific term used for apprentices within the informal economy – young people join businesses as othandiza (helpers), but this term may apply both to those in an apprenticeship role, and casual workers brought in for temporary work. This study also determined a variety of training arrangements within the informal economy including fluid models of group-based learning, whereby a young person may learn from several experienced craftspeople in a ‘cluster’ of selfemployed operators. Despite these issues, vast numbers of Zambian young people still gain skills through working and learning in informal economy enterprises. The majority of apprentices reported that they join businesses with the key objective of acquiring all relevant trade skills - training within an informal enterprise was also found to be the primary source of skills development for MCs. While the lack of clear norms surrounding informal apprenticeship may be seen as problematic, many MCs and apprentices felt that the flexibility of terms supported, rather than hindered the apprentice - for instance, by the apprentice being able to progress quickly through the learning process. Incentive and obligation operate as strong binding mechanisms for both MCs and apprentices to complete the training in the absence of fixed institutional frameworks. Furthermore, the fluid nature of Zambian informal apprenticeships may mean that any future targeted interventions may be incorporated more easily. There is currently an enabling institutional environment for upgrading informal apprenticeship in Zambia. With the 2011 election of the Patriotic Front (PF) party to government, there is a renewed focus on the issues of youth, job creation, skills training, self-employment opportunities and the quality of jobs. The PF government has stated that they seek to involve youths in national development by ‘expanding educational facilities and vocational training to absorb all school leavers’, ‘collaborating with industry to provide learnership/apprenticeship practical training’, and ‘facilitating access to finance and to markets’ for young people (The Patriotic Front, 2011). Considering informal apprenticeship as a mode of vocational training in Zambia would clearly support government’s aim of creating a vocational training system capable of absorbing all school leavers. Recognition of informal training is further supported by reforms in TEVET policy, which call for a greater focus on training within and for the informal sector, and seek to diversify the modes in which training is delivered. Key interventions are required to upgrade informal apprenticeship to a robust mode of vocational training leading to gainful and decent employment for young people in Zambia. This report argues that TEVET policy needs to become more responsive to the informal economy, with the Apprenticeship Act revitalized, trade testing promoted more effectively, and informally acquired skills recognized. The quality of training needs to be improved, such as through providing MCs with skills development opportunities, introducing competency assessment measures, and strengthening training agreements. Decent work outcomes also need to be strengthened through supporting trade associations, providing greater access to finance for MCs and graduating apprentices, improving health and safety outcomes, and creating greater links between the formal and informal training and employment sectors. DA - 2015/// PY - 2015 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Zambia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:learning KW - F:policy KW - HDR25 KW - P:economy KW - R:case study KW - T:Ausbildung KW - T:Formal apprenticeship KW - T:Lehrlingsausbildung KW - T:TVET KW - T:Training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CONF TI - IIMC Conference Paper AU - Haßler, Björn CN - 0274 DA - 2022/03// PY - 2022 DO - 10.53832/opendeved.0274 LA - en PB - OpenDevEd KW - Author:OpenDevEd KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - COMP TI - ijmarshall/robotreviewer AU - Marshall, Iain AB - Automatic synthesis of RCTs DA - 2024/01/04/T16:06:20Z PY - 2024 DP - GitHub LA - Python UR - https://github.com/ijmarshall/robotreviewer Y2 - 2024/01/20/17:29:56 KW - bias KW - clinical-trials KW - cochrane KW - icasr KW - rcts KW - systematic-reviews KW - trial ER - TY - RPRT TI - ILCE: Conducting surveys in Tanzanian Schools – Second pilot AU - Haßler, Björn AU - Villavicencio Peralta, Xuzel AU - Toyinbo, Oluyemi AB - An output of the Open Development & Education, https://.opendeved.net/ CN - 1021 DA - 2023/09/11/ PY - 2023 LA - en PB - Open Development & Education SN - 9 UR - https://docs.opendeved.net/lib/EASK7UAW KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot AU - Hassler, Bjoern AU - Villavicencio Peralta, Xuzel AU - Toyinbo, Oluyemi AB - An output of the Open Development & Education, https://.opendeved.net/ CN - 1019 DA - 2023/09/11/ PY - 2023 LA - en M3 - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education SN - 7 UR - https://docs.opendeved.net/lib/IT8RD5H2 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot AU - Hassler, Bjoern AU - Villavicencio Peralta, Xuzel AU - Toyinbo, Oluyemi AB - An output of the Open Development & Education, https://.opendeved.net/ CN - 1020 DA - 2023/09/11/ PY - 2023 LA - en PB - Open Development & Education SN - 7 UR - https://docs.opendeved.net/lib/HHH8MWN3 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - BLOG TI - ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot - Open Development & Education AU - Haßler, Björn AU - Peralta, Xuzel Villavicencio AU - Toyinbo, Oluyemi AU - Toyinbo, Björn Haßler, Xuzel Villavicencio Peralta and Oluyemi Toyinbo, Björn Haßler, Xuzel Villavicencio Peralta and Oluyemi AB - Funded by the UK Foreign, Commonwealth and Development Office, the Improving Learning Through Classroom Experience (ILCE) programme focuses on investigating whether modification of the built environment (temperature, light intensity, and acoustics) can positively impact the classroom experience to improve learning. This blog post is about the first pilot, where we tested the sensors in preparation DA - 2023/09/11/T16:27:41+00:00 PY - 2023 LA - en-GB ST - ILCE UR - https://opendeved.net/2023/09/11/ilce-trialling-environmental-sensors-in-tanzanian-schools-first-pilot/, https://opendeved.net/2023/09/11/ilce-trialling-environmental-sensors-in-tanzanian-schools-first-pilot/ Y2 - 2023/11/07/19:29:17 ER - TY - JOUR TI - Im globalen Hamsterrad: Am Nutzen von zirkulärer Migration sind Zweifel angebracht AU - Rother, Stefan T2 - Welt-Sichten: Magazin für globale Entwicklung und ökumenische Zusammenarbeit DA - 2012/04/12/ PY - 2012 VL - 3 KW - ⛔ No DOI found ER - TY - JOUR TI - Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design AU - Hamilton, D. AU - McKechnie, J. AU - Edgerton, E. AU - Wilson, C. T2 - Journal of Computers in Education AB - The adoption of immersive virtual reality (I-VR) as a pedagogical method in education has challenged the conceptual definition of what constitutes a learning environment. High fidelity graphics and immersive content using head-mounted-displays (HMD) have allowed students to explore complex subjects in a way that traditional teaching methods cannot. Despite this, research focusing on learning outcomes, intervention characteristics, and assessment measures associated with I-VR use has been sparse. To explore this, the current systematic review examined experimental studies published since 2013, where quantitative learning outcomes using HMD based I-VR were compared with less immersive pedagogical methods such as desktop computers and slideshows. A literature search yielded 29 publications that were deemed suitable for inclusion. Included papers were quality assessed using the Medical Education Research Study Quality Instrument (MERSQI). Most studies found a significant advantage of utilising I-VR in education, whilst a smaller number found no significant differences in attainment level regardless of whether I-VR or non-immersive methods were utilised. Only two studies found clear detrimental effects of using I-VR. However, most studies used short interventions, did not examine information retention, and were focused mainly on the teaching of scientific topics such as biology or physics. In addition, the MERSQI showed that the methods used to evaluate learning outcomes are often inadequate and this may affect the interpretation of I-VR’s utility. The review highlights that a rigorous methodological approach through the identification of appropriate assessment measures, intervention characteristics, and learning outcomes is essential to understanding the potential of I-VR as a pedagogical method. DA - 2021/03/01/ PY - 2021 DO - 10.1007/s40692-020-00169-2 DP - Springer Link VL - 8 IS - 1 SP - 1 EP - 32 J2 - J. Comput. Educ. LA - en SN - 2197-9995 ST - Immersive virtual reality as a pedagogical tool in education UR - https://doi.org/10.1007/s40692-020-00169-2 Y2 - 2022/04/05/20:22:15 KW - _genre:LR-literature_review ER - TY - JOUR TI - Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature AU - Pellas, Nikolaos AU - Mystakidis, Stylianos AU - Kazanidis, Ioannis T2 - Virtual Reality AB - There has been an increasing interest in applying immersive virtual reality (VR) applications to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary), but also in higher education (HE) settings. However, there is a scarcity of studies to provide the potentials and challenges of VR-supported instructional design strategies and/or techniques that can influence teaching and learning. This systematic review presents a variety of studies that provide qualitative and/or quantitative data to investigate the current practices with VR support focusing on students’ outcomes, performance, alongside with the benefits and challenges of this technology concerning the analysis of visual features and design elements with mobile and desktop computing devices in different learning subjects. During the selection and screening process, forty-six (n = 46) articles published from the middle of 2009 until the middle of 2020 were finally included for a detailed analysis and synthesis of which twenty-one and twenty-five in K-12 and HE, respectively. The majority of studies were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various VR applications to disseminate their findings on user experience, usability issues, students’ outcomes, and/or learning performance. This study contributes by reviewing how instructional design strategies and techniques can potentially benefit students’ learning performance using a wide range of VR applications. It also proposes some recommendations to guide and lead effective instructional design settings in several teaching and learning contexts to outline a more accurate and up-to-date picture of the current state of literature. DA - 2021/09/01/ PY - 2021 DO - 10.1007/s10055-020-00489-9 DP - Springer Link VL - 25 IS - 3 SP - 835 EP - 861 J2 - Virtual Reality LA - en SN - 1434-9957 ST - Immersive Virtual Reality in K-12 and Higher Education UR - https://doi.org/10.1007/s10055-020-00489-9 Y2 - 2022/12/23/02:21:16 KW - Final_citation KW - Human–computer interface KW - Immersive technologies KW - Simulations KW - Systematic review KW - Virtual reality KW - cited KW - existing ER - TY - JOUR TI - Impact Evaluation of Tayari School Readiness Program in Kenya. AU - Ngware, Moses W. AU - Hungi, Njora AU - Wekulo, Patricia AU - Mutisya, Maurice AU - Njagi, Joan AU - Muhia, Nelson AU - Wambiya, Elvis AU - Donfouet, Hermann AU - Gathoni, Grace AU - Mambe, Shem T2 - African Population and Health Research Center, RTI International DA - 2018/// PY - 2018 UR - https://aphrc.org/wp-content/uploads/2019/07/Impact_Evaluation_ECDE_Tayari-long-report.pdf KW - ⛔ No DOI found ER - TY - BOOK TI - Impact Evaluation of the Save the Children Early Childhood Stimulation Program in Bangladesh: Final Report. AU - Chinen, Marjorie AU - Bos, Johannes M. DA - 2016/// PY - 2016 PB - American Institutes for Research UR - http://pubdocs.worldbank.org/en/163331484753270396/SIEF-Bangladesh-Endline-Report-Nov2016FINAL.pdf ER - TY - ELEC TI - Impact Network eSchool 360 Model AB - Even though more children are attending school, learning outcomes are not drastically improving. The eSchool 360, is a holistic education program centered on empowering teachers with tablets, activity-based lessons, support and weekly coaching. And it’s working! From an RCT, after one year in our program, students showed impressive results in math & literacy. DA - 2021/04/21/ PY - 2021 UR - https://hundred.org/en/innovations/impact-network-eschool-360-model Y2 - 2023/03/12/19:38:08 ER - TY - ELEC TI - Impact Network eSchool 360 Model AU - Hundred.org AB - Even though more children are attending school, learning outcomes are not drastically improving. The eSchool 360, is a holistic education program centered on empowering teachers with tablets, activity-based lessons, support and weekly coaching. And it’s working! From an RCT, after one year in our program, students showed impressive results in math & literacy. DA - 2021/04/21/ PY - 2021 UR - https://hundred.org/en/innovations/impact-network-eschool-360-model#36139f44 Y2 - 2022/04/17/17:41:23 ER - TY - JOUR TI - Impact of a Workplace-based Malaria Treatment Program on Earnings, Labor Supply and Productivity of Agricultural Workers in Nigeria AU - Akogun, Oladele B AU - Dillon, A. AU - Friedman, J. AU - Serneels, P. T2 - Mimeo DA - 2014/// PY - 2014 LA - en KW - ⛔ No DOI found ER - TY - THES TI - Impact of assistive technology on education performance of learners with visual impairment at the University of Rwanda - College of Education AU - BOLINGO, Amurani CY - Kigali DA - 2019/10// PY - 2019 UR - http://www.dr.ur.ac.rw/handle/123456789/619 Y2 - 2022/10/21/12:56:25 ER - TY - JOUR TI - Impact of childhood screening for disability/impairment on education and learning AU - Rohwerder, Brigitte AB - Evidence indicates that disability is a leading cause of marginalisation in education, with enrolment, primary school completion and literacy rates consistently falling below those of non-disabled children, as children with disabilities are ‘less likely to attend or remain in school, have lower transition and completion rates and do not achieve the levels of results of their peers’ (Wapling, 2016, p. 3). A number of screening tools have been used in low and middle income countries, including in schools, to identify children at risk of disability and to direct them to appropriate help. However, as many children with disabilities are out of school, screening which takes place solely in schools may miss them. New and innovative screening technologies and tools are being developed, with the aim of overcoming some of the challenges faced in low and middle income countries. However, there appears to be very little evidence which looks at the impact of screening on education and learning outcomes of children with disabilities. A systematic review of education for children with disabilities in low and middle income finds that there is relatively little formal research which assesses strategies for ensuring quality education for children with disabilities, including in relation to impairment identification (Wapling, 2016, p. 3). DA - 2017/10/06/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13364 Y2 - 2022/12/18/18:15:17 KW - ⛔ No DOI found ER - TY - CONF TI - Impact of Climate Change and Environmental Risks on Learning Outcomes AU - Haßler, Björn AU - Eso, Olamide AU - Villavicencio Peralta, Xuzel Ana AU - Waziri, Nafisa T2 - 22CCEM AB - An output of the Open Development & Education (https://opendeved.net/), developed for 22CCEM. CN - opendeved.1079 DA - 2024/03/20/ PY - 2024 LA - en PB - Commonwealth Secretariat UR - https://docs.opendeved.net/lib/R8TU4GMW KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - JOUR TI - Impact of Coronavirus Pandemic on Education T2 - Journal of Education and Practice AB - Coronavirus Disease (COVID-19) outbreak poses serious concerns to global education systems. Efforts to contain COVID-19 prompted unscheduled closure of schools in more than 100 countries worldwide. COVID-19 school closures left over one billion learners out of school. The study investigates the impact of COVID-19 on education. Data were collected through structured questionnaires administered to 200 respondents that consist of teachers, students, parents, and policy makers selected from different countries. The collected data were analyzed using STATA/Regression. The results show that COVID-19 has adverse effects on education including, learning disruptions, and decreased access to education and research facilities, Job losses and increased student debts. The findings also show that many educators and students relied on technology to ensure continued learning online during the Coronavirus pandemic. However, online education was hindered by poor infrastructures including, network, power, inaccessibility and unavailability issues and poor digital skills. The study underscores the damaging effects of COVID-19 on education sector and the need for all educational institutions, educators, and learners to adopt technology, and improve their digital skills in line with the emerging global trends and realities in education. DA - 2020/05// PY - 2020 DO - 10.7176/JEP/11-13-12 DP - DOI.org (Crossref) J2 - JEP LA - en UR - https://iiste.org/Journals/index.php/JEP/article/view/52821 Y2 - 2020/08/12/17:19:59 KW - __C:filed:1 ER - TY - BOOK TI - Impact of e-Learning Technology and Activity-Based Learning on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia AU - Hoop, Thomas AU - Ring, Hannah AU - Siwach, Garima AU - Dias, Paula AU - Tembo, Gelson AU - Rothbard, Victoria AU - Toungui, Anaïs AB - We present experimental evidence on the impact of a multi-faceted program that integrates technology into education, provides ongoing teacher training and professional development, includes community ownership, and offers free primary education. Our setting is three districts in relatively impoverished areas of rural Zambia, where we randomly assigned the program across 30 treatment and 33 control schools. We compared all children who were eligible to enroll in first grade living near the 30 treatment schools with eligible children who lived near the 33 control schools 14 months after the program start. The results show that the program, on average, increased early grade reading scores with 0.40 standard deviations or 3.5 percentage points, early grade math scores with 0.22 standard deviations or 4.9 percentage points, the Zambian achievement test scores with 0.16 standard deviations or 3.1 percentage points, and oral vocabulary scores with 0.25 standard deviations or 6.0 percentage points for all children who were eligible to enroll in first grade during the baseline survey. Treatment Effects on the Treated showed substantially larger impacts on test scores of students who enrolled in Grade 1 (ranging from 0.26 to 0.68 standard deviations) and students who regularly attended the schools in Grade 1 (ranging from 0.32 to 0.83 standard deviations). Mixed-methods evidence suggested the positive effects were primarily driven by increase in school enrolment, improvements in the quality of education, increases in school attendance for both teachers and children, and strong fidelity of program implementation. Our results indicate that well-designed multi-faceted technology-aided instruction programs can improve learning outcomes even in the poorest areas of rural sub-Saharan Africa. DA - 2020/03/25/ PY - 2020 DP - ResearchGate ST - Impact of e-Learning Technology and Activity-Based Learning on Learning Outcomes ER - TY - JOUR TI - Impact of Education Interventions for Working Children AU - Orrnert, Anna AB - Recent global estimates indicate that 152 million children – 64 million girls and 88 million boys – are engaged in child labour across the world (ILO 2017b: 8). According to these same estimates, 71% of child labourers work in the agricultural sector and 69% in unpaid work within their own family. Nearly half of all those in child labour are doing ‘hazardous work’ (ibid). According to the ILO, the total number of children in child labour has declined by about 94 million since 2000, although this trend has slowed significantly in recent years (ILO 2017a: 10). Four policy areas have been identified as key to tackling the problem of child labour: legal standards and regulation, social protection, labour markets and – the topic of this review – education. This report examines the available evidence on short and long-term impacts of interventions targeted at working children. The existing body of evidence on the impact of education interventions on children in work is mixed. There is a relatively substantial volume of research which examines the impacts of conditional cash transfers linked with children’s education. There is also a smaller body of evidence around the impact of financial incentives to children and their families (including scholarships and school subsidies). The evidence on other types of education interventions – such as provision of non-financial subsidies (for example, Food-for-Education or free transportation), improving quality of education as well as transitional or informal learning programmes for working children- is much more fragmented and patchy. DA - 2018/09/17/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14098 Y2 - 2022/12/18/18:15:19 KW - ⛔ No DOI found ER - TY - JOUR TI - Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review AU - Fernández-Batanero, José-María AU - Román-Graván, Pedro AU - Reyes-Rebollo, Miguel-María AU - Montenegro-Rueda, Marta T2 - International Journal of Environmental Research and Public Health AB - Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out. DA - 2021/01// PY - 2021 DO - 10.3390/ijerph18020548 DP - www.mdpi.com VL - 18 IS - 2 SP - 548 LA - en SN - 1660-4601 ST - Impact of Educational Technology on Teacher Stress and Anxiety UR - https://www.mdpi.com/1660-4601/18/2/548 Y2 - 2022/12/20/23:39:25 KW - Final_citation KW - anxiety disorders KW - anystyle KW - cited KW - educational technology KW - existing KW - mental health KW - review KW - teacher burnout ER - TY - JOUR TI - Impact of Free Availability of Public Child Care in Brazil. AU - Attanasio, Orazio AU - de Barro, Ricardo Paes AU - Carneiro, Pedro AU - Evans, David AU - Lima, Lycia AU - Olinto, Pedro AU - Schady, Norbert DA - 2017/// PY - 2017 UR - https://developmentevidence.3ieimpact.org/search-result-details/impact-evaluation-repository/impact-of-free-availability-of-public-childcare-on-laboursupply-and-child-development-in-brazil/4581 KW - ⛔ No DOI found ER - TY - JOUR TI - Impact of Living Conditions on Online Education: Evidence from China AU - Gu, Jiafeng T2 - Sustainability DA - 2022/// PY - 2022 DO - 10.3390/su14063231 DP - Google Scholar VL - 14 IS - 6 SP - 3231 ST - Impact of Living Conditions on Online Education ER - TY - GEN TI - Impact of Living Conditions on Online Education: Evidence from China. Sustainability 2022, 14, 3231 AU - Gu, J. DA - 2022/// PY - 2022 DP - Google Scholar PB - s Note: MDPI stays neu-tral with regard to jurisdictional claims in … ST - Impact of Living Conditions on Online Education ER - TY - JOUR TI - Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India AU - Kapasia, Nanigopal AU - Paul, Pintu AU - Roy, Avijit AU - Saha, Jay AU - Zaveri, Ankita AU - Mallick, Rahul AU - Barman, Bikash AU - Das, Prabir AU - Chouhan, Pradip T2 - Children and Youth Services Review AB - To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds. DA - 2020/09/01/ PY - 2020 DO - 10.1016/j.childyouth.2020.105194 DP - ScienceDirect VL - 116 SP - 105194 J2 - Children and Youth Services Review LA - en SN - 0190-7409 UR - http://www.sciencedirect.com/science/article/pii/S0190740920310604 Y2 - 2020/08/12/15:39:08 KW - COVID-19 KW - E-learning KW - Lockdown KW - Undergraduate and postgraduate learners KW - West Bengal KW - _COVID_DEAA-List KW - __C:filed:1 ER - TY - JOUR TI - Impact of Pandemic COVID-19 on Education in India AU - Jena, Pravat T2 - International Journal of Current Research AB - The impact of pandemic COVID-19 is observed in every sector around the world. The education sectors of India as well as world are badly affected by this. It has enforced the world wide lock down creating very bad effect on the students' life. Around 32 crore learners stopped to move schools/colleges, all educational activities halted in India. The outbreak of COVID-19 has advised us that change is inevitable. It has worked as a catalyst for the educational institutions to grow and opt for platforms and techniques, which have not been used before. The education sector has been fighting to survive the crises with a different approach and digitising the challenges to wash away the threat of the pandemic. This paper highlights some measures taken by Govt. of India to provide seamless education in the country. Both the positive and negative impacts of COVID-19 are discussed and some fruitful suggestions are pointed to carry out educational activities during the pandemic situation. DA - 2020/07/30/ PY - 2020 DO - 10.24941/ijcr.39209.07.2020 DP - ResearchGate VL - 12 SP - 12582 EP - 12586 J2 - International Journal of Current Research KW - __C:filed:1 KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Impact of serious games on science learning achievement compared with more conventional instruction: an overview and a meta-analysis AU - Riopel, Martin AU - Nenciovici, Lucian AU - Potvin, Patrice AU - Chastenay, Pierre AU - Charland, Patrick AU - Sarrasin, Jérémie Blanchette AU - Masson, Steve T2 - Studies in Science Education DA - 2019/07/03/ PY - 2019 DO - 10.1080/03057267.2019.1722420 VL - 55 IS - 2 SP - 169 EP - 214 J2 - Studies in Science Education LA - en SN - 0305-7267, 1940-8412 ST - Impact of serious games on science learning achievement compared with more conventional instruction KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Impact of tablet PCs on learning outcomes in a classroom environment AU - Javed, Yasir AU - Samara, Khalid T2 - International Journal of Learning Technology DA - 2019/// PY - 2019 DP - Google Scholar VL - 14 IS - 1 SP - 59 EP - 77 KW - __C:filed:1 KW - ❓ Multiple DOI ER - TY - JOUR TI - Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia AU - Hoop, Thomas AU - Ring, Hannah AU - Siwach, Garima AU - Dias, Paula AU - Tembo, Gelson AU - Rothbard, Victoria AU - Toungui, Anaïs T2 - Journal of Research on Educational Effectiveness DA - 2023/10/20/ PY - 2023 DO - 10.1080/19345747.2023.2268072 DP - ResearchGate SP - 1 EP - 38 J2 - Journal of Research on Educational Effectiveness ST - Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes ER - TY - CONF TI - Impact of The Use of Telegram and WhatsApp at the University in Pandemic Times AU - Quispe, Nayely Quispe AU - Rosas, Noe Vicente AU - Andrade-Arenas, Laberiano C3 - 2021 2nd Sustainable Cities Latin America Conference (SCLA) DA - 2021/// PY - 2021 DO - 10.1109/SCLA53004.2021.9540129 DP - Google Scholar SP - 1 EP - 6 PB - IEEE ER - TY - JOUR TI - Impact of training on teachers competencies at higher education level AU - Aziz, Fakhra T2 - Researchers World – Journal of Arts Science & Commerce AB - The present survey study aimed to diagnose the impact of training on teachers competencies. The study was of descriptive nature. The Competencies of teachers having no training and trained teachers were compared. Teachers Competencies Measurement Scale (TCMS) was used to compare competencies of both cohorts. To measure the impact of FPDP (a training program) on teacher competencies three categories of competencies: pedagogical, assessment & management and research competencies were made. After applying descriptive statistics, t -test was used to find out the difference. Trained teachers showed a significant difference in pedagogical competencies, management and assessment competencies and research competencies. It depicts that in all the categories trained teachers were more competent than teachers having no training were The present study suggests that training program of this type should be continue to enhance the teachers competencies. Keywords: Competencies, Pedagogical competencies, Assessment & Management competencies, Research competencies, Professional development DA - 2014/01/01/ PY - 2014 DP - ResearchGate VL - V SP - 121 J2 - Researchers World – Journal of Arts Science & Commerce KW - ⛔ No DOI found ER - TY - JOUR TI - Impact of using cool paints on energy demand and thermal comfort of a residential building AU - Dias, Diana AU - Machado, João AU - Leal, Vítor AU - Mendes, Adélio T2 - Applied Thermal Engineering AB - 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. DA - 2014/04/01/ PY - 2014 DO - 10.1016/j.applthermaleng.2013.12.056 DP - ScienceDirect VL - 65 IS - 1 SP - 273 EP - 281 J2 - Applied Thermal Engineering SN - 1359-4311 UR - https://www.sciencedirect.com/science/article/pii/S1359431113009538 Y2 - 2023/11/07/19:50:59 KW - Cool paints KW - Emissivity KW - Residential building KW - Thermal comfort KW - Thermal insulation KW - Total solar reflectance ER - TY - RPRT TI - Impact Report AU - Save Our Future DA - 2020/// PY - 2020 UR - https://saveourfuture.world/wp-content/uploads/2020/12/SOF-Impact-Report_FINAL.pdf Y2 - 2022/04/18/16:32:22 ER - TY - JOUR TI - Impacto del Programa “Computadores para Educar” en la deserción estudiantil, el logro escolar y el ingreso a la educación superior [Impact of the Programme Computers to Educate on Student Dropout, School Achievement and Admission to Higher Education AU - C., Rodriguez AU - F., Sánchez AU - J, Márquez Zuñiga T2 - Serie Documentos CEDe DA - 2011/// PY - 2011 DO - https://repositorio.uniandes.edu.co/bitstream/handle/1992/8254/dcede2011-15.pdf?sequence=1&isAllowed=y SP - 15 LA - es KW - Final_citation KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Impacts of climate change on health and wellbeing in South Africa AU - Chersich, Matthew F. AU - Wright, Caradee Y. AU - Venter, Francois AU - Rees, Helen AU - Scorgie, Fiona AU - Erasmus, Barend T2 - International journal of environmental research and public health DA - 2018/// PY - 2018 DO - 10.3390/ijerph15091884 DP - Google Scholar VL - 15 IS - 9 SP - 1884 KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - Impacts of Pre-Service Training and Coaching on Kindergarten Quality and Student Learning Outcomes in Ghana AU - Wolf, Sharon T2 - Studies in Educational Evaluation AB - Using a randomized-control trial, this study evaluates a program designed to support Ghanaian kindergarten student-teachers during pre-service training through mentorship and in-classroom training. Several potential barriers to improved teaching quality and learning outcomes are examined. Findings show that the program improved knowledge and implementation of the national curriculum for individuals both when they were student-teachers and, the following year, when they became newly qualified teachers (NQTs). There were mixed impacts on professional well-being, increasing personal accomplishment and motivation but decreasing job satisfaction for NQTs. There were mixed impacts on teaching quality, with increases in child-led learning but decreases in some other aspects of quality. There were no impacts on NQTs’ student learning outcomes. The findings highlight system level challenges with both the posting of NQTs and the absence of support in their first teaching year. Implications for global early childhood education policy and teacher education are discussed. DA - 2018/// PY - 2018 DO - 10.1016/j.stueduc.2018.05.001 LA - en AN - LOCAL-SCOPUS_ID:85047056279 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:curriculum KW - F:learning KW - F:motivation KW - F:outcomes KW - F:policy KW - F:teaching KW - P:measurement KW - P:services KW - P:teacher education KW - P:teacher training KW - P:teachers KW - R:impact KW - R:trial KW - T:Training KW - Z:early childhood education KW - Z:kindergarten KW - Z:pre-service training KW - Z:sub-Saharan Africa KW - Z:teacher training KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Impacts Two Years After a Scalable Early Childhood Development Intervention to Increase Psychosocial Stimulation in the Home: A Follow-Up of a Cluster Randomised Controlled Trial in Colombia. AU - Andrew, A. AU - Attanasio, O. AU - Fitzsimons, E. AU - Grantham-McGregor, S. AU - Meghir, C. AU - Rubio-Codina, M. T2 - PLoS Med 15 DA - 2018/// PY - 2018 DO - 10.1371/journal.pmed.1002556 SP - 1002556 UR - https://doi.org/10.1371/journal.pmed.1002556 ER - TY - THES TI - Implemantation of the school programme of in service for the term (SPRINT) in selected basic schools of Chipata district of Zambia AU - Mwansa, Phillip AB - ABSTRACT The study was aimed at evaluating the implementation of the School Programme of In-service for the Term (SPRINT) in 10 sampled basic schools of Chipata District in the Eastern Province of Zambia. The specific objectives were to: assess the roles teachers and head teachers played in implementing SPRINT in basic schools; seek information on the challenges they faced; and find out ways of improving the implementation of School Programme of In-service for the Term (SPRINT) activities in basic schools. The research design used was a survey following quantitative and qualitative approaches. For triangulation purposes, other sources such as documentary analysis were employed. The study sample consisted of 119 respondents who were randomly selected from the population of all teachers, head teachers and school in-service coordinators of basic schools in Chipata District. Ninety nine (99) teachers and ten (10) head teachers completed questionnaires. Interviews were conducted with 10 School In-service Coordinators (SICs). Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) and presented in form of tables of frequencies, percentages, bar graphs and pie charts. Interview and documentary analysis data were analysed qualitatively to come up with themes which were used to answer research questions. Findings indicated thatteachers, head teachers and School In-service Coordinators participated in INSET activities under the School Programme of In-service for the Term (SPRINT). Head teachers monitored the activities and teachers participated in planning for the activities. Effective implementation of SPRINT activities was hampered by: •Inadequate time, •Negative attitude of some teachers, •Low funding, •Inconsistency in monitoring and evaluation, •Lack of organisational and facilitation skills among school in-service coordinators, •Lack of school libraries, and •Inadequate equipment and educational materials at Teachers Resource Centres. Based on these findings, the following recommendations were made: There was need for extension in time for SPRINT activities; teachers needed to change their negative attitude towards INSET activities under SPRINT; school head teachers should regularly sensitize old and new teachers on government policy regarding school-based INSET activities through induction and/or orientation workshops. Government through the Ministry of Education should increase funding to school-based INSET programmes and assist schools to establish libraries, especially in rural and remote schools; School In-service Coordinators needed to be trained in organisational and facilitation skills and Teachers Resource Centres should be equipped with modern equipment and educational materials like computers, internet and library facilities to enable teachers to do research and get information required for their SPRINT meetings. DA - 2010/// PY - 2010 ST - Implementation of the school programme of in-service for the term(SPRINT): the case of selected basic schools in chipata district of Zambia UR - http://dspace.unza.zm/handle/123456789/3322 Y2 - 2014/04/22/16:49:33 KW - CitedIn:OER4S-TPE-HHH2 KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - SPRINT KW - incomplete ER - TY - RPRT TI - Implementation Guidance: Slide Deck for Teacher Professional Development AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom DA - 2021/// PY - 2021 M3 - LRIP - Component 4. TPD Guidance PB - Open Development & Education SN - 3 UR - https://docs.opendeved.net/lib/7URGGP44 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - ___duplicate_item KW - _yl:o4b ER - TY - RPRT TI - Implementation Guidance: Slide Deck for Teacher Professional Development AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/22/ PY - 2021 M3 - OECS Academic Recovery Programme TPD Guidance PB - Open Development & Education SN - 3 UR - https://docs.opendeved.net/lib/3TJE6CMI KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - ___duplicate_item KW - _r:ImportedToMyEducationEvidence KW - _yl:j ER - TY - RPRT TI - Implementation Guidance: Teacher Professional Development [Facilitators Version] AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom DA - 2021/// PY - 2021 M3 - LRIP - Component 4. TPD Guidance PB - Open Development & Education SN - 1 UR - https://docs.opendeved.net/lib/3MRBXTPD KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - ___duplicate_item KW - _yl:o4a ER - TY - RPRT TI - Implementation Guidance: Teacher Professional Development [Facilitators Version] AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/20/ PY - 2021 M3 - OECS Academic Recovery Programme TPD Guidance PB - Open Development & Education SN - 1 UR - https://docs.opendeved.net/lib/M9WXRHE7 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - ___duplicate_item KW - _r:ImportedToMyEducationEvidence KW - _yl:h ER - TY - RPRT TI - Implementation Guidance: Teacher Professional Development [Teachers Version] AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/21/ PY - 2021 M3 - OECS Academic Recovery Programme TPD Guidance PB - Open Development & Education SN - 2 UR - https://docs.opendeved.net/lib/P2D5IJBC KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:i ER - TY - RPRT TI - Implementation in Education - Findings from a Scoping Review AU - Albers, Bianca AU - Pattuwage, Loyal DA - 2017/04/01/ PY - 2017 DP - ResearchGate ER - TY - RPRT TI - Implementation of education technology in schools and colleges AU - CooperGibson Research DA - 2022/// PY - 2022 DP - Zotero LA - en PB - Department for Education ER - TY - JOUR TI - Implementation of learner support services in distance teacher education programmes in selected public colleges of education in Zambia AU - Jere, Getrude AU - ManchishI, Peter Chomba AU - Mulenga, Innocent Mutale T2 - The Zambia Journal of Distance Education (Online ISSN 2789-052X) DA - 2021/// PY - 2021 DP - Google Scholar VL - 1 IS - 1 SP - 26 EP - 41 UR - https://www.researchgate.net/profile/Innocent-Mutale-Mulenga-2/publication/352134749_Implementation_of_Learner_Support_Services_in_Distance_Teacher_Education_Programmes_in_selected_public_Colleges_of_Education_in_Zambia/links/60ba655e458515218f8f839f/Implementation-of-Learner-Support-Services-in-Distance-Teacher-Education-Programmes-in-selected-public-Colleges-of-Education-in-Zambia.pdf Y2 - 2023/12/06/15:41:04 KW - ⛔ No DOI found ER - TY - JOUR TI - Implementation of Problem Based Learning to Increase Scientific Explanation Skill in Biology Learning about the Environment AU - Laksmi, Monika Lintang AU - Sari, Dewi Puspita AU - Rinanto, Yudi AU - Sapartini, Raden Rara T2 - Journal of Learning for Development AB - This research aimed to describe and find out whether implementation of Problem-Based Learning can improve scientific explanation skills in biology learning about the environment. The research method was Classroom Action Research through the implementation of Problem-Based Learning. This classroom action research consisted of two cycles, which were concluded by planning, acting, observing and reflecting. The research subject was a natural science class consisting of thirty four students. Data were collected by essay test, observation method, interviews and documentation. Data were validated by the triangulation technique consisting of three components: data reduction, data presentation and conclusion. The research results showed improvement in the scientific explanation skills of students on the implementation of Problem Based Learning. The percentage improvement of students' scientific explanation was 61% in claim, 53% in evidence, and 51% in reasoning. DA - 2021/11/17/ PY - 2021 DP - jl4d.org VL - 8 IS - 3 SP - 532 EP - 540 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/531 Y2 - 2022/04/05/12:26:28 KW - Biology Education KW - Classroom Action Research KW - Problem Based Learning KW - Scientific Explanation KW - _genre:PR-primary_research KW - ⛔ No DOI found ER - TY - JOUR TI - Implementation of the competency-based curriculum by teachers of History in selected Secondary Schools in Lusaka district, Zambia AU - Kabombwe, Yvonne Malambo AU - Mulenga, Innocent Mutale T2 - Yesterday and today DA - 2019/// PY - 2019 DO - 10.17159/2223-0386/2019/n22a2 DP - Google Scholar IS - 22 SP - 19 EP - 41 UR - http://www.scielo.org.za/scielo.php?pid=S2223-03862019000200003&script=sci_arttext Y2 - 2023/12/06/15:21:46 ER - TY - JOUR TI - Implementation of the Free Education Policy in Primary Schools in Kafue District: Is It a Compromise on Quality of Education in Zambia? AU - Mwanza, Christine AU - Silukuni, Darious T2 - European Journal of Education Studies DA - 2020/// PY - 2020 DO - 10.46827/ejes.v7i9.3269 DP - Google Scholar VL - 7 IS - 9 ST - Implementation of the Free Education Policy in Primary Schools in Kafue District UR - http://oapub.org/edu/index.php/ejes/article/view/3269 Y2 - 2023/11/28/15:08:01 ER - TY - RPRT TI - Implementation Planning: Parental Support for the Academic Recovery Programme AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom DA - 2021/// PY - 2021 M3 - LRIP - Component 8. Parents Guidance PB - Open Development & Education SN - 1 UR - https://docs.opendeved.net/lib/YR6P5KA7 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - ___duplicate_item KW - _yl:o8a KW - _zenodoETH:submitted ER - TY - RPRT TI - Implementation Planning: Parental Support for the Academic Recovery Programme AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/09/ PY - 2021 M3 - OECS Academic Recovery Programme Implementation Planning Tool PB - Open Development & Education SN - 2 UR - https://docs.opendeved.net/lib/VK5QH5Q7 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - ___duplicate_item KW - _r:ImportedToMyEducationEvidence KW - _yl:fb KW - _zenodoETH:submitted ER - TY - RPRT TI - Implementation Planning: SPED Internal Referral Form AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom DA - 2021/// PY - 2021 M3 - LRIP - Component 6. Inclusion Guidance PB - Open Development & Education SN - 2 UR - https://docs.opendeved.net/lib/996H993E KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - ___duplicate_item KW - _yl:o6b KW - _zenodoETH:submitted ER - TY - RPRT TI - Implementation Planning: SPED Internal Referral Form AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/11/ PY - 2021 M3 - OECS Academic Recovery Programme Implementation Planning Tool PB - Open Development & Education SN - 4 UR - https://docs.opendeved.net/lib/TEACS38K KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - ___duplicate_item KW - _r:ImportedToMyEducationEvidence KW - _yl:fd KW - _zenodoETH:submitted ER - TY - RPRT TI - Implementation Planning: SPED Referral Flowchart AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom DA - 2021/// PY - 2021 M3 - LRIP - Component 6. Inclusion Guidance PB - Open Development & Education SN - 1 UR - https://docs.opendeved.net/lib/69CMFWEU KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - ___duplicate_item KW - _yl:o6a KW - _zenodoETH:submitted ER - TY - RPRT TI - Implementation Planning: SPED Referral Flowchart AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/10/ PY - 2021 M3 - OECS Academic Recovery Programme Implementation Planning Tool PB - Open Development & Education SN - 3 UR - https://docs.opendeved.net/lib/TJZEP4QS KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - ___duplicate_item KW - _r:ImportedToMyEducationEvidence KW - _yl:fc KW - _zenodoETH:submitted ER - TY - RPRT TI - Implementation Planning: SPED Support Plan Template AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom DA - 2021/// PY - 2021 M3 - LRIP - Component 6. Inclusion Guidance PB - Open Development & Education SN - 3 UR - https://docs.opendeved.net/lib/9XKXEUN2 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - ___duplicate_item KW - _yl:o6c KW - _zenodoETH:submitted ER - TY - RPRT TI - Implementation Planning: SPED Support Plan Template AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/12/ PY - 2021 M3 - OECS Academic Recovery Programme Implementation Planning Tool PB - Open Development & Education SN - 5 UR - https://docs.opendeved.net/lib/D3BT2TVI KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - ___duplicate_item KW - _r:ImportedToMyEducationEvidence KW - _yl:fe KW - _zenodoETH:submitted ER - TY - RPRT TI - Implementation Planning Tool AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/08/ PY - 2021 M3 - OECS Academic Recovery Programme Implementation Planning Tool PB - Open Development & Education SN - 1 UR - https://docs.opendeved.net/lib/EM6IJ327 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - _r:ImportedToMyEducationEvidence KW - _yl:fa KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - JOUR TI - Implementation Research: Finding Common Ground on What, How, Why, Where, and Who AU - Century, Jeanne AU - Cassata, Amy T2 - Review of Research in Education AB - Over many decades, educators have developed countless interventions and theories about how to create lasting change. Implementation research is the study of these efforts with a set of basic questions: What are we doing? Is it working? For whom? Where? When? How? And, Why? In other words, implementation research is an endeavor to understand if and how educational efforts are accomplishing their goals. This chapter describes the landscape of implementation research, tracing it back to its historical roots and connecting it to other fields with the aim of identifying common threads across diverse efforts. The authors survey where the field is today and highlight different perspectives on complex questions that have long troubled researchers. They outline some of the sticky issues ahead and make a case for shared conceptual clarity and clearly communicated and understood language that will help researchers understand how various bodies of implementation research work are related. The authors conclude by describing the opportunity presented to the education research community in this moment: to capitalize on and learn from historical and contemporary work in education and other fields, and to identify connections across theories and approaches and find ways to collectively move forward toward the shared goal of making education better. DA - 2016/03// PY - 2016 DO - 10.3102/0091732X16665332 DP - DOI.org (Crossref) VL - 40 IS - 1 SP - 169 EP - 215 J2 - Review of Research in Education LA - en SN - 0091-732X, 1935-1038 ST - Implementation Research UR - http://journals.sagepub.com/doi/10.3102/0091732X16665332 Y2 - 2022/12/29/22:58:23 ER - TY - BOOK TI - Implementation research in health: a practical guide AU - Peters, David H. AU - Tran, Nhan T. AU - Adam, Taghreed CY - Geneva DA - 2013/// PY - 2013 DP - Google Scholar SP - 67 LA - en PB - World Health Organization SN - 978-92-4-150621-2 ST - Implementation research in health UR - https://apps.who.int/iris/handle/10665/91758 KW - Delivery of Health Care KW - Health Plan Implementation KW - Health Policy KW - Health Services Research KW - Research Design KW - standards ER - TY - BOOK TI - Implementation research in health: a practical guide / edited by David Peters … [et al] AU - Peters, David AU - Tran, Nhan AU - Adam, Taghreed AU - Alliance for Health Policy and Systems Research AU - World Health Organization CY - Geneva DA - 2013/// PY - 2013 DP - WHO IRIS SP - 67 LA - en PB - World Health Organization SN - 978-92-4-150621-2 ST - Implementation research in health UR - https://apps.who.int/iris/handle/10665/91758 Y2 - 2022/12/29/23:49:04 KW - Delivery of Health Care KW - Health Plan Implementation KW - Health Policy KW - Health Services Research KW - Research Design KW - standards ER - TY - JOUR TI - Implementation research in LMICs—evolution through innovation AU - Sheikh, Kabir AU - Hargreaves, James AU - Khan, Mishal AU - Mounier-Jack, Sandra T2 - Health Policy and Planning AB - Major global health gains can be achieved by strengthening the delivery of public health policies and programmes in low- and middle-income countries (LMICs). The population impact of evidence-based technologies and interventions such as drugs, vaccines and health know-how can only be maximized where programmes optimally identify and reach target populations and support them to take up and sustain their effective use. Examples include significant gaps in the coverage and quality of maternal health, newborn, immunization, non-communicable disease, primary care and adolescent sexual and reproductive health services—all issues tackled in this supplement. While structural change and increased funding are essential, much can be gained through ongoing improvements in programme delivery (Paina and Peters, 2012). Implementation gaps are also widely implicated in the failure of broader health policies and reforms in LMICs (Haines et al., 2004), such as for decentralization, health care regulation and primary health care. This makes it important also to analyse the implementation of policies at all levels, including studying the negotiations and interactions of actors in social and political contexts, understanding gaps in the effectiveness of public policies and helping to resolve them. DA - 2020/11/01/ PY - 2020 DO - 10.1093/heapol/czaa118 DP - Silverchair VL - 35 IS - Supplement_2 SP - ii1 EP - ii3 J2 - Health Policy and Planning SN - 0268-1080 UR - https://doi.org/10.1093/heapol/czaa118 Y2 - 2022/12/29/23:11:26 ER - TY - RPRT TI - Implementation Research Overview.pdf DA - 2020/06// PY - 2020 UR - https://www.edu-links.org/sites/default/files/media/file/Implementation%20Research%20Overview.pdf Y2 - 2022/12/29/23:50:48 ER - TY - JOUR TI - Implementation research: state of the art and future directions AU - Linton, Jonathan D. T2 - Technovation DA - 2002/// PY - 2002 DO - 10.1016/S0166-4972(01)00075-X DP - Google Scholar VL - 22 IS - 2 SP - 65 EP - 79 ST - Implementation research ER - TY - ELEC TI - Implementation research: The unambiguous cornerstone of implementation science T2 - R&E Search for Evidence AB - By Theresa Hoke: This blog post defines implementation research and outlines why it makes for such a useful concept in development. DA - 2018/02/06/T11:17:48+00:00 PY - 2018 LA - en-US ST - Implementation research UR - https://researchforevidence.fhi360.org/implementation-research-the-unambiguous-cornerstone-of-implementation-science Y2 - 2022/11/29/14:52:36 ER - TY - JOUR TI - Implementation research: what it is and how to do it AU - Peters, David H. AU - Adam, Taghreed AU - Alonge, Olakunle AU - Agyepong, Irene Akua AU - Tran, Nhan T2 - Bmj DA - 2013/// PY - 2013 DP - Google Scholar VL - 347 ST - Implementation research KW - ⛔ No DOI found ER - TY - JOUR TI - Implementation research: what it is and how to do it AU - Peters, David H. AU - Adam, Taghreed AU - Alonge, Olakunle AU - Agyepong, Irene Akua AU - Tran, Nhan T2 - Bmj DA - 2013/// PY - 2013 DP - Google Scholar VL - 347 ST - Implementation research KW - ⛔ No DOI found ER - TY - GEN TI - Implementation science AU - Madon, Temina AU - Hofman, Karen J. AU - Kupfer, Linda AU - Glass, Roger I. DA - 2007/// PY - 2007 DP - Google Scholar PB - American Association for the Advancement of Science ER - TY - BOOK TI - Implementation Science 3.0 A3 - Albers, Bianca A3 - Shlonsky, Aron A3 - Mildon, Robyn CY - Cham DA - 2020/// PY - 2020 DP - K10plus ISBN SP - 324 LA - eng PB - Springer SN - 978-3-030-03874-8 978-3-030-03873-1 ER - TY - JOUR TI - Implementation science: A brief overview and a look ahead. AU - Ogden, Terje AU - Fixsen, Dean L. T2 - Zeitschrift für Psychologie DA - 2014/// PY - 2014 DO - 10.1027/2151-2604/a000160 DP - Google Scholar VL - 222 IS - 1 SP - 4 ST - Implementation science ER - TY - JOUR TI - Implementation science and its application to population health AU - Lobb, Rebecca AU - Colditz, Graham A. T2 - Annual review of public health DA - 2013/// PY - 2013 DO - 10.1146/annurev-publhealth-031912-114444 DP - Google Scholar VL - 34 SP - 235 ER - TY - JOUR TI - Implementation science and school psychology. AU - Forman, Susan G. AU - Shapiro, Edward S. AU - Codding, Robin S. AU - Gonzales, Jorge E. AU - Reddy, Linda A. AU - Rosenfield, Sylvia A. AU - Sanetti, Lisa MH AU - Stoiber, Karen C. T2 - School Psychology Quarterly DA - 2013/// PY - 2013 DO - 10.1037/spq0000019 DP - Google Scholar VL - 28 IS - 2 SP - 77 ER - TY - JOUR TI - Implementation science and school psychology. AU - Forman, Susan G. AU - Shapiro, Edward S. AU - Codding, Robin S. AU - Gonzales, Jorge E. AU - Reddy, Linda A. AU - Rosenfield, Sylvia A. AU - Sanetti, Lisa MH AU - Stoiber, Karen C. T2 - School Psychology Quarterly DA - 2013/// PY - 2013 DO - 10.1037/spq0000019 DP - Google Scholar VL - 28 IS - 2 SP - 77 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Implementation science in school mental health: Key constructs in a developing research agenda AU - Owens, Julie Sarno AU - Lyon, Aaron R. AU - Brandt, Nicole Evangelista AU - Masia Warner, Carrie AU - Nadeem, Erum AU - Spiel, Craig AU - Wagner, Mary T2 - School mental health DA - 2014/// PY - 2014 DO - 10.1007/s12310-013-9115-3 DP - Google Scholar VL - 6 IS - 2 SP - 99 EP - 111 ST - Implementation science in school mental health ER - TY - JOUR TI - Implementation science made too simple: a teaching tool AU - Curran, Geoffrey M. T2 - Implementation Science Communications DA - 2020/// PY - 2020 DO - 10.1186/s43058-020-00001-z DP - Google Scholar VL - 1 IS - 1 SP - 1 EP - 3 ST - Implementation science made too simple ER - TY - JOUR TI - Implementation science: understanding the translation of evidence into practice AU - Tansella, Michele AU - Thornicroft, Graham T2 - The British Journal of Psychiatry DA - 2009/// PY - 2009 DO - 10.1192/bjp.bp.109.065565 DP - Google Scholar VL - 195 IS - 4 SP - 283 EP - 285 ST - Implementation science ER - TY - JOUR TI - Implementation science: what do we know and where do we go from here? AU - Franks, Robert P. AU - Schroeder, Jennifer DA - 2013/// PY - 2013 DP - Google Scholar ST - Implementation science KW - ⛔ No DOI found ER - TY - JOUR TI - Implementation science: What is it and why should I care? AU - Bauer, Mark S. AU - Kirchner, JoAnn T2 - Psychiatry research DA - 2020/// PY - 2020 DO - 10.1016/j.psychres.2019.04.025 DP - Google Scholar VL - 283 SP - 112376 ST - Implementation science ER - TY - THES TI - Implementing a one-to-one iPad program in a secondary school AU - Johnson, Donald P DA - 2014/// PY - 2014 PB - UNIVERSITY OF NEBRASKA AT OMAHA ER - TY - GEN TI - Implementing a Virtual Learning Environment: A Short Guide for Zanzibar AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom DA - 2020/// PY - 2020 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/85C5HVC7 KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Implementing Inclusive Education AU - Schuelka, Matthew J. AB - This rapid review synthesises evidence and literatures on the key elements of successful implementation of inclusive education. This includes a clear concept and definition of inclusive education. Second element is concrete inclusive education targets, indicators, measures, and outcomes. Third, an understanding of existing structural, educational, and cultural challenges to successful implementation. Fourth, a well-designed implementation strategy that includes a clear plan, evaluation, and school review process. Fifth, providing inclusive education training, sustained support, and resources for all teachers and school leaders. Final element is national leadership on inclusive education policy, education management information systems, curricular-reform, and coordinating social systems such as inclusive education and inclusive employment. In addition to this, this review also identifies that inclusive education is a continuous process of educational transformation, and a clear set of equity indicators – such as from UNESCO (2017) – can support inclusive education implementation. Measuring the success of inclusive education should go beyond merely counting students to evaluate access, but should include measures of educational quality, outcomes, and experiences. It also finds that the barriers to inclusive education are well-understood now, and include inadequacies in policy and legal support, resources and facilities, specialised staff, teacher training, pedagogical techniques, flexible curricula, supportive leadership, and cultural attitudes. However, current thinking suggests that it is perhaps more useful to think about ways in which existing successful inclusive education practices can be identified and scaled up, rather than focusing attention on deficiencies. In summary, key factors in inclusive education implementation include school and classroom level implementation such as school reviews and plans; training and supporting all teachers in inclusive practices, not just ‘specialised’ ones; and supporting school leadership to enact an inclusive vision for their schools. National-level implementation requires enabling policy to clearly articulate and support inclusive education; having strong systems to data collection and management; providing flexibility in curriculum; and coordinating with other aspects of society in which inclusive education factors, such as employment. DA - 2018/08/29/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14230 Y2 - 2022/12/18/18:15:27 KW - ⛔ No DOI found ER - TY - JOUR TI - Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system AU - Piper, Benjamin AU - Oyanga, Arbogast AU - Mejia, Jessica AU - Pouezevara, Sarah T2 - International Journal of Education and Development using Information and Communication Technology AB - Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs. DA - 2017/// PY - 2017 DP - Zotero VL - 13 IS - 3 LA - en KW - C:Kenya KW - _C:Brazil BRA KW - _C:Catalan Republic XCATA KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Honduras HND KW - _C:India IND KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Malawi MWI KW - _C:Niger NER KW - _C:Peru PER KW - _C:Portugal PRT KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System AU - Piper, Benjamin AU - Oyanga, Arbogast AU - Mejia, Jessica AU - Pouezevara, Sarah T2 - International Journal of Education and Development using ICT DA - 2017/12/30/ PY - 2017 VL - 13 IS - 3 LA - en SN - 1814-0556 ST - Implementing large-scale instructional technology in Kenya KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Implementing mother tongue instruction in the real world: Results from a medium-scale randomized controlled trial in Kenya AU - Piper, B. AU - Zuilkowski, S.S. AU - Ong’ele, S. T2 - Comparative Education Review DA - 2016/// PY - 2016 DO - 10.1086/688493 VL - 60 IS - 4 SP - 776 EP - 807 UR - https://doi.org/10.1086/688493. ER - TY - JOUR TI - Implementing school-based teacher development in Tanzania AU - Hardman, Frank AU - Hardman, Jan AU - Dachi, Hillary AU - Elliott, Louise AU - Ihebuzor, Noel AU - Ntekim, Maniza AU - Tibuhinda, Audax T2 - Professional Development in Education AB - This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region. DA - 2015/08/08/ PY - 2015 DO - 10.1080/19415257.2015.1026453 DP - CrossRef VL - 41 IS - 4 SP - 602 EP - 623 LA - en SN - 1941-5257, 1941-5265 UR - http://www.tandfonline.com/doi/full/10.1080/19415257.2015.1026453 Y2 - 2016/03/26/14:18:37 KW - __C:filed:1 ER - TY - JOUR TI - Implementing the flipped classroom in teacher education: evidence from Turkey AU - Kurt, Gökçe T2 - Journal of Educational Technology & Society AB - The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive. DA - 2017/// PY - 2017 VL - 20 IS - 1 SP - 211 EP - 221 LA - English SN - EISSN-1436-4522 UR - https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey AN - 1895978809; EJ1125967 KW - Blended Learning KW - Blended learning KW - Classroom Techniques KW - Classroom management KW - Classrooms KW - Control Groups KW - Conventional Instruction KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education--Teaching Methods And Curriculum KW - Educational Technology KW - English (Second Language) KW - Experimental Groups KW - Flipped classroom KW - Focus Groups KW - Foreign Countries KW - Higher Education KW - Homework KW - Language Teachers KW - Learning KW - Postsecondary Education KW - Pre-service teachers of English KW - Preservice Teacher Education KW - Pretests Posttests KW - Program Effectiveness KW - Qualitative analysis KW - Quasiexperimental Design KW - Reversing KW - Scores KW - Second Language Instruction KW - Self Efficacy KW - Statistical Analysis KW - Teacher education KW - Teachers KW - Teaching Methods KW - Teaching methods KW - Technology Uses in Education KW - Tests KW - Turkey KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097427 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Implementing the Next Generation Science Standards AU - Penuel, William R. AU - Harris, Christopher J. AU - DeBarger, Angela Haydel T2 - Phi Delta Kappan AB - The Next Generation Science Standards embody a new vision for science education grounded in the idea that science is both a body of knowledge and a set of linked practices for developing knowledge. The authors describe strategies that they suggest school and district leaders consider when designing strategies to support NGSS implementation. DA - 2015/03/01/ PY - 2015 DO - 10.1177/0031721715575299 DP - SAGE Journals VL - 96 IS - 6 SP - 45 EP - 49 LA - en SN - 0031-7217 UR - https://doi.org/10.1177/0031721715575299 Y2 - 2022/12/25/00:37:00 ER - TY - JOUR TI - Implications for implementation science AU - Titler, Marita G. AU - Everett, Linda Q. AU - Adams, Susan T2 - Nursing Research DA - 2007/// PY - 2007 DO - 10.1097/01.NNR.0000280636.78901.7f DP - Google Scholar VL - 56 IS - 4 SP - S53 EP - S59 ER - TY - RPRT TI - Implications of COVID-19 for Educational Research DA - 2021/// PY - 2021 UR - https://www.edu-links.org/sites/default/files/media/file/Implications%20of%20COVID-19%20for%20Educational%20Research28April2021.pdf Y2 - 2022/12/29/22:42:18 ER - TY - JOUR TI - Implications of the University of South Africa's (UNISA) shift to open distance e-learning on teacher education AU - Ngubane-Mokiwa, Sindile A. T2 - Australian Journal of Teacher Education DA - 2017/// PY - 2017 DP - Google Scholar VL - 42 IS - 9 SP - 7 KW - ⛔ No DOI found ER - TY - CHAP TI - Impossible generalisations: meta‐analyses of education interventions in international development. AU - Masset, Edoardo T2 - RISE Annual Conference DA - 2019/// PY - 2019 ER - TY - JOUR TI - Improv Theater and Whiteness in Education: A Systematic Literature Review AU - Tanner, Samuel J. AU - McCloskey, Andrea T2 - Review of Educational Research AB - Improv theater has expanded beyond a popular American form of entertainment into an educational experience for students and teachers. It may be difficult to imagine that an interactive, joyful, and collaborative improv workshop might be harmful, but our own experiences as professional improvisers led us to observe that even well-intentioned, antiracist improv theater interventions tend to reflect Whiteness more than democratic values. We investigate this observation through a systematic review of education research articles. Our review of 30 studies reveals that, to varying degrees, researchers have regarded improvisation as an instrumental practice to improve some other activity or as metaphor for the activity of teaching. We found that Whiteness has been central to the use of improvisation in educational contexts. Finally, this study illustrates that a turn toward disciplined improvisation or an improvisational ethos offers one way to practice the ideals of democratic education. DA - 2022/02/17/ PY - 2022 DO - 10.3102/00346543221076885 DP - SAGE Journals SP - 00346543221076885 J2 - Review of Educational Research LA - en SN - 0034-6543 ST - Improv Theater and Whiteness in Education UR - https://doi.org/10.3102/00346543221076885 Y2 - 2022/04/05/20:27:05 KW - arts education KW - qualitative research KW - race KW - social justice ER - TY - JOUR TI - Improvement needs of Nigerian technical college teachers in teaching vocational and technical subjects AU - Chinonso Okolie, Ugochukwu AU - Nwonu Elom, Elisha AU - Uchechukwu Osuji, Catherine AU - Agu Igwe, Paul T2 - International Journal of Training Research T3 - Journal AB - © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. This study examined key areas in which Nigerian technical college teachers need improvements to effectively teach vocational and technical subjects to foster skills acquisition and improve the quality of graduates. The study was conducted in nine technical colleges in the south-eastern region of Nigeria. It adopted a mixed methods approach and data were collected through a structured questionnaire administered to 87 teachers and two focus groups with 14 of the teachers. The quantitative data were analysed using simple percentages, while the qualitative data were analysed thematically. Patterns of responses among respondents suggested that technical teachers need improvements in instructional planning, workshop management, student management, facilities and equipment management for effective teaching of vocational and technical subjects, and for improved learners’ experience to acquire relevant skills to be either paid or self-employed. DA - 2019/// PY - 2019 DO - 10.1080/14480220.2019.1602207 ER - TY - JOUR TI - Improvement of chatbots semantics using wit. ai and word sequence kernel: Education chatbot as a case study AU - Qaffas, Alaa A. T2 - International Journal of Modern Education and Computer Science DA - 2019/// PY - 2019 DO - 10.5815/ijmecs.2019.03.03 DP - Google Scholar VL - 11 IS - 3 SP - 16 ST - Improvement of chatbots semantics using wit. ai and word sequence kernel ER - TY - JOUR TI - Improving adult learning and professional development in a post-conflict area: The case of Cambodia AU - Berkvens, Jan AU - Kalyanpur, Maya AU - Kuiper, Wilmad AU - Akker, Jan T2 - International Journal of Educational Development AB - All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a western perspective, while many developing societies are organized according to non-western models. This article describes research conducted in the Cambodian Ministry of Education, focusing on how adult learning theory could be applied in order to improve learning and support transfer. When local experience and the cultural influence on learning are acknowledged, learning outcomes are found to improve.Highlights► Professional development activities should be adapted to local culture. ► Extra attention should be paid to creating trust and a safe learning environment. ► Acknowledging local expertise increases ownership and professionalism. ► Time is a crucial factor for understanding the influence of local culture on adult learning. ► Staff motivation and support of superiors are key factors in successful professional learning. DA - 2012/03/01/ PY - 2012 DO - 10.1016/j.ijedudev.2011.03.008 DP - ResearchGate VL - 32 SP - 241 EP - 251 J2 - International Journal of Educational Development ST - Improving adult learning and professional development in a post-conflict area KW - _C:Cambodia KHM KW - _C:Ghana GHA KW - _C:Laos LAO KW - _C:Netherlands NLD KW - _C:Thailand THA KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Improving Early-Childhood Human Development: Experimental Evidence from India AU - Ganimian, Alejandro AU - Muralidharan, Karthik AU - Walters, Christopher R. T3 - Society for Research on Educational Effectiveness Conference DA - 2020/// PY - 2020 UR - https://www.sree.org/assets/conferences/2020s/virtual/InvitedSymposiumGlobal_P2_slides.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Improving early-grade literacy in East Africa: Experimental evidence from Kenya and Uganda AU - Lucas, A.M. AU - McEwan, P.J. AU - Ngware, M. AU - Oketch, M. T2 - Journal of Policy Analysis and Management DA - 2014/// PY - 2014 DO - 10.1002/pam.21782 VL - 33 IS - 4 SP - 950 EP - 976 UR - https://doi.org/10.1002/pam.21782. ER - TY - JOUR TI - Improving education in developing countries: Lessons from rigorous impact evaluations AU - Ganimian, A.J. AU - Murnane, R.J. T2 - Review of Educational Research DA - 2016/// PY - 2016 DO - 10.3102/0034654315627499 VL - 86 IS - 3 SP - 719 EP - 755 UR - https://doi.org/10.3102/0034654315627499. ER - TY - JOUR TI - Improving education in the developing world: What have we learned from randomized evaluations? AU - Kremer, M. AU - Holla, A. T2 - Annual Review of Economics DA - 2009/// PY - 2009 DO - 10.1146/annurev.economics.050708.143323 VL - 1 IS - 1 SP - 513 EP - 542 ER - TY - JOUR TI - Improving Education Outcomes in Low- and Middle-Income Countries: Outcomes-Based Contracting and Early Grade Literacy AU - Mawoyo, Monica AU - Vally, Zaahedah T2 - Journal of Learning for Development AB - Fifty-three percent of Grade 4 learners cannot read for meaning in low- and middle-income countries despite an investment of between 33-49% of education expenditure on primary education. Teaching children to read in the early grades is fundamental to building resilient education systems, as the ability to read early in life is a great predictor for education success, and will minimise learning loss during education emergencies similar to COVID-19 school closures, for children who can read for meaning can carry on learning outside of school buildings. Further, the predicted financing gaps in the next few years, as a result of COVID-19, will require governments to utilise limited financial resources effectively and efficiently by implementing literacy programmes proven to be impactful, using financial instruments like outcomes-based contracting that can mobilise and coordinate non-traditional educational finance and incentivise service providers to improve results by paying for achievement of agreed outcomes. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 334 EP - 348 LA - en SN - 2311-1550 ST - Improving Education Outcomes in Low- and Middle-Income Countries UR - https://jl4d.org/index.php/ejl4d/article/view/468 Y2 - 2020/11/21/13:31:27 KW - early grade literacy KW - education outcomes KW - outcomes-based contracting KW - ⛔ No DOI found ER - TY - JOUR TI - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India AU - Nedungadi, Prema AU - Mulki, Karunya AU - Raman, Raghu T2 - Education and Information Technologies AB - Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance. DA - 2018/01// PY - 2018 DO - 10.1007/s10639-017-9588-z DP - ResearchGate VL - 23 IS - 1 SP - 113 EP - 127 J2 - Education and Information Technologies LA - English SN - 1360-2357, 1360-2357 ST - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsAPP UR - https://www.researchgate.net/publication/315112660_Improving_educational_outcomes_reducing_absenteeism_at_remote_villages_with_mobile_technology_and_WhatsAPP_Findings_from_rural_India AN - 2013521521; EJ1166549 KW - Absenteeism KW - Academic Achievement KW - Attendance KW - Attendance Patterns KW - Computer Oriented Programs KW - Computers--Information Science And Information Theory KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Opportunities KW - Educational Quality KW - Educational technology KW - Foreign Countries KW - ICT KW - India KW - Monitoring KW - Quality of education KW - Rural Areas KW - Rural areas KW - Rural education KW - School education KW - Software KW - Students KW - Teacher Effectiveness KW - Teacher absence KW - Teacher monitoring KW - Teachers KW - Tele-education KW - WhatsApp KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097863 KW - __finaldtb ER - TY - JOUR TI - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India AU - Nedungadi, Prema AU - Mulki, Karunya AU - Raman, Raghu T2 - Education and Information Technologies DA - 2018/01// PY - 2018 DO - 10.1007/s10639-017-9588-z VL - 23 IS - 1 SP - 113 EP - 127 J2 - Educ Inf Technol LA - English SN - 1360-2357, 1360-2357 ST - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Improving Educational Quality Through Enhancing Community Participation: Results From a Randomized Field Experiment in Indonesia. AU - Pradhan, Menno AU - Suryadarma, Daniel AU - Beatty, Amanda AU - Wong, Maisy AU - Gaduh, Arya AU - Alisjahbana, Armida AU - Artha, Rima Prama T2 - American Economic Journal: Applied Economics DA - 2014/// PY - 2014 DO - 10.1257/app.6.2.105 SP - 105 EP - 126 UR - https://openknowledge.worldbank.org/handle/10986/3559 ER - TY - RPRT TI - Improving Educational Quality through Interactive Radio Instruction AU - World Bank DA - 2005/// PY - 2005 LA - EN ER - TY - GEN TI - Improving Enrollment and Learning Through Videos and Mobiles: Experimental Evidence from Northern Nigeria AU - Orozco-Olvera, Victor AU - Rascon-Ramirez, Ericka G. AB - School enrollment and learning outcomes often lag far behind in settings where traditional social norms prevail. We present the main findings of a cluster randomized control trial that tested two components of a five-day intervention targeting 6-9-year-old children and their parents in northern Nigeria. These components consisted of community video screenings to reshape parental aspirations and attitudes towards education, and mobile literacy apps. After 12 months, community screenings decreased out-of-school children by 42 percent though did not improve learning outcomes. In half of the treatment communities, we provided an add − on where a third of attending households received a smartphone pre-loaded with gamified and digital library apps. This combined intervention increased literacy and numeracy skills by 0.46 and 0.63σ respectively. Learning impacts on boys and girls were similar in magnitude. The combined intervention had spillovers on non-targeted older children, where we observe an increase in literacy and numeracy skills of 0.34 and 0.47σ, and on adolescents a decrease in parenthood (13%) and early entry into the labor market (14%). Finally, using a standarized metric for reporting gains from education interventions, our results suggest that combining aspirational videos with engaging apps is a highly effective and cost-effective tool, a relevant finding for home-learning interventions targeting rural, low-literate communities that are governed by traditional social norms, where the evidence base remains scarce. CY - Rochester, NY DA - 2022/09/16/ PY - 2022 DO - 10.2139/ssrn.4221220 DP - Social Science Research Network LA - en ST - Improving Enrollment and Learning Through Videos and Mobiles UR - https://papers.ssrn.com/abstract=4221220 Y2 - 2023/02/15/01:13:08 KW - Final_citation KW - aspirations KW - cited KW - disruptive technologies KW - early marriage KW - early parenthood KW - existing KW - learning KW - school enrollment KW - self-efficacy ER - TY - JOUR TI - Improving graduate outcomes for technical colleges in Nigeria AU - Okolie, Ugochukwu C. AU - Igwe, Paul A. AU - Elom, Elisha N. T2 - Australian Journal of Career Development T3 - Journal AB - © Australian Council for Educational Research 2019. This study examined key issues affecting the effective management of carpentry and joinery workshops for improving the quality of graduates of technical colleges in Nigeria. Drawing upon data collected through a structured questionnaire administered to 27 technical colleges teachers and 13 craft trainers, plus a focus group, this study adopts a mixed methods approach. The survey was conducted in technical colleges in Enugu and Ebonyi States of eastern Nigeria; hence, this study cuts across single geographical boundaries. The patterns of responses among respondents suggested that poor student academic performance result from lack of equipment, funding, and support for technical colleges by the government, whereas effective management of workshops promoted learning and student discipline. The study addressed issues for how workshop success can be promoted. DA - 2019/// PY - 2019 DO - 10.1177/1038416218772189 ER - TY - JOUR TI - Improving Home Economics Education: A Review of Factors Militating Inclusion of Home Economics Studies in Kenyan Secondary Schools AU - Maina, Robert AU - Kitainge, Kisilu T2 - Arts and Social Sciences Journal DA - 2018/// PY - 2018 DO - 10.4172/2151-6200.1000338 DP - DOI.org (Crossref) VL - 09 IS - 02 J2 - Arts Social Sci J SN - 21516200 ST - Improving Home Economics Education UR - https://www.omicsonline.org/open-access/improving-home-economics-education-a-review-of-factors-militating-inclusion-of-home-economics-studies-in-kenyan-secondary-schools-2151-6200-1000338-99322.html Y2 - 2020/02/02/16:21:03 ER - TY - JOUR TI - Improving Impact Studies of Teachers' Professional Development: Toward Better Conceptualizations and Measures AU - Desimone L.M. T2 - Educational Researcher DA - 2009/// PY - 2009 DO - 10.3102/0013189x08331140 VL - 38 IS - 3 SP - 181 EP - 199 ER - TY - JOUR TI - Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures AU - Desimone, L.M. T2 - Educational Researcher DA - 2009/// PY - 2009 DO - 10.3102/0013189X08331140 VL - 38 IS - 3 SP - 181 EP - 199 ST - Improving impact studies of teachers’ professional development UR - https://isidore.udayton.edu/access/content/group/48d85ee6-68d7-4a63-ac4e-db6c0e01d494/EDT650/readings/Desimone_Laura_M.pdf KW - ___duplicate_item ER - TY - BLOG TI - Improving learning by increasing motivation, targeting instruction, and addressing school governance AU - J-PAL DA - 2013/// PY - 2013 UR - https://www.povertyactionlab.org/policy-insight/improving-learning-increasing-motivation-targeting-instruction-and-addressing-school KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - eCubed ER - TY - JOUR TI - Improving Learning in Primary Schools of Developing Countries: A Meta-Analysis of Randomized Experiments AU - McEwan, Patrick J. T2 - Review of Educational Research AB - I gathered 77 randomized experiments (with 111 treatment arms) that evaluated the effects of school-based interventions on learning in developing-country primary schools. On average, monetary grants and deworming treatments had mean effect sizes that were close to zero and not statistically significant. Nutritional treatments, treatments that disseminated information, and treatments that improved school management or supervision, had small mean effect sizes (0.04–0.06) that were not always robust to controls for study moderators. The largest mean effect sizes included treatments with computers or instructional technology (0.15); teacher training (0.12); smaller classes, smaller learning groups within classes, or ability grouping (0.12); contract or volunteer teachers (0.10); student and teacher performance incentives (0.09); and instructional materials (0.08). Metaregressions suggested that the effects of contract teachers and materials were partly accounted for by composite treatments that included training and/or class size reduction. There are insufficient data to judge the relative cost-effectiveness of categories of interventions. DA - 2015/09/01/ PY - 2015 DO - 10.3102/0034654314553127 DP - SAGE Journals VL - 85 IS - 3 SP - 353 EP - 394 J2 - Review of Educational Research LA - en SN - 0034-6543 ST - Improving Learning in Primary Schools of Developing Countries UR - https://doi.org/10.3102/0034654314553127 Y2 - 2020/07/19/15:45:05 KW - _Source:Intuitive ER - TY - RPRT TI - Improving Learning Through Classroom Experience in East Africa: Temperature, Lighting, and Sound Quality – Inception report AU - Haßler, Björn AU - Villavicencio Peralta, Xuzel Ana AU - Macharia, Grace AU - Toyinbo, Oluyemi AU - Nambatya, Mauricia AU - Mtebe, Joel AU - Schaffer, Jens AU - Wargocki, Pawel AU - Adam, Taskeen CN - 0286 DA - 2022/12/15/ PY - 2022 LA - en M3 - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education SN - 1 UR - https://docs.opendeved.net/lib/44YQ4VEG KW - Author:OpenDevEd KW - _publish KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Improving learning through classroom experience in Tanzania AU - Pattni, Ravina AU - Villavicencio Peralta, Xuzel AU - Toyinbo, Oluyemi AU - Proctor, Jamie AU - Forbes, Catriona AU - Atherton, Paul AU - Haßler, Björn AB - This conference paper was delivered at UKFIET 2023 (Oxford). IT was a joint presentation between Laterite, Fab Inc, and Open Development & Education, as well as FCDO. CN - opendeved.1025 DA - 2023/09/12/ PY - 2023 LA - en M3 - Conference paper (UKFIET, Oxford, UK) - Improving Learning Through Classroom Experience in East Africa PB - Laterite, Fab Inc, Open Development & Education SN - 8 UR - https://docs.opendeved.net/lib/ICBNFIUW KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - Improving literacy and math instruction at scale in India’s primary schools: The case of Pratham’s Read India program AU - Banerji, Rukmini AU - Chavan, Madhav T2 - Journal of Educational Change AB - Pratham’s “Read India” initiative is a large-scale intervention to improve basic learning and arithmetic among children in primary school. It was started almost 10 years ago and has evolved considerably over time. Currently, this initiative uses two strategies. The first strategy is to work directly with village communities and local schools to improve children’s learning. “Learning camps” are organized in the local school or community for a period of 6–10 days at a time. Local village volunteers help to teach children who are organized in groups by their level of learning. These camps—intensive bursts of focused instruction—are repeated several times during the year. This model which has been rigourously evaluated shows that children’s learning levels improve significantly. The second strategy is to work with the government. This approach is used when school systems want to partner or collaborate with Pratham for improving basic learning. The key element here too is grouping children and teaching them from their level rather than by their grade. This approach also shows promising results. Independent evaluations and randomized control trials conducted on both models have indicated significant impact. Moving between the present set of conditions in India and past lessons, this case describes a decade-long journey of efforts to change teaching and learning at the ground level as well the efforts to bring about significant shifts in priority at the system level. The “Read India” case presented here contributes knowledge on strategies under which effective pedagogy can be brought to scale. It also discusses challenges of transforming instructional change in a context of low initial capacity at the school and system levels, where attention to rapid expansion of access to school had kept aside for a long time critical questions about teaching quality and learning outcomes. A second contribution of “Read India” to current knowledge on large-scale educational change relates to the role non-government actors such as Pratham can play in bringing effective pedagogy to scale to improve student learning. DA - 2016/11/09/ PY - 2016 DO - 10.1007/s10833-016-9285-5 DP - ResearchGate VL - 17 J2 - Journal of Educational Change ST - Improving literacy and math instruction at scale in India’s primary schools ER - TY - JOUR TI - Improving literacy instruction in Kenya through teacher professional development and text messages support: A cluster randomized trial AU - Jukes, M.C.H. AU - Turner, E.L. AU - Dubeck, M.M. AU - Halliday, K.E. AU - Inyega, H.N. AU - Wolf, S. AU - Brooker, S.J. T2 - Journal of Research on Educational Effectiveness AB - We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children’s literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3% to 2.1%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya. DA - 2017/07/03/ PY - 2017 DO - 10.1080/19345747.2016.1221487 DP - DOI.org (Crossref) VL - 10 IS - 3 SP - 449 EP - 481 J2 - Journal of Research on Educational Effectiveness LA - en SN - 1934-5747, 1934-5739 ST - Improving Literacy Instruction in Kenya Through Teacher Professional Development and Text Messages Support UR - https://doi.org/10.1080/19345747.2016.1221487. KW - Africa KW - Classroom Observation Techniques KW - Dropout Rate KW - ERIC, Current Index to Journals in Education (CIJE) KW - Early Childhood Education KW - Effect Size KW - Elementary Education KW - Elementary School Students KW - Elementary School Teachers KW - Faculty Development KW - Foreign Countries KW - Grade 1 KW - Grade 2 KW - Handheld Devices KW - Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs KW - Intelligence Tests KW - Intervention KW - Interviews KW - Kenya KW - Literacy Education KW - Maximum Likelihood Statistics KW - Pretests Posttests KW - Primary Education KW - Program Effectiveness KW - Promising Interventions Are Great, but Are They Enough? KW - Questionnaires KW - RCT KW - Randomized Controlled Trials KW - Raven Progressive Matrices KW - Rural Schools KW - Statistical Analysis KW - Teacher Improvement KW - Teaching Methods KW - Telecommunications KW - What We Are Learning About Early Education in Sub-Saharan Africa KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096051 KW - ___working_potential_duplicate KW - __finaldtb KW - early grade reading KW - literacy instruction ER - TY - JOUR TI - Improving literacy instruction in Kenya through teacher professional development and text messages support: a cluster randomized trial AU - Jukes, Matthew CH AU - Turner, Elizabeth L. AU - Dubeck, Margaret M. AU - Halliday, Katherine E. AU - Inyega, Hellen N. AU - Wolf, Sharon AU - Zuilkowski, Stephanie Simmons AU - Brooker, Simon J. T2 - Journal of Research on Educational Effectiveness DA - 2017/// PY - 2017 DO - 10.1080/19345747.2016.1221487 VL - 10 IS - 3 ST - Improving literacy instruction in Kenya through teacher professional development and text messages support KW - Final_citation KW - cited KW - existing ER - TY - ELEC TI - Improving Literacy Outcomes for Disadvantaged Girls Through Empowerment: The Case of Siyani Sahelian Programme in Pakistan AU - Aslam, Monazza AU - Cashman, Laura AU - Hamid, Moaaz AU - Rawal, Shenila AU - Jamil, Baela Raza AU - Sabates, Ricardo AU - Saeed, Saba T2 - Poverty Impacts on Literacy Education AB - Literacy acquisition is important for the formation of higher order skills, further engagement with written forms of knowledge, and deeper participation in society. Yet not all children have the opportunity to acquire literacy skills in their own mother tongue to allow them to continue to advance to... DA - 2022/// PY - 2022 LA - en M3 - chapter ST - Improving Literacy Outcomes for Disadvantaged Girls Through Empowerment UR - https://www.igi-global.com/chapter/improving-literacy-outcomes-for-disadvantaged-girls-through-empowerment/www.igi-global.com/chapter/improving-literacy-outcomes-for-disadvantaged-girls-through-empowerment/286973 Y2 - 2023/01/07/20:46:24 ER - TY - GEN TI - Improving machine learning performance using conceptual modeling AU - Castellanos, A. AU - Castillo, A. AU - Tremblay, M.C. DA - 2021/// PY - 2021 LA - en ER - TY - RPRT TI - Improving Mathematics in Key Stages 2 and 3 AU - Henderson, P AU - Hodgen, J AU - Foster, C AU - Kuchemann, D AB - Eight recommendations to improve outcomes in maths for 7-14 year olds DA - 2017/// PY - 2017 DP - educationendowmentfoundation.org.uk LA - en UR - https://educationendowmentfoundation.org.uk/tools/guidance-reports/maths-ks-2-3 Y2 - 2020/04/28/12:32:06 ER - TY - BOOK TI - Improving micro-planningin education througha Geographical Information SystemStudies on Ethiopia and Palestine AU - Attfield, Ian AU - Tamiru, Mathewos AU - Parolin, Bruno AU - De Grauwe, Anton CY - International Institute for Educational Planning DA - 2002/// PY - 2002 KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Cambodia KHM KW - _C:Chile CHL KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Iceland ISL KW - _C:India IND KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Malaysia MYS KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Norway NOR KW - _C:South Africa ZAF KW - _C:State of Palestine PSE KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tunisia TUN KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Improving Motivation in Arabic Language Arts Classrooms Through Technology Integration AU - Chamout, Rima DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - Walden University KW - _C:Algeria DZA KW - _C:China CHN KW - _C:Croatia HRV KW - _C:France FRA KW - _C:Indonesia IDN KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kurdistan XKRDN KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Saudi Arabia SAU KW - _C:Spain ESP KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:Turkey TUR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Improving procedural and conceptual mathematics outcomes: Evidence from a randomised controlled trial in Kenya AU - Piper, B. AU - Ralaingita, W. AU - Akach, L. AU - King, S. T2 - Journal of Development Effectiveness DA - 2016/// PY - 2016 DO - 10.1080/19439342.2016.1149502 UR - https://doi.org/10.1080/19439342.2016.1149502. ER - TY - JOUR TI - Improving reading outcomes in Kenya: First-year effects of the PRIMR Initiative AU - Piper, Benjamin AU - Zuilkowski, Stephanie Simmons AU - Mugenda, Abel T2 - International Journal of Educational Development AB - While educational participation is high in Kenya, literacy outcomes remain poor. The PRIMR Initiative aims to improve literacy learning by aligning curriculum and teacher practices with current research, providing ongoing instructional support and observation, and supplying basic instructional materials and English and Kiswahili books for students. In a randomized control trial in more than 400 schools in three counties in Kenya, the intervention improved oral reading fluency and in grade 1 formal and nonformal schools and grade 2 nonformal schools for both English and Kiswahili. The findings support the importance of in-classroom teacher support in program implementation to improve literacy outcomes. DA - 2014/07// PY - 2014 DO - 10.1016/j.ijedudev.2014.02.006 DP - ScienceDirect VL - 37 SP - 11 EP - 21 J2 - International Journal of Educational Development SN - 0738-0593 ST - Improving reading outcomes in Kenya UR - http://www.sciencedirect.com/science/article/pii/S0738059314000145 Y2 - 2015/03/17/19:27:00 KW - AWP2 KW - Bilingual education KW - CitedIn:AKFC KW - International education KW - Kenya KW - Literacy KW - PRIMR KW - Reading KW - heterogeneity ER - TY - JOUR TI - Improving Resilience, Adaptation and Mitigation to Cimate Change Through Education in Low- and Lower-middle Income Countries AU - Fitzpatrick, Rachael AU - West, Helen AB - Climate resilience is the ability to anticipate, prepare for, and respond to hazardous events, trends, or disturbances related to climate (C2ES, 2022). Mitigation focuses on reducing the human impacts contributing to climate change (Burton, 2007, cited in Rousell & Cutter-Mackenzie-Knowles, 2020). Adaptation is about increasing people’s adaptive capacity, reducing the vulnerability of communities and managing risks (Anderson, 2012). Anderson further defines adaptation as not just being able to adapt from one stable climate to another but having the skills to adapt to uncertainty and make informed decisions in a changing environment. While ‘climate change’ is the term used throughout these briefs, it should be read as a shorthand for a more inclusive approach, which also captures associated environmental degradation. The Intergovernmental Panel on Climate Change (IPCC) warned, in their latest report, that global surface temperatures will continue to increase until 2050 (IPCC, 2021, p. 17). This will take place regardless of human intervention to reduce greenhouse gas emissions. The report also warns that the traditional technocratic approaches are insufficient to tackle the challenge of climate change, and that greater focus on the structural causes is needed. High- and upper-middle-income countries have been persistently shown to be the biggest contributors to the global carbon dioxide emissions, with lower income countries facing the most disruptive climate hazards, with Africa countries particularly vulnerable (CDP, 2020; IPCC, 2021). The vulnerability of low-income contexts exacerbates this risk, as there is often insufficient infrastructure and resources to ensure resilience to climate hazards (IPCC, 2021). For decades, advocates of climate change education have been highlighting the potential of education to help mitigate against climate change, and support adaptation efforts. However, implementation has been patchy, with inconsistent approaches and a lack of evidence to help determine the most effective way forward.This paper is divided into three sections, drawing together evidence on the key aspects of system reform,green and resilient infrastructure and Curriculum, pedagogy, assessment and teacher development. DA - 2022/03/31/ PY - 2022 DO - 10.19088/K4D.2022.083 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17607 Y2 - 2022/12/18/18:15:29 ER - TY - BLOG TI - Improving Results In Secondary Education (IRISE) - Open Development & Education AB - The IRISE project aims is to assist the Government of Liberia to improve the senior secondary education through “innovative approaches”. DA - 2022/11/08/T13:47:38+00:00 PY - 2022 LA - en-GB UR - https://opendeved.net/programmes/irise/, https://opendeved.net/programmes/irise/ Y2 - 2024/01/06/12:55:20 ER - TY - JOUR TI - Improving School Work in Challenging Context: Practitioners’ Views following a Participatory Action Research Project from Eritrea AU - Idris, Khalid Mohammed AU - Asfaha, Yonas Mesfun T2 - Nordic Journal of Comparative and International Education (NJCIE) DA - 2019/// PY - 2019 DO - 10.7577/njcie.3039 DP - Google Scholar VL - 3 IS - 2 SP - 72 EP - 90 ST - Improving School Work in Challenging Context KW - _C:China CHN KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:Namibia NAM KW - _C:Nigeria NGA KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Improving Secondary School Teacher Quality in Sub-Saharan Africa AU - Bainton, Dave AU - Barrett, Angeline Mbogo AU - Tikly, Leon T2 - Bristol Working Papers in Education DA - 2016/// PY - 2016 DP - Zotero LA - en PB - University of Bristol SN - 3 KW - C:sub-Saharan Africa KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Burundi BDI KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Congo, Republic COG KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:India IND KW - _C:Ivory Coast CIV KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Improving Secondary School Teacher Quality in Sub-Saharan Africa: Framing the Issues AU - Bainton, Dave AU - Barrett, Angeline Mbogo AU - Tikly, Leon DA - 2016/// PY - 2016 PB - Bristol Working Papers in Education UR - https://www.bristol.ac.uk/media-library/sites/education/documents/bristol-working-papers-in-education/improving-secondary-school-teacher-quality-in-sub-saharan-africa.pdf KW - Cited KW - RRQ1:High KW - ⛔ No DOI found ER - TY - JOUR TI - Improving teacher professional development for online and blended learning: a systematic meta-aggregative review AU - Philipsen, Brent AU - Tondeur, Jo AU - Pareja Roblin, Natalie AU - Vanslambrouck, Silke AU - Zhu, Chang T2 - Educational Technology Research and Development AB - In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL. DA - 2019/10/01/ PY - 2019 DO - 10.1007/s11423-019-09645-8 DP - Springer Link VL - 67 IS - 5 SP - 1145 EP - 1174 J2 - Education Tech Research Dev LA - en SN - 1556-6501 ST - Improving teacher professional development for online and blended learning UR - https://www.researchgate.net/publication/330690661_Improving_teacher_professional_development_for_online_and_blended_learning_a_systematic_meta-aggregative_review Y2 - 2021/05/28/15:43:19 ER - TY - CHAP TI - Improving the Impact of Educational Technologies on Learning Within Low-Income Contexts AU - Castillo, Nathan AU - Adam, Taskeen AU - Haßler, Björn T2 - Learning, Marginalization, and Improving the Quality of Education in Low-income Countries T3 - Learning at the Bottom of the Pyramid CY - Cambridge, UK DA - 2022/// PY - 2022 DP - www.openbookpublishers.com LA - English PB - Open Book Publishers SN - 978-1-80064-200-3 978-1-80064-201-0 978-1-80064-202-7 978-1-80064-203-4 978-1-80064-204-1 978-1-80064-205-8 SV - 2 UR - https://doi.org/10.11647/OBP.0256 Y2 - 2022/03/02/18:10:39 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - DATA TI - Improving the teaching of English as a first additional language in South Africa. AU - Cilliers, Jacobus AU - Fleisch, Brahm AU - Kotze, Janeli AU - Mohohlwane, Nompumelelo AU - Taylor, Stephen AU - Thulare, Tshegofatso AB - We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support. DA - 2020/07/15/ PY - 2020 LA - en PB - American Economic Association Y2 - 2020/07/20/18:09:47 KW - C:South Africa KW - __C:filed:1 ER - TY - RPRT TI - Improving the teaching of FLN: Insights from behavioral sciences AU - Better purpose AB - The Bill & Melinda Gates Foundation (BMGF) commissioned this report to draw insights on how the behavioral sciences could provide a lens to help us (1) better understand the problem of low foundational learning levels in low- and middle-income countries (LMICs) by shedding light on what influences teachers’ decision-making in the classroom, and (2) help shape solutions to improve foundational learning by supporting teachers to implement effective instructional practices. DA - 2022/// PY - 2022 UR - https://www.betterpurpose.co/_files/ugd/6a0d81_805e1c6a19a14f8fbdfb7482308ae3b7.pdf Y2 - 2022/09/28/09:38:24 KW - education ER - TY - JOUR TI - In a time of COVID-19 pandemic, stay healthy, connected, productive, and learning: words from the editorial team of HRDI AU - Li, Jessica AU - Ghosh, Rajashi AU - Nachmias, Stefanos T2 - Human Resource Development International DA - 2020/05/26/ PY - 2020 DO - 10.1080/13678868.2020.1752493 DP - Taylor and Francis+NEJM VL - 23 IS - 3 SP - 199 EP - 207 SN - 1367-8868 ST - In a time of COVID-19 pandemic, stay healthy, connected, productive, and learning UR - https://doi.org/10.1080/13678868.2020.1752493 Y2 - 2020/08/12/16:56:41 KW - __C:filed:1 ER - TY - BLOG TI - In Bringing a Literacy Project to Scale, has Kenya Found a Holy Grail? AU - Bruns, Barbara T2 - Center For Global Development AB - An article of faith among development economists is that “evidence-based policy” holds the promise of faster progress. Barbara Bruns set out to find a rigorously evaluated pilot whose evidence had led to a program at scale. It wasn’t easy. DA - 2018/10/26/ PY - 2018 LA - en UR - https://www.cgdev.org/blog/bringing-literacy-project-scale-has-kenya-found-holy-grail Y2 - 2020/08/12/10:37:27 KW - _yl:b ER - TY - JOUR TI - In-service Teachers' Sense of Agency after Participation in a Research Master Course AU - Impedovo, Maria Antonietta T2 - International Journal of Educational Psychology DA - 2016/// PY - 2016 DO - 10.17583/ijep.2016.2206 DP - Google Scholar VL - 5 IS - 3 SP - 281 KW - __C:filed:1 ER - TY - JOUR TI - In-Service Training Needs in an African Context: A Study of Headteacher and Teacher Perspectives in the Gucha District of Kenya AU - Onderi, Henry AU - Croll, Paul T2 - Journal of in‐service education AB - Improving the quality of teaching is an educational priority in Kenya, as in many developing countries. The present paper considers various aspects on in-service education, including views on the effectiveness of in-service, teacher and headteacher priorities in determining in-service needs and the constraints on providing in-service courses. These issues are examined though an empirical study of 30 secondary headteachers and 109 teachers in a district of Kenya. The results show a strong felt need for in-service provision together with a firm belief in the efficacy of in-service in raising pupil achievement. Headteachers had a stronger belief in the need for in-service for their teachers than did the teachers themselves. The priorities of both headteachers and teachers were dominated by the external pressures of the schools, in particular the pressures for curriculum innovation and examination success. The resource constraints on supporting attendance at in-service courses were the major problems facing headteachers. The results reflect the difficulties that responding to an externally driven in-service agenda creates in a context of scarce resources. (Contains 6 tables.) DA - 2008/// PY - 2008 DO - 10.1080/13674580801950832 LA - en AN - LOCAL-PQ-61973980 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:T KW - D:developing country KW - F:achievement KW - F:attitude KW - F:curriculum KW - F:teaching KW - P:measurement KW - P:services KW - P:teacher education KW - P:teachers KW - T:TVET KW - T:work-based learning KW - Z:Academic Achievement KW - Z:Administrator Attitudes KW - Z:Educational Innovation KW - Z:Educational Needs KW - Z:Faculty Development KW - Z:Foreign Countries KW - Z:Inservice Teacher Education KW - Z:Principals KW - Z:Secondary School Teachers KW - Z:Secondary Schools KW - Z:Teacher Attitudes KW - Z:Teacher Influence KW - Z:Vocational Education KW - publicImportV1 ER - TY - JOUR TI - Incentives to Learn. AU - Kremer, Michael AU - Miguel, Edward AU - Thornton, Rebecca T2 - The Review of Economics and Statistics 91 DA - 2009/// PY - 2009 DO - 10.1162/rest.91.3.437 VL - 3 SP - 437 EP - 456 UR - https://www.nber.org/papers/w10971 ER - TY - JOUR TI - Incentives Work: Getting Teachers to Come to School. AU - Duflo, Esther AU - Hanna, Rema AU - Ryan, Stephen P. T2 - American Economic Review DA - 2012/// PY - 2012 DO - 10.1257/aer.102.4.1241 VL - 102 SP - 1241 EP - 78 UR - https://www.aeaweb.org/articles ER - TY - RPRT TI - Incentivizing Textbooks for Self-Study: Experimental Evidence from the Democratic Republic of Congo AU - Falisse, Jean-Benoit AU - Huysentruyt, Marieke AU - Olofsgård, Anders AB - We use a randomized field experiment to test whether a new self-study routine, designed to encourage the use of textbooks at home, can improve student achievement. In treatment schools, students and teachers were incentivized to adopt the routine through, respectively, a public display of stars (one for each time they took home books) and financial incentives (to compensate for potential loss or damage of textbooks). French language test scores improved in the treatment schools by 0.319σ relative to the control group, but no impact on math test scores was found. The intervention also raised the average likelihood of a student taking the high-stake end of the year national exam by 10 percentage points, without a negative impact on average exam results. The routine increased students’ job and secondary school aspirations and their perceptions of the usefulness of textbooks, likely pathways for the main results. The low-cost routine relied on a more efficient usage of existing basic educational material, making it feasible also in a very resource constrained and fragile setting. Our findings highlight the critical role of self-learning to promote student achievement and suggest that a simple ‘textbook at home’ routine may compensate for lower quality teaching in class. DA - 2019/05// PY - 2019 DP - journals.aom.org (Atypon) ST - Incentivizing Textbooks for Self-Study UR - https://novafrica.org/wp-content/uploads/2019/05/textbook-paper-May-19-2019-final-Lisbon-draft-clean.pdf Y2 - 2022/04/18/10:47:44 KW - AOM Annual Meeting Proceedings 2020 ER - TY - JOUR TI - Incentivizing Textbooks for Self-Study: Experimental Evidence from the Democratic Republic of Congo AU - Falisse, Jean-Benoit AU - Huysentruyt, Marieke AU - Olofsgård, Anders T2 - Academy of Management Proceedings AB - We use a randomized field experiment to study the impact of a simple “textbooks for self-study” incentive scheme targeting primary school students in South Kivu. Students in the treatment schools scored 0.320s higher in French but did no better in math. They were more likely to take the high-stakes end-of-6th-grade national exam and to aspire to a non-manual profession.. The largest positive impact was found in schools with lower-quality teaching performance and for lower-ability students. Our results demonstrate that programs designed to intensify and diversify students’ use of existing school resources can sharply improve student achievement and career aspirations. DA - 2020/08// PY - 2020 DO - 10.5465/AMBPP.2020.19578abstract DP - journals.aom.org (Atypon) VL - 2020 IS - 1 SP - 19578 J2 - Proceedings SN - 0065-0668 ST - Incentivizing Textbooks for Self-Study UR - https://journals.aom.org/doi/10.5465/AMBPP.2020.19578abstract Y2 - 2022/04/18/10:47:44 KW - AOM Annual Meeting Proceedings 2020 ER - TY - RPRT TI - Inception Report AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - Regis, Callista AU - D’Angelo, Sophia AU - Haßler, Björn CN - 0207 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 1 KW - Author:OpenDevEd ER - TY - RPRT TI - Inception Report - Digital Literacy (Smart Africa) AU - Macharia,, Grace AU - Haßler, Björn AU - Martin,, Anna AU - Omboto,, Charles AB - An output of the Open Development & Education, https://.opendeved.net/ CN - 1015 DA - 2023/// PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/JI4TEPQG KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - ELEC TI - Incidence of HIV, all (per 1,000 uninfected population) - Sierra Leone | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/SH.HIV.INCD.TL.P3?end=2020&locations=SL&start=1990 Y2 - 2022/01/10/19:28:35 ER - TY - ELEC TI - Incidence of malaria (per 1,000 population at risk) - Sierra Leone, Sub-Saharan Africa (excluding high income) | Data AU - World Bank DA - 2018/// PY - 2018 UR - https://data.worldbank.org/indicator/SH.MLR.INCD.P3?locations=SL-ZF Y2 - 2022/01/10/19:43:56 ER - TY - CONF TI - Inclusion and Independence: The impact of Mobile Technology on the Lives of Persons with Disabilities in Kenya and Bangladesh AU - Jahan, Nusrat AU - Barbareschi, Giulia AU - Jan, Clara Aranda AU - Mutuku, Charles Musungu AU - Rahman, Naemur AU - Austin, Victoria AU - Holloway, Catherine T2 - 2020 IEEE Global Humanitarian Technology Conference (GHTC) AB - Globally, mobile technology plays a significant role connecting and supporting people with disabilities. However, there has been limited research focused on understanding the impact of mobile technology in the lives of persons with disabilities in low or middle- income countries. This paper presents the findings of a participatory photovoice study looking at the role that mobile phones play in the daily lives of 16 persons with disabilities in Kenya and Bangladesh. Participants used a combination of pictures and voice recordings to capture their own stories and illustrate the impact that mobile phone use has on their lives. Through thematic analysis, we categorized the benefits of mobile phones captured by participants as 1) Improved social connection; 2) Increased independence and 3) Access to opportunities. While mobile phones are ubiquitously used for communication, for persons with disabilities they become essential assistive technologies that bridge barriers to opportunities which are not accessible otherwise. Our paper adds evidence to the need for mobile phones for persons with disabilities to enable communication and connectivity in support of development. C1 - Seattle, WA, USA C3 - 2020 IEEE Global Humanitarian Technology Conference (GHTC) DA - 2020/10/29/ PY - 2020 DO - 10.1109/GHTC46280.2020.9342934 DP - DOI.org (Crossref) SP - 1 EP - 8 LA - en PB - IEEE SN - 978-1-72817-388-7 ST - Inclusion and Independence UR - https://ieeexplore.ieee.org/document/9342934/ Y2 - 2024/01/12/17:07:27 ER - TY - THES TI - Inclusion in Practice: An explanatory study of how patterns of classroom discourse shape processes of educational inclusion in Tanzanian secondary school classrooms AU - Walker, Lisa Beth DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - University of Cambridge ST - Inclusion in Practice KW - _C:Albania ALB KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Germany DEU KW - _C:India IND KW - _C:Israel ISR KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Malaysia MYS KW - _C:Malta MLT KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Netherlands NLD KW - _C:Peru PER KW - _C:Russian Federation RUS KW - _C:Seychelles SYC KW - _C:South Africa ZAF KW - _C:Syrian Arab Republic SYR KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Inclusion of GIS in student teacher training and its significance in higher education in southern African countries AU - Mzuza, Maureen Kapute AU - Westhuizen, Christo Van der T2 - International Research in Geographical and Environmental Education AB - Studies have been carried out on the use of geographical information systems (GIS) in teacher training, especially in the developed countries. In southern African countries, nevertheless, the scenario is different because GIS education appears to be a rather new field of study. This study therefore used systematic review to collect data. This method assists in finding and understanding the outcomes of other research conducted within the same field of study. The results reveal that only three countries (South Africa, Botswana and Malawi) teach GIS at their teacher-training universities and secondary schools. In Lesotho, GIS are only taught in secondary schools. In other countries, such as Zambia, Namibia and Zimbabwe, GIS are not taught at all at teacher-training universities and secondary schools but only at universities or departments that do not train teachers. There is no inclusion of GIS at the universities in Angola, Mozambique, Swaziland and Lesotho. Countries that use GIS have demonstrated that the course helps with decision-making, critical thinking and inquiry-based and learner-centred learning, which have the ability to improve the quality of education. Educators and policy-makers are encouraged to reinforce the inclusion of GIS and use of relevant pedagogical skills in teacher-training universities. DA - 2020/10/01/ PY - 2020 DO - 10.1080/10382046.2019.1684660 DP - Taylor and Francis+NEJM VL - 29 IS - 4 SP - 332 EP - 346 SN - 1038-2046 UR - https://doi.org/10.1080/10382046.2019.1684660 Y2 - 2021/03/07/14:15:19 KW - Southern Africa KW - _C:Angola AGO KW - _C:Botswana BWA KW - _C:Canada CAN KW - _C:Finland FIN KW - _C:India IND KW - _C:Italy ITA KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - geographical information systems (GIS) KW - geography KW - motivation tool KW - technology ER - TY - JOUR TI - Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda AU - Ojok, Patrick AU - Wormnæs, Siri T2 - International Journal of Inclusive Education AB - Teachers in regular schools have a responsibility to accommodate the needs and interests of all learners. The attitudes and willingness of teachers to include learners with intellectual disabilities in their classes in regular schools in a district with a semi-nomadic pastoral population in north-eastern Uganda was investigated. A survey of 125 school teachers was conducted, using an attitude scale and a willingness sub-scale. The results showed slightly more positive than negative attitudes, and more willingness than unwillingness to teach learners with intellectual disabilities. Attendance of workshops and seminars had a positive impact on teacher attitudes and willingness towards inclusive education. The findings are discussed with reference to historical–cultural characteristics of the district, as well as pupil and teacher characteristics. DA - 2013/09/01/ PY - 2013 DO - 10.1080/13603116.2012.728251 DP - Taylor and Francis+NEJM VL - 17 IS - 9 SP - 1003 EP - 1021 SN - 1360-3116 ST - Inclusion of pupils with intellectual disabilities UR - https://doi.org/10.1080/13603116.2012.728251 Y2 - 2022/04/01/12:35:53 KW - Uganda KW - attitudes KW - inclusive education KW - intellectual disabilities KW - teachers KW - willingness ER - TY - BOOK TI - Inclusive aid: changing power and relationships in international development A3 - Groves, Leslie Christine A3 - Hinton, Rachel Barbara CN - HC60 .I418 2004 CY - London ; Sterling, Va DA - 2004/// PY - 2004 DP - Library of Congress ISBN SP - 237 LA - en PB - Earthscan SN - 978-1-84407-033-6 978-1-84407-032-9 ST - Inclusive aid KW - Developing countries KW - Economic assistance KW - Poverty ER - TY - JOUR TI - Inclusive and Special Education Approaches in Developing Countries AU - Price, Roz AB - The aim of this review was to present the recent evidence on the effectiveness of inclusive and special education approaches in improving learning and behavioural outcomes, with a focus on developing countries, particularly Ethiopia. One of the key difficulties surrounding inclusive education in developing countries is the lack of research about education in these countries. Although there has been an increase of research in the last 5 years, robust, empirical evidence for low- and middle-income countries is still lacking, and difficulties around clear definitions of inclusive education and comparability of data on education of children with disabilities, makes it difficult to assess to what extent they are being left behind. In particular, there is limited long-term data and evidence around learning achievements and outcomes for learners with disabilities, making it difficult to enact systemic changes to the education system that would improve learning achievements for children with disabilities (Schuelka, 2013). For most studies reviewed, data were lacking on whether outcomes differed according to gender, or whether interventions were cost-effective. The lack of data comparing different approaches that try to improve educational inclusion and outcomes for children with disabilities makes it difficult to judge what approach is most effective (Kuper et al, 2018). DA - 2018/08/17/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14284 Y2 - 2022/12/18/18:15:31 KW - ⛔ No DOI found ER - TY - ELEC TI - Inclusive Design Toolkit AU - University of Cambridge DA - 2023/// PY - 2023 UR - https://www.inclusivedesigntoolkit.com/whatis/whatis.html Y2 - 2024/01/12/00:00:00 ER - TY - JOUR TI - Inclusive Education in Zimbabwe: Policy, Curriculum, Practice, Family, and Teacher Education Issues AU - Mutepfa, Magen M. AU - Mpofu, Elias AU - Chataika, Tsitsi T2 - Childhood Education DA - 2007/09/01/ PY - 2007 DO - 10.1080/00094056.2007.10522947 DP - Taylor and Francis+NEJM VL - 83 IS - 6 SP - 342 EP - 346 SN - 0009-4056 ST - Inclusive Education in Zimbabwe UR - https://doi.org/10.1080/00094056.2007.10522947 Y2 - 2021/11/10/01:20:18 ER - TY - JOUR TI - Inclusive open education: presumptions, principles, and practices AU - Croft, Benjamin AU - Brown, Monica T2 - Distance Education AB - Open education has long been forwarded as a producer of equity. However, there currently exists a lack of critical engagement with issues of justice in open educational practices (OEP). Although the affordances of open education have potential for increasing equity, creating knowledge alongside learners is inherently rife with complexities for inclusion and diversity. As online faculty build relationships with and between students and engage in unconventional but authentic instruction, they must be cognizant of the ways in which historically underrepresented populations are systematically marginalized and might be excluded from full participation. This article seeks to investigate tensions at the nexus of OEP and social justice, identify underlying principles of inclusive OEP, and offer initial strategies on using OEP inclusively and in alignment with a social justice framework. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757410 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 156 EP - 170 SN - 0158-7919 ST - Inclusive open education UR - https://doi.org/10.1080/01587919.2020.1757410 Y2 - 2021/03/24/14:38:42 KW - marginalization KW - open education KW - open educational practices KW - open pedagogy KW - social identity KW - social justice ER - TY - JOUR TI - Inclusive rigour for complexity AU - Chambers, Robert T2 - Journal of Development Effectiveness DA - 2015/// PY - 2015 DO - 10.1080/19439342.2015.1068356 DP - Google Scholar VL - 7 IS - 3 SP - 327 EP - 335 ER - TY - JOUR TI - Inclusiveness in the Vocational Education Policy and Legal Frameworks of Kenya and Tanzania AU - Malle, Abebe Yehualawork T2 - Journal of Education and Learning AB - This study examines the status of inclusiveness in the education and training policies of Ethiopia in comparison to those of selected East African countries. The focus is on vocational education in terms of the special educational and training needs of students with disabilities. Focus group discussions and interviews conducted in Kenya and Tanzania, relevant policy document analysis and the findings of Article 1 of the study were used as primary sources for the research. A total of 18 representatives of DPOs from Kenya and Tanzania participated in two sessions of focus group discussions, and 15 high-profile figures and experts from concerned government bodies of these study countries were interviewed. Most of the study participants agreed that the issue of disability was not adequately addressed in the education and training policies or the legal and implementation instruments of the study countries. The participants also proposed valuable recommendations. DA - 2016/// PY - 2016 LA - en AN - LOCAL-PQ-1871575596 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Ethiopia KW - C:Kenya KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:disability KW - F:inclusion KW - F:policy KW - P:measurement KW - R:focus groups KW - R:interview KW - T:TVET KW - T:Training KW - T:training needs KW - Z:Comparative Education KW - Z:Disabilities KW - Z:Educational Legislation KW - Z:Educational Needs KW - Z:Educational Policy KW - Z:Focus Groups KW - Z:Foreign Countries KW - Z:Inclusion KW - Z:Interviews KW - Z:Special Education KW - Z:Specialists KW - Z:Vocational Education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course AU - Zengin, Yilmaz T2 - International Journal of Mathematical Education in Science and Technology AB - The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics. DA - 2018/10// PY - 2018 DO - 10.1080/0020739X.2018.1431850 VL - 49 IS - 7 SP - 1083 EP - 1098 LA - English SN - 0020739X UR - https://www.researchgate.net/publication/323024598_Incorporating_the_dynamic_mathematics_software_GeoGebra_into_a_history_of_mathematics_course AN - 2081325301 KW - Colleges & universities KW - Computer Software KW - Content analysis KW - Data acquisition KW - ERIC, Current Index to Journals in Education (CIJE) KW - Foreign Countries KW - GeoGebra KW - Geometry KW - Higher Education KW - History KW - History of mathematics KW - Mathematical Concepts KW - Mathematical Logic KW - Mathematical analysis KW - Mathematics KW - Mathematics Instruction KW - Mathematics Teachers KW - Preservice Teachers KW - Qualitative analysis KW - Qualitative research KW - Software KW - Student Attitudes KW - Teachers KW - Turkey KW - Validity KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098800 KW - __finaldtb KW - dynamic mathematics software KW - pre-service teachers' views ER - TY - CONF TI - Incorporating the iPad in the mathematics classroom AU - Preciado-Babb, AP C3 - Global Engineering Education Conference (EDUCON), 2012 IEEE DA - 2012/// PY - 2012 DO - 10.1109/educon.2012.6201195 SP - 1 EP - 5 PB - IEEE ER - TY - JOUR TI - Increased educational attainment and its effect on child mortality in 175 countries between 1970 and 2009: a systematic analysis AU - Gakidou, Emmanuela AU - Cowling, Krycia AU - Lozano, Rafael AU - Murray, Christopher J.L. T2 - The Lancet DA - 2010/// PY - 2010 DO - 10.1016/S0140-6736(10)61257-3 VL - 376 SP - 959 EP - 74 ER - TY - JOUR TI - Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania AU - Nartker, AJ AU - Stevens, L T2 - Human Resources for Health DA - 2010/// PY - 2010 DO - 10.1186/1478-4491-8-30 LA - en UR - https://human-resources-health.biomedcentral.com/articles/10.1186/1478-4491-8-30 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:motivation KW - P:health KW - Q:distance learning KW - T:Training KW - T:career KW - T:continuing education KW - publicImportV1 ER - TY - JOUR TI - Independent and combined effects of improved water, sanitation, and hygiene, and improved complementary feeding, on child stunting and anaemia in rural Zimbabwe: a cluster-randomised trial AU - Humphrey, Jean H. AU - Mbuya, Mduduzi NN AU - Ntozini, Robert AU - Moulton, Lawrence H. AU - Stoltzfus, Rebecca J. AU - Tavengwa, Naume V. AU - Mutasa, Kuda AU - Majo, Florence AU - Mutasa, Batsirai AU - Mangwadu, Goldberg T2 - The Lancet Global Health DA - 2019/// PY - 2019 DO - 10.1016/S2214-109X(18)30374-7 DP - Google Scholar VL - 7 IS - 1 SP - e132 EP - e147 ST - Independent and combined effects of improved water, sanitation, and hygiene, and improved complementary feeding, on child stunting and anaemia in rural Zimbabwe ER - TY - RPRT TI - Independent Reporting Mechanism (IRM): Sierra Leone Design Report 2019–2021 AU - Field, Tracey-Lynn DA - 2020/// PY - 2020 PB - Open Government Partnership UR - https://www.opengovpartnership.org/documents/sierra-leone-design-report-2019-2021/ KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Indicators and Methods for Assessing Entrepreneurship Training Programmes AU - Ismail, Zenobia AB - Entrepreneurship training programmes are an important component of demand side job creation strategies in developing countries (Fox and Kaul, 2017). Assessments of such programmes are constrained by variations in the programme content, as entrepreneurship training is often combined with grants, life-skills training, internships and mentorship. The targets of these programmes also vary and include vulnerable groups, subsistence entrepreneurs as well as firms which have greater potential for growth. The indicators of success should be adapted to suit the objectives and target group of the programme. Given the varied nature of entrepreneurship training programmes it is unsurprising that a range of indicators are used to assess them. The indicators can be grouped into three broad categories: indicators of business practices, indicators of business performance and psychological indicators. Income and profits are the most commonly used indicator (Cho & Honorati, 2014). Randomised control trials which compare treatment and control groups are the gold standard method for assessing entrepreneurship training programmes. However, the quality of these studies can be improved by having larger sample sizes, baseline assessments before the intervention and three to four follow-up assessments to assess the long-term success of the programme. DA - 2018/03/30/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13788 Y2 - 2022/12/18/18:15:33 KW - ⛔ No DOI found ER - TY - JOUR TI - Indigenisation of the School Curriculum: Connecting Classroom and Community Experiences AU - Mwanza, Christine AU - Changwe, Robert T2 - Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736) DA - 2021/// PY - 2021 DP - Google Scholar VL - 4 IS - 1 SP - 125 EP - 136 ST - Indigenisation of the School Curriculum UR - https://vet.unza.zm/index.php/mjlsse/article/view/605 Y2 - 2023/11/28/15:07:26 KW - ⛔ No DOI found ER - TY - JOUR TI - Indigenous Authorship on Open and Digital Platforms: Social Justice Processes and Potential AU - Funk, Johanna AU - Guthadjaka, Kathy T2 - Journal of Interactive Media in Education AB - Online digital platforms can increase access to educational opportunities for marginalised students, authors and communities, but digital platform design can further marginalise Indigenous knowledge because such platforms are structured according to western epistemological assumptions. They do not accommodate for Indigenous or alternative knowledge frameworks. In addition, the premium placed on openness by certain platforms and licenses contradicts the approaches preferred by Indigenous knowledge authorities who tie the sharing of some types of knowledge to the identity and authority level of the intended audience. Knowledge in this context is not understood as discrete units of information that can be abstracted from their communities, easily shared on public platforms, but rather as sensitive materials that can only be shared by recognized knowledge authorities for specific purposes. The processes by which Indigenous knowledge authorities engage with knowledge sharing on digital platforms comprise a complex landscape in which social justice concerns come into play. This paper discusses how, within institutional design contexts, open educational practice (OEP) by Northern Australian Indigenous authors can enable different forms of social justice and work incrementally towards achieving greater recognition of Indigenous intellectual sovereign acts with due respect to the wider significance of Indigenous Sovereignty (Rigney 2001). It examines three sets of Indigenous open resources to gauge the extent to which open digital platforms allow for the expression of Indigenous knowledge authority, one necessary feature for achieving social justice in the Australian context. It examines the resources using Fraser’s social justice framework (2005) as modelled by Hodgkinson-Williams and Trotters’ (2018) and Lambert’s (2018) approach to educational resources, and how design decisions can result in greater justice in knowledge affirmation and transformation but originate in offline decision making. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.560 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 6 LA - en SN - 1365-893X ST - Indigenous Authorship on Open and Digital Platforms UR - http://jime.open.ac.uk/articles/10.5334/jime.560/ Y2 - 2020/07/11/18:36:32 KW - Indigenous knowledge and language KW - Open Education Practice KW - authority KW - authorship KW - digital inclusion and diversity KW - social justice ER - TY - JOUR TI - Individual difference in thermal comfort: A literature review AU - Wang, Zhe AU - de Dear, Richard AU - Luo, Maohui AU - Lin, Borong AU - He, Yingdong AU - Ghahramani, Ali AU - Zhu, Yingxin T2 - Building and Environment AB - Human individual differences widely and markedly affect thermal comfort and should be carefully considered in the design and operation of the built environment. This paper aims to list and examine the magnitude and significance of individual difference in the preferred/neutral/comfort temperature through reviewing previous climate chamber and field studies. Causal factors for individual differences are investigated, including sex, age and etc. There is no clear and consistent conclusions as to the significance and size of inter-group differences in thermal comfort (between females and males, or the young and the old). To address the issue of individual difference, a paradigm shift from centralized to personalized air condition is on the way with the following three steps: first, collecting individual physiological and psychological response; second, predict individual comfort with machine learning algorithms; and third, accommodating individual difference with Personalized Comfort Systems. DA - 2018/06/15/ PY - 2018 DO - 10.1016/j.buildenv.2018.04.040 DP - ScienceDirect VL - 138 SP - 181 EP - 193 J2 - Building and Environment LA - en SN - 0360-1323 ST - Individual difference in thermal comfort UR - https://www.sciencedirect.com/science/article/pii/S0360132318302518 Y2 - 2022/06/03/08:46:20 KW - Comfort temperature KW - Individual comfort model KW - Individual difference KW - Personal comfort systems ER - TY - ELEC TI - Individuals using the Internet (% of population) - Bangladesh AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=BD Y2 - 2020/04/10/15:32:38 ER - TY - CONF TI - Indoor Air Quality and Overheating in UK Classrooms–an Archetype Stock Modelling Approach AU - Schwartz, Y. AU - Korolija, I. AU - Symonds, P. AU - Godoy-Shimizu, D. AU - Dong, J. AU - Hong, S. M. AU - Mavrogianni, A. AU - Grassie, D. AU - Mumovic, D. AB - Abstract. Children spend a large part of their waking lives in school buildings. There is substantial evidence that poor indoor air quality (IAQ) and thermal discomfort can have detrimental impacts on the performance, wellbeing and health of schoolchildren and staff. Maintaining good IAQ while avoiding overheating in classrooms is challenging due to the unique occupancy patterns and heat properties of schools. Building stock modelling has been extensively used in recent years to quantify and evaluate performance of large numbers of buildings at various scales. This paper builds on an archetype stock modelling approach which represents the diversity of the school stock in England through an analysis of The Property Data Survey Programme (PDSP) and the Display Energy Certificates (DEC) databases. The model was used for simulating Indoor-to-Outdoor pollution ratios to estimate indoor air pollution levels (NO2, PM2.5 and CO2) and thermal comfort (overheating) in two climate areas in England: London and the West Pennines. analysis highlighted variations in classrooms’ indoor CO2 levels in different seasons and explored the risk of overheating in relation to a classroom’s orientation. C3 - Journal of Physics: Conference Series DA - 2021/// PY - 2021 DO - 10.1088/1742-6596/2069/1/012175 DP - Google Scholar VL - 2069 SP - 012175 PB - IOP Publishing KW - BE:RELEVANT ER - TY - JOUR TI - Indoor Conditions in Educational Buildings: the Case of Bolzano Schools AU - Dugaria, S. AU - Pernigotto, G. AU - Gasparella, A. DA - 2021/// PY - 2021 DP - Google Scholar ST - Indoor Conditions in Educational Buildings KW - BE:RELEVANT KW - ⛔ No DOI found ER - TY - BOOK TI - Indoor Environmental Quality (IEQ) in Hot-Dry Regions of Sub-Saharan Africa AU - Ali, S.M. CY - Kano DA - 2021/// PY - 2021 LA - en PB - BUK Press ER - TY - JOUR TI - Indoor environmental quality of classrooms and occupants' comfort in a special education school in Slovak Republic AU - Vilcekova, Silvia AU - Meciarova, Ludmila AU - Burdova, Eva Kridlova AU - Katunska, Jana AU - Kosicanova, Danica AU - Doroudiani, Saeed T2 - Building and Environment DA - 2017/// PY - 2017 DO - 10.1016/j.buildenv.2017.05.001 DP - Google Scholar VL - 120 SP - 29 EP - 40 KW - BE:RELEVANT ER - TY - THES TI - Indoor environmental quality, pupils' health and academic performance AU - Toyinbo, Oluyemi Olagoke AB - Basic elementary school is compulsory for students in most countries of the world. Therefore, children spend a considerable amount of their time in school studying. Subsequently, exposure to substances in their school indoor environment can affect their studies and health. In addition , children are more susceptible to indoor pollutants because their organ systems are immature. In general, there has been more research on the impact of offices and industrial environments on adult occupants than research on school environments involving pupils. The aim of this thesis is to assess elementary schools’ indoor environmental quality, and its associations with pupils’ health and learning outcomes. Data were collected from three countries (samples including all elementary schools in Finland, seventy elementary schools in United States of America and five elementary schools in Nigeria). This included measuring classroom indoor and outdoor temperature, carbon dioxide, carbon monoxide and relative humidity. Ventilation rates were also assessed as well as cleaning effectiveness. A walkthrough was done to evaluate school building characteristics while students and school principals were asked questions about health and school environmental conditions respectively. Data were also recovered from registries. The results from Finland showed that noise and poor air quality in classrooms were the most prevalent indoor environmental (IEQ) factors causing discomfort, while headache, fatigue and stuffy nose were the most prevalent health problems reported by students. Where students reported poor air quality in classrooms, it was associated with high measured mean temperature and low ventilation rates in those classrooms. Respiratory symptoms increased with thermal discomfort, inadequate ventilation and moisture damage. Missed school days as a result of respiratory symptoms was more common in schools with inadequate ventilation. Inadequate ventilation was associated with learning outcomes. Ventilation rate was dependent on the type of the ventilation system. Upgraded systems were found to provide more adequate ventilation and thermal comfort in schools. A negative significant correlation was also found between the number of students in the classroom and ventilation rate per student. In the US study, academic performance such as passing mathematical and reading tests was related to ventilation rates and indoor temperature in classrooms. Inadequate ventilation was associated with increased visits to school nurses due to respiratory symptoms while biological contamination of high contact surfaces was related to increased visits due to gastro-intestinal symptoms. In the Nigerian study, thermal discomfort was observed in classrooms especially in the afternoon even though most classrooms were adequately ventilated judging by indoor carbon dioxide (CO2) concentration. There was lack of functioning bathrooms in most schools studied and biological contamination of student desk was moderately high based on adenosine triphosphate (ATP) testing. It was considered important that activities that emit or produce hazardous materials are not present or near school buildings, as this will ultimately affect the IEQ of classrooms. There is a need to constantly and continuously evaluate school buildings, so that the best possible indoo r environment can be provided for students at all times. DA - 2017/// PY - 2017 DP - Google Scholar M3 - PhD Thesis PB - Itä-Suomen yliopisto KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - Indoor temperature and health: a global systematic review AU - Tham, S. AU - Thompson, R. AU - Landeg, O. AU - Murray, K. A. AU - Waite, Thomas T2 - Public Health DA - 2020/// PY - 2020 DO - 10.1016/j.puhe.2019.09.005 DP - Google Scholar VL - 179 SP - 9 EP - 17 ST - Indoor temperature and health KW - BE:RELEVANT ER - TY - JOUR TI - Indoor temperatures in patient waiting rooms in eight rural primary health care centers in northern South Africa and the related potential risks to human health and wellbeing AU - Wright, Caradee Y. AU - Street, Renée A. AU - Cele, Nokulunga AU - Kunene, Zamantimande AU - Balakrishna, Yusentha AU - Albers, Patricia N. AU - Mathee, Angela T2 - International journal of environmental research and public health DA - 2017/// PY - 2017 DO - 10.3390/ijerph14010043 DP - Google Scholar VL - 14 IS - 1 SP - 43 KW - BE:LMIC KW - BE:RELEVANT ER - TY - CONF TI - Industrial training in Ghana: perceptions of the undergraduate construction student AU - Ayarkwa, J AU - Adinyira, E AU - Agyekum, K T2 - Procs West Africa Built Environment Research (WABER) Conference AB - The recent oil discovery and processing in Ghana is expected to result in growth of infrastructural development and increased chances of construction graduates to secure jobs. Universities hold the responsibility of producing graduates with sufficient background and excellent qualification to meet the expectations of the construction industry. Although universities‘ curricula have provisions for industrial training (IT), such programmes have not made the expected impact and need quick redress. This paper assesses the perceptions of undergraduate construction students of the College of Architecture and Planning of the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, on IT, and identifies challenges and possible measures to overcome such challenges. A structured questionnaire survey of 185 final year Building Technology and Architecture students was conducted. Data obtained were analyzed based on mean scores of factors evaluated and also t-test to assess the significance of the differences between students‘ performance before and after undertaking IT. Students are of the view that IT exposes them to real work environment and increase their job prospects among others. Students‘ satisfaction level with their performance on personal attitude, communication and work attitude significantly improved after undergoing IT. They are, however, not satisfied with their departments‘ involvement, particularly, with regards to placement and monitoring. Stressful placement processes and financial strain on students are some of the challenges identified. Educational institutions are to collaborate with industry to secure suitable placement for all students and to monitor IT activities in order to enhance the effectiveness of training programmes. DA - 2011/// PY - 2011 LA - en UR - http://dspace.knust.edu.gh/handle/123456789/10925 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:construction KW - P:environment KW - Q:educational technology KW - T:TVET KW - T:Training KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - ELEC TI - INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery T2 - Resource Centre AB - This Guidance Note provides a suggested framework for compensating teachers in fragile states, situations of displacement, and post-crisis recovery—situations where teachers are often underpaid or not paid at all. The note focuses on how to develop coordinating polices regarding teacher compensation, how to develop appropriate systems for managing the financial aspects of teacher payment, and how to provide complementary forms of teacher motivation and support to ensure teacher well-being. DA - 2017/08/14/T13:59:34+02:00 PY - 2017 LA - en UR - https://resourcecentre.savethechildren.net/library/inee-guidance-notes-teacher-compensation-fragile-states-situations-displacement-and-post-0 Y2 - 2021/02/11/15:32:37 ER - TY - RPRT TI - INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery AU - Inter-Agency Network for Education in Emergencies (INEE) AB - This Guidance Note provides a suggested framework for compensating teachers in fragile states, situations of displacement, and post-crisis recovery—situations where teachers are often underpaid or not paid at all. The note focuses on how to develop coordinating polices regarding teacher compensation, how to develop appropriate systems for managing the financial aspects of teacher payment, and how to provide complementary forms of teacher motivation and support to ensure teacher well-being. This document is intended for education program managers of education programme’s working in fragile states, situations of displacement and post-crisis recovery and education authorities within the government. DA - 2009/// PY - 2009 LA - en UR - https://resourcecentre.savethechildren.net/node/12316/pdf/338._inee_guidance_note_on_teacher_compensation.pdf Y2 - 2021/02/11/15:32:54 KW - __C:filed:1 ER - TY - JOUR TI - Inequitable Dispersion: Mapping the Distribution of Highly Qualified Teachers in St. Louis Metropolitan Elementary Schools AU - Schultz, Lyndsie Marie T2 - Education Policy Analysis Archives AB - The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically employed a higher percentage of less qualified teachers (Clotfelter, Ladd, & Vidgor, 2005, 2006; Hill & Lubienski, 2007; Lankford, Loeb, & Wyckoff, 2002). This study examines the distribution, location, and exceptions to highly qualified teachers in St. Louis metropolitan elementary schools. Using Geographic Information Systems (GIS), this study demonstrates how the distribution of highly qualified teachers remains relevant to urban education policy discussions. DA - 2014/09/08/ PY - 2014 DP - ERIC VL - 22 IS - 90 LA - en SN - EISSN-1068 2341 ST - Inequitable Dispersion UR - https://eric.ed.gov/?id=EJ1050052 Y2 - 2021/03/07/17:45:19 KW - Educational Legislation KW - Elementary School Teachers KW - Elementary Schools KW - Federal Legislation KW - Lebanon_event_2021 KW - Minority Group Students KW - Poverty KW - Predictor Variables KW - Socioeconomic Status KW - Teacher Certification KW - Teacher Effectiveness KW - Teacher Qualifications KW - Urban Education KW - Urban Schools KW - _C:Argentina ARG KW - _C:Bolivia BOL KW - _C:Brazil BRA KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:India IND KW - _C:Mexico MEX KW - _C:Peru PER KW - _C:Portugal PRT KW - _C:Spain ESP KW - _C:United States USA KW - _C:Venezuela VEN KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Influence of Air Temperature on School Teachers’ Mood and the Perception of Students’ Behavior AU - Boix-Vilella, Salvador AU - Saiz-Clar, Elena AU - León-Zarceño, Eva AU - Serrano, Miguel Angel T2 - Sustainability DA - 2021/// PY - 2021 DO - 10.3390/su13179707 DP - Google Scholar VL - 13 IS - 17 SP - 9707 KW - BE:RELEVANT ER - TY - JOUR TI - Influence of Different Roof Design Parameters on Classrooms’ Thermal Performance in Tropical Savannah Climate of Nigeria AU - Abba, Habu Yusuf AU - Bint Abdul-Majid, Roshida AU - Ahmed, Muhammad Hamdan AU - Said, El-Nafaty Abbas T2 - Journal of Xi'an University of Architecture & Technology DA - 2020/// PY - 2020 DP - Google Scholar VL - 12 SP - 4838 EP - 4846 KW - BE:LMIC KW - BE:RELEVANT KW - ⛔ No DOI found ER - TY - JOUR TI - Influence of Mobile Learning Training on Pre-Service Social Studies Teachers' Technology and Mobile Phone Self-Efficacies AU - Adedoja, Gloria AU - Oluwadara, Abimbade T2 - Journal of Education and Practice AB - Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training. DA - 2016/// PY - 2016 VL - 7 IS - 2 SP - 74 EP - 79 LA - en SN - 2222-1735, 2222-1735 UR - https://files.eric.ed.gov/fulltext/EJ1089740.pdf AN - LOCAL-PQ-1826519509 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - Age Differences KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Learning KW - F:attitude KW - F:learning KW - F:pedagogy KW - Foreign Countries KW - Higher Education KW - Instructional Effectiveness KW - Likert Scales KW - Nigeria KW - P:electro KW - P:services KW - P:social KW - P:teachers KW - P:technology KW - Postsecondary Education KW - Predictor Variables KW - Preservice Teachers KW - Pretests Posttests KW - Q:mobile learning KW - Questionnaires KW - R:questionnaire KW - Self Efficacy KW - Social Studies KW - Student Teacher Attitudes KW - T:Training KW - Technological Literacy KW - Technology Education KW - Z:Age Differences KW - Z:Electronic Learning KW - Z:Foreign Countries KW - Z:Instructional Effectiveness KW - Z:Likert Scales KW - Z:Predictor Variables KW - Z:Preservice Teachers KW - Z:Pretests Posttests KW - Z:Questionnaires KW - Z:Self Efficacy KW - Z:Social Studies KW - Z:Student Teacher Attitudes KW - Z:Technological Literacy KW - Z:Technology Education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096188 KW - __C:filed:1 KW - ___working_potential_duplicate KW - __finaldtb KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Influence of Sun Shading Devices on Energy Efficiency, Thermal Comfort and Lighting Comfort in a Warm Semi-Arid Dry Mediterranean Climate AU - Pérez-Carramiñana, Carlos AU - González-Avilés, Ángel Benigno AU - Castilla, Nuria AU - Galiano-Garrigós, Antonio T2 - Buildings AB - The dry Mediterranean climate (BShs) is the European region with the highest number of hours of sunshine per year. The high annual solar radiation makes sun shading devices necessary to comply with current energy efficiency standards. However, these standards do not sufficiently consider their effect on the indoor lighting comfort of buildings. The objective is to qualitatively and quantitatively determine how movable sun shading devices jointly influence the energy efficiency, thermal comfort and lighting comfort of buildings in BShs climate. The scientific novelty of the work consists of demonstrating the limitations of the sun shading systems commonly used in southeastern Spain and determining the optimal technical solution in this climate to simultaneously improve thermal and lighting comfort. This research comparatively studies the influence of various movable sun shading systems on the daylighting and thermal performance of an educational building. This study conducted on-site measurements, user surveys and computer simulations to study how to improve the thermal and lighting performances of the building. This work demonstrates that interior solar shading provides little improvement in thermal comfort and reduces the cooling demand by only 25%. External movable sun shading improves thermal comfort and reduces the cooling demand by more than 60%, but only adjustable blinds or awnings achieve adequate and homogeneous illuminance values as they diffuse daylight. The paper concludes that energy efficiency standards should be modified to ensure adequate lighting comfort in buildings. DA - 2024/02// PY - 2024 DO - 10.3390/buildings14020556 DP - www.mdpi.com VL - 14 IS - 2 SP - 556 LA - en SN - 2075-5309 UR - https://www.mdpi.com/2075-5309/14/2/556 Y2 - 2024/03/14/18:43:01 KW - energy efficiency KW - indoor lighting comfort KW - sun shading devices KW - thermal comfort KW - warm semi-arid dry Mediterranean climate ER - TY - JOUR TI - Influence of Trainee Teacher Philosophy about Teaching and Learning on Integration of Computer Technology into Future Teaching Practices AU - Kimaiyo, Lilian C AU - Kitainge, Kisilu M AU - Too, Jackson T2 - American Journal of Applied Psychology AB - The study sought to establish the influence of trainee teacher philosophy about teaching and learning on integration of computer technology into future teaching practices. This was done in the light of the fact that the Kenya government has launched the national laptop project in public primary schools which is expected to run from July, 2016.It is expected that the teachers who are undertaking training in Primary school Teacher Training colleges are key to effective implementation of computer use. The study was carried out in five public Teacher Training Colleges in the Rift Valley Province, Kenya. This study employed a correlational research design. The research population for the study was all teacher trainees in pubic teacher training colleges in Rift Valley. The colleges have a total population of 5,075 student teachers. Using a table of random numbers, the researcher then selected proportional samples from each stratum in every Teacher Training College to ensure that there was uniform representation of the different groups. The total sample from the five TTCs was 357 trainee teachers. The primary data was collected using a questionnaire consisting of two scales. The study established that there was a statistically significant influence of trainee teachers’ philosophy about teaching and learning on prospective ICT integration. Trainee teachers who believed that learners construct their own knowledge with the teacher as a guide scored highly on intentions to integrate ICT in the classroom than those who believed that the teacher is the source of knowledge. Trainee teachers who intended to use child-centered teaching practices viewed ICT integration positively. It is therefore important that teacher trainers in TTCs emphasize learner-centered teaching methods in order to promote ICT integration. DA - 2016/// PY - 2016 DP - Zotero VL - 4 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Influences of shadow education on the ecology of education – A review of the literature AU - Luo, Jiahui AU - Chan, Cecilia Ka Yuk T2 - Educational Research Review AB - Shadow education, also widely known as private tutoring or supplementary education, has attracted increasing research attention in the past two decades. The global expansion of shadow education, as well as its penetration to different educational stages and social classes, are believed to have far-reaching implications for the overall educational landscape. However, despite a steadily growing body of literature, no study to date has systematically reviewed the influences of shadow education from an ecological perspective. Therefore, borrowing Bronfenbrenner's ecological systems theory, this paper aims to provide a comprehensive overview of how shadow education influences different levels of educational ecosystems (i.e. individuals, micro-, meso-, exo-, and macro-system). Based on 74 empirical studies published between 2000 and 2020, the review reveals complex influences exerted by shadow education on multiple systems (e.g., students, mainstream schooling, families, and larger socioeconomic structures), contributing to a more sophisticated understanding of this phenomenon. The paper then discusses how the rise of shadow education creates significant changes to the ecology of education in which it operates, and concludes with implications for future practice and research. DA - 2022/06/01/ PY - 2022 DO - 10.1016/j.edurev.2022.100450 DP - ScienceDirect VL - 36 SP - 100450 J2 - Educational Research Review LA - en SN - 1747-938X UR - https://www.sciencedirect.com/science/article/pii/S1747938X22000197 Y2 - 2022/04/05/20:26:28 KW - Influence KW - Private tutoring KW - Supplementary education KW - Tutor KW - shadow Education ER - TY - JOUR TI - Influencing appraisals of emotional valence with spatial touchscreen interactions: An embodied approach to Positive Technology AU - Torres, Sergio Cervera DA - 2017/// PY - 2017 DP - Google Scholar ST - Influencing appraisals of emotional valence with spatial touchscreen interactions KW - _C:Canada CAN KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Italy ITA KW - _C:Netherlands NLD KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - InfoInternet for Education in the Global South: A Study of Applications Enabled by Free Information-only Internet Access in Technologically Disadvantaged Areas (authors' version) AU - Johansen, Johanna AU - Johansen, Christian AU - Noll, Josef T2 - arXiv preprint arXiv:1808.09496 DA - 2018/// PY - 2018 DP - Google Scholar ST - InfoInternet for Education in the Global South KW - _C:Bangladesh BGD KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:India IND KW - _C:Namibia NAM KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Peru PER KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Information and Collective Action in the Community Monitoring of Schools: Field and Lab Experimental Evidence from Uganda. AU - Barr, A. AU - Mugisha, F. AU - Serneels, P. AU - Zeitlin, A. T2 - Unpublished DA - 2012/// PY - 2012 UR - http://citeseerx.ist.psu.edu/viewdoc/download KW - ⛔ No DOI found ER - TY - JOUR TI - Information and Communication Technologies in Library and Information Science Education in Kenya AU - Minishi-Majanja, Mabel K. AU - Ocholla, Dennis N. T2 - Education for Information AB - Information and Communication Technologies (ICTs) have become central to education and training in Library and Information Science/Service (LIS) because of the great influence of these technologies on the professional world. This study on Kenya is part of a larger doctoral research project that aims to map and audit the types, nature and diffusion of ICTs in LIS education and training programmes in Africa. The findings indicate that all LIS schools in Kenya have embraced the use of ICTs, but there are major variations in terms of application. All but one LIS School offers a wide range of relevant ICT courses, many of them as core modules. However, not all of them offer, or are able to offer, practical hands-on experience for their students. In teaching and learning, only a few LIS schools use ICTs to deliver lectures, the majority still favouring age-old methods of face-to-face classroom teaching. In research, the lack of ICT facilities has resulted in partial and minimal use of ICTs, especially since academic staff have to pay (individually, from private funds) to access the Internet. For the same reasons electronic publishing of research results on the Internet is low. In terms of academic administration, most LIS schools have computerised but most activities still are conducted offline due to networking inadequacies. The study recommends that Kenyan LIS schools should increase the use of ICTs in teaching and learning to foster greater effectiveness. Kenyan LIS schools should strive to provide online and distance education in order to open more learning opportunities for the nation. (Contains 5 tables and 1 footnote.) DA - 2003/// PY - 2003 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:access KW - F:assessment KW - F:attitude KW - F:curriculum KW - F:learning KW - F:offline KW - F:pay KW - F:teaching KW - P:administration KW - P:electro KW - P:nature KW - P:services KW - P:technology KW - Q:ICT KW - Q:distance education KW - R:evaluation KW - R:questionnaire KW - SpecialTopic:Library KW - T:Classroom teaching KW - T:Training KW - Z:Administrator Attitudes KW - Z:Curriculum Evaluation KW - Z:Deans KW - Z:Educational Assessment KW - Z:Educational Development KW - Z:Educational Indicators KW - Z:Foreign Countries KW - Z:Information Science Education KW - Z:Information Technology KW - Z:Institutional Characteristics KW - Z:Questionnaires KW - Z:Technology Integration KW - Z:Technology Uses in Education KW - Z:Use Studies KW - publicImportV1 KW - ❓ Multiple DOI ER - TY - RPRT TI - Information and communication technologies in teacher education: a planning guide AU - Khvilon, Evgueni AU - Patru, Mariana DA - 2002/// PY - 2002 DP - Zotero LA - en PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000129533 ER - TY - BOOK TI - Information and Communication Technology for Development AU - Heeks, Richard DA - 2017/11/08/ PY - 2017 DP - Amazon SP - 428 LA - Inglés ER - TY - JOUR TI - Information and communication technology: The pivot of teaching and learning of skills in electrical and electronics technology programme in Nigeria AU - Chukwuedo T2 - International Journal of Vocational and Technical Education AB - The polymorphous nature of teaching and learning has contributed to the quest for skills delivery and acquisition at any place and pace. Teaching and learning of skills in electrical and electronics programme cannot be restricted to the traditional classroom settings, but should adopt favourable and acceptable technological dynamism. The inadequacy in the supply of facilities and qualified manpower perhaps has contributed to the need for skills delivery and acquisition in electrical and electronics programme through other technological means. One of such means found achievable is information and communication technologies (ICTs). This paper therefore reviewed ICTs as the pivot of globalizing teaching and learning of skills in electrical and electronics technology programme. The paper identified some of the skills in this programme, and ICTs that can be used to teach and learn the skills, by both normal and impaired teachers and learners. The findings from the survey questioning revealed that learners unavoidably support their teaching-learning situation with ICTs. It was therefore concluded that ICTs are pivot of teaching and learning of electrical and electronic skills. DA - 2013/// PY - 2013 LA - en UR - http://www.academicjournals.org/journal/IJVTE/article-full-text-pdf/0BC31E742499 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:teaching KW - P:electro KW - P:technology KW - Q:ICT KW - Q:distance learning KW - T:Educação profissionalizante KW - T:TVET KW - publicImportV1 ER - TY - BOOK TI - Information Quality: The Potential of Data and Analytics to Generate Knowledge AU - Kenett, RS AU - Shmueli, G CY - Hoboken, NJ DA - 2016/// PY - 2016 LA - en PB - John Wiley & Sons ER - TY - BOOK TI - Information, Role Models, and Perceived Returns to Education: Experimental Evidence from Madagascar. AU - Nguyen, Trang CY - Washington, DC DA - 2013/// PY - 2013 PB - World Bank ER - TY - JOUR TI - Informing the scale-up of Kenya's nursing workforce: A mixed methods study of factors affecting pre-service training capacity and production AU - Appiagyei, Ashley A. AU - Kiriinya, Rose N. AU - Gross, Jessica M. AU - Wambua, David N. AU - Oywer, Elizabeth O. AU - Kamenju, Andrew K. AU - Higgins, Melinda K. AU - Riley, Patricia L. AU - Rogers, Martha F. T2 - Human Resources for Health AB - © 2014 Appiagyei et al.; licensee BioMed Central Ltd. Background: Given the global nursing shortage and investments to scale-up the workforce, this study evaluated trends in annual student nurse enrolment, pre-service attrition between enrolment and registration, and factors that influence nurse production in Kenya.Methods: This study used a mixed methods approach with data from the Regulatory Human Resources Information System (tracks initial student enrolment through registration) and the Kenya Health Workforce Information System (tracks deployment and demographic information on licensed nurses) for the quantitative analyses and qualitative data from key informant interviews with nurse training institution educators and/or administrators. Trends in annual student nurse enrolment from 1999 to 2010 were analyzed using regulatory and demographic data. To assess pre-service attrition between training enrolment and registration with the nursing council, data for a cohort that enrolled in training from 1999 to 2004 and completed training by 2010 was analyzed. Multivariate logistic regression was used to test for factors that significantly affected attrition. To assess the capacity of nurse training institutions for scale-up, qualitative data was obtained through key informant interviews.Results: From 1999 to 2010, 23,350 students enrolled in nurse training in Kenya. While annual new student enrolment doubled between 1999 (1,493) and 2010 (3,030), training institutions reported challenges in their capacity to accommodate the increased numbers. Key factors identified by the nursing faculty included congestion at clinical placement sites, limited clinical mentorship by qualified nurses, challenges with faculty recruitment and retention, and inadequate student housing, transportation and classroom space. Pre-service attrition among the cohort that enrolled between 1999 and 2004 and completed training by 2010 was found to be low (6%).Conclusion: To scale-up the nursing workforce in Kenya, concurrent investments in expanding the number of student nurse clinical placement sites, utilizing alternate forms of skills training, hiring more faculty and clinical instructors, and expanding the dormitory and classroom space to accommodate new students are needed to ensure that increases in student enrolment are not at the cost of quality nursing education. Student attrition does not appear to be a concern in Kenya compared to other African countries (10 to 40%). DA - 2014/// PY - 2014 DO - 10.1186/1478-4491-12-47 LA - en AN - LOCAL-SCOPUS_ID:84906834010 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Kenya KW - CA:AandC KW - CCZ:Kenya KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:health KW - P:logistics KW - P:nurse KW - P:production KW - P:services KW - R:interview KW - R:mixed method KW - R:qualitative KW - R:quantitative KW - R:regression KW - T:Training KW - Z:Nursing workforce KW - Z:Scale-up KW - Z:Training KW - __C:filed:1 KW - publicImportV1 ER - TY - ELEC TI - Infrapedia App AU - Infrapedia T2 - Infrapedia DA - 2020/// PY - 2020 LA - English UR - https://www.infrapedia.com/app Y2 - 2020/12/21/00:00:00 ER - TY - RPRT TI - Iniciativas para el desarrollo de habilidades STEM de las adolescentes en la región de ALC AU - Villavicencio, Xuzel AU - Myers, Christina AU - Coflan, Caitlin AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/04/27/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 42 Spanish version UR - https://docs.edtechhub.org/lib/TR78WPA9 KW - Author:OpenDevEd KW - F: Helpdesk response KW - _r:AddedByZotZen ER - TY - JOUR TI - Initial Impacts of the COVID-19 Pandemic on the Canadian Labour Market AU - Lemieux, Thomas AU - Milligan, Kevin AU - Schirle, Tammy AU - Skuterud, Mikal T2 - Canadian Public Policy AB - In this study, we review the initial impacts of the coronavirus disease 2019 (COVID-19) pandemic on the Canadian labour market. We focus on changes in employment and aggregate hours worked between February 2020 and April 2020 while accounting for normal monthly changes in these indicators. We find that COVID-19 induced a 32 percent decline in aggregate weekly work hours among workers aged 20–64 years, alongside a 15 percent decline in employment. We characterize the distribution of work lost, finding that nearly half of job losses are attributed to workers in the bottom earnings quartile. Those most affected by COVID-19 are in public-facing jobs in industries most affected by shutdowns (accommodation and food services), younger workers, paid hourly, and non-union. The results provide context for policy development, with both supply and demand sides of the labour market to consider. DA - 2020/07/01/ PY - 2020 DO - 10.3138/cpp.2020-049 DP - utpjournals.press (Atypon) VL - 46 IS - s1 SP - S55 EP - S65 SN - 0317-0861 UR - https://www.utpjournals.press/doi/full/10.3138/cpp.2020-049 Y2 - 2020/08/12/17:25:00 KW - __C:filed:1 ER - TY - JOUR TI - Innovation durch Kooperation: Ausbildungspartnerschaften im Bausektor AU - Schultz, Susanne U. AB - Diese explorative Studie zu den Fachkräftebedarfen und Kooperationsinteressen von Unternehmen im Baubereich in Nordrhein-Westfalen beleuchtet die Potenziale einer partnerschaftlichen Zusammenarbeit zur länderübergreifenden, beruflichen Ausbildung mit Ghana. DA - 2021/// PY - 2021 DO - 10.11586/202111610.11586/2021116 DP - DOI.org (Datacite) LA - de ST - Innovation durch Kooperation UR - https://www.bertelsmann-stiftung.de/de/publikationen/publikation/did/innovation-durch-kooperation-ausbildungspartnerschaften-im-bausektor-all Y2 - 2022/05/03/13:24:56 KW - Baubranche KW - Berufsausbildung KW - Fachkräftebedarf KW - Migration KW - Transnationale Qualifizierungs- und Mobilitätspartnerschaft KW - Zuwanderung KW - ⚠️ Invalid DOI ER - TY - BOOK TI - Innovation, growth, and social cohesion: the Danish model AU - Lundvall, Bengt-Åke DA - 2002/// PY - 2002 DP - Google Scholar PB - Edward Elgar Publishing ST - Innovation, growth, and social cohesion ER - TY - BOOK TI - Innovation in Mixed Methods Research: A Practical Guide to Integrative Thinking with Complexity AU - Poth, Cheryl N. AB - Explaining both why and how to use mixed methods for discovering solutions to complex research problems, this guide gives readers the tools to adapt approaches to suit their own research conditions. Written in a warm, encouraging tone and packed with helpful diagrams and visual organizers, it provides an easy-to-follow map to the mixed methods process, covering everything from ‘what is mixed methods research?’ to framing, integrating, and describing a complexity-sensitive mixed methods approach. Features include: Key questions to navigate the important concepts of each chapter Practice alerts to provide practical tips on working in the field Chapter check-ins to assess development of key skills Further reading to expand and deepen knowledge of mixed methods practices An annotated glossary to get to grips with foundational terms and revise for exams Supported throughout by real-world examples and advice from the author and other mixed methods experts, this book helps readers succeed in their projects and think innovatively about the methods they use. DA - 2018/10/15/ PY - 2018 DP - Google Books SP - 464 LA - en PB - SAGE SN - 978-1-5264-5371-6 ST - Innovation in Mixed Methods Research KW - Reference / Research KW - Social Science / Methodology KW - Social Science / Research ER - TY - CONF TI - Innovation system research: Where it came from and where it might go AU - Lundvall, Bengt-Åke DA - 2008/// PY - 2008 DP - Google Scholar PB - Georgia Institute of Technology ST - Innovation system research KW - ⛔ No DOI found ER - TY - RPRT TI - Innovative approaches to sexual and reproductive health and rights AU - Stienen, Petra AB - Sexual and reproductive health and rights (SRHR), which are related to bodily autonomy and selfdetermination in sexuality and reproduction, are particularly relevant to gender equality but concern every individual. Access to these rights should be ensured without discrimination based on any ground. This objective should be high in the priorities of legislators and policy makers. Innovation in science and technology, in areas such as communication and online medical consultation and prescription, facilitates the implementation of this policy priority. DA - 2023/01/23/ PY - 2023 DP - Zotero LA - en UR - https://assembly.coe.int/LifeRay/EGA/Pdf/TextesProvisoires/2023/20230123-ReproductiveRights-EN.pdf KW - ⛔ No DOI found ER - TY - CONF TI - Innovative delivery of education in Bangladesh using mobile technology AU - Cristol, Dean AU - Al-Sabbagh, Samah AU - Abdulbaki, Anwar AU - Majareh, Maryam AU - Tuhin, Salah Uddin AU - Gimbert, Belinda C3 - World Conference on Mobile and Contextual Learning DA - 2019/// PY - 2019 DP - Google Scholar SP - 37 EP - 45 KW - ⛔ No DOI found ER - TY - ELEC TI - Innovative Designs | Sequential, Multiple Assignment, Randomized Trial AU - American Institute for Research DA - 2018/// PY - 2018 UR - https://optimizingoutcomes.air.org/innovative-designs.php Y2 - 2022/12/21/23:18:19 ER - TY - RPRT TI - Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone AU - Education Commission DA - 2020/// PY - 2020 M3 - Country Report PB - Education Workforce Initiative ER - TY - RPRT TI - Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone AU - Education Workforce Initiative DA - 2020/// PY - 2020 M3 - Country Report PB - Education Commission UR - https://educationcommission.org/wp-content/uploads/2020/10/2020-EC-Country-Report-Sierra-Leone.pdf Y2 - 2020/12/16/13:15:53 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania. AU - Mbiti, Isaac AU - Muralidharan, Karthik AU - Romero, Mauricio AU - Schipper, Youdi AU - Manda, Constantine AU - Rajani, Rakesh T2 - The Quarterly Journal of Economics DA - 2019/// PY - 2019 DO - 10.1093/qje/qjz010 VL - 134 IS - 3 SP - 1627 EP - 73 UR - https://www.nber.org/papers/w24876 ER - TY - JOUR TI - Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania* AU - Mbiti, Isaac AU - Muralidharan, Karthik AU - Romero, Mauricio AU - Schipper, Youdi AU - Manda, Constantine AU - Rajani, Rakesh T2 - The Quarterly Journal of Economics AB - We present results from a large-scale randomized experiment across 350 schools in Tanzania that studied the impact of providing schools with (i) unconditional grants, (ii) teacher incentives based on student performance, and (iii) both of the above. After two years, we find (i) no impact on student test scores from providing school grants, (ii) some evidence of positive effects from teacher incentives, and (iii) significant positive effects from providing both programs. Most important, we find strong evidence of complementarities between the programs, with the effect of joint provision being significantly greater than the sum of the individual effects. Our results suggest that combining spending on school inputs (the default policy) with improved teacher incentives could substantially increase the cost-effectiveness of public spending on education. DA - 2019/08/01/ PY - 2019 DO - 10.1093/qje/qjz010 DP - Silverchair VL - 134 IS - 3 SP - 1627 EP - 1673 J2 - The Quarterly Journal of Economics SN - 0033-5533 ST - Inputs, Incentives, and Complementarities in Education UR - https://doi.org/10.1093/qje/qjz010 Y2 - 2023/10/26/14:21:31 ER - TY - JOUR TI - Inside in-service teacher training: What works and how do we measure It? Working paper AU - Popova, Anna AU - Evans, David K. AU - Arancibia, Violeta T2 - Washington, DC.: Rise Programme DA - 2016/// PY - 2016 DP - Google Scholar ST - Inside in-service teacher training UR - https://riseprogramme.org/sites/default/files/inline-files/Evans%20Inside%20In-Service%20Teacher%20Training%20-%20CLEAN%20-%20v2016-06-22_0.pdf KW - _genre:LR-literature_review KW - ⛔ No DOI found ER - TY - JOUR TI - Insights on ESL student teachers reflecting collaboratively online AU - Suppiah, Shubashini AU - Wah, Lee Kean, (PhD) AU - Swanto, Suyansah, (PhD) AU - Lajium, Denis Andrew, (PhD) T2 - The English Teacher AB - The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting. DA - 2019/08// PY - 2019 VL - 48 IS - 2 SP - 82 EP - 99 LA - English SN - 01287729 UR - https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus AN - 2332349170 KW - Collaboration KW - Distance learning KW - English as a second language--ESL KW - Linguistics KW - Malaysia KW - Problem solving KW - Professional development KW - Reflective practice KW - Researchers KW - Social research KW - Student teachers KW - Teacher education KW - Teaching KW - Web 2.0 KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095770 KW - __finaldtb KW - ⛔ No DOI found ER - TY - CONF TI - Instant Messaging Tutoring: A Case of South Africa AU - Budree, A AU - Hendriks, T T2 - 2019 9th International Conference on Cloud Computing, Data Science & Engineering (Confluence) AB - This research study was focused on determining the role social media, and in particular, instant messaging can have in providing tutor assistance to high school students. The study investigates the implementation of Dr. Maths, an instant messaging tutoring service that ran successfully in South Africa from 2007 to 2013. With the demise of the Dr Maths initiative, there hasn't been any further reconstruction of this sort. The results of this study strongly indicate that learners see value in having a tutor assist them with schoolwork, over the WhatsApp IM platform. This will allow for access to much required educational resources particularly in disadvantaged communities in developing countries such as South Africa. However, it is recommended that any solution implemented be as platform agnostic as possible to avoid a recurrence of the issue faced by Dr. Maths. C3 - 2019 9th International Conference on Cloud Computing, Data Science & Engineering (Confluence) DA - 2019/01// PY - 2019 DO - 10.1109/CONFLUENCE.2019.8776928 DP - IEEE Xplore SP - 615 EP - 619 ST - Instant Messaging Tutoring KW - Africa KW - Computers KW - Education KW - Final_citation KW - Instant Messaging KW - Instant messaging KW - Mobile handsets KW - Wireless communication KW - cited KW - developing country KW - existing KW - mlearning KW - mobile tutors ER - TY - JOUR TI - Institutions, Incentives and Service Provision: Bringing Politics Back In AU - Levy, Brian AU - Walton, Michael T2 - SSRN Electronic Journal DA - 2013/// PY - 2013 DO - 10.2139/ssrn.2386655 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 ST - Institutions, Incentives and Service Provision UR - http://www.ssrn.com/abstract=2386655 Y2 - 2020/09/06/16:44:56 ER - TY - CHAP TI - Instructional coaching in Kenya: Supporting teachers to improve literacy outcomes AU - Zuilkowski, S.S. AU - Piper, B. T2 - The Routledge international handbook on teacher quality and policy A2 - Akiba, M. A2 - LeTendre, G. CY - New York DA - 2017/// PY - 2017 ET - 1st ed SP - 505 EP - 516 PB - Routledge ER - TY - RPRT TI - Instructions for costed plan tool AU - Teixeira, Beatriz AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education UR - https://docs.opendeved.net/lib/ZPUHPZND Y2 - 2023/12/06/18:19:00 ER - TY - RPRT TI - Instructions for costed plan tool AU - Teixeira, Beatriz AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1052 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/ZPUHPZND KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - Integrated Education Program: Impact study of SMRS using early grade reading assessment in three provinces in South Africa. AU - Piper, Benjamin T2 - In. RTI International DA - 2009/// PY - 2009 KW - ⛔ No DOI found ER - TY - CONF TI - Integrated Phase Change Material windcatcher system for hybrid cooling and ventilation in tropical building AU - Eso, Olamide AU - Darkwa, Jo AU - Calautit, John T2 - World Energy Storage Conference AB - This study presents a novel solar fan-assisted multi-directional windcatcher (MDW) with encapsulated phase change material tubes (E-PCMT) for tropical buildings. The ventilation, cooling, and thermal storage performance of the integrated ventilative cooling system is investigated using Computational Fluid Dynamics (CFD) Ansys Fluent software under tropical climate conditions. A parametric geometric analysis of three different E-PCMT configurations with melting temperatures at 28oC was conducted to assess the thermal storage performance at different air velocities. The impact of the optimised EPCMT when incorporated inside the air stream of the MDW was further studied. To overcome air flow resistance caused by the obstruction by EPCM-T inside the air streams, the windcatcher airflow is assisted by a wall-mounted axial solar fan that is activated when outdoor air velocity is less than 2m/s. The results based on a typical tropical location showed that the system was able to achieve a consistent and stable air temperature drop of up to 2.64oC over a 4-6-hour. Even at an outdoor air velocity of 1.88m/s, the novel integrated system, in addition to its cooling performance was still able to achieve a supply air velocity rate of 0.16 - 0.57 m/s, meeting the ventilation rates required for indoor comfort. C1 - Istanbul, Turkiye DA - 2022/// PY - 2022 KW - _z:class:countries KW - _z:class:themes KW - ⛔ No DOI found ER - TY - BOOK TI - Integrated strategic planning framework for teacher education and development in South Africa, 2011-2025 AU - Government of South Africa CN - LB1727.S6 S67 2011 CY - Pretoria DA - 2011/// PY - 2011 DP - Library of Congress ISBN SP - 37 LA - English PB - Department of Basic Education SN - 978-1-4315-0394-0 UR - https://www.gov.za/sites/default/files/Integrated%20Strategic%20Plan%20Teacher%20Dev_0.pdf KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:South Africa KW - Education KW - Education and state KW - Teachers KW - Training of KW - publicImportV1 ER - TY - JOUR TI - Integrating an Early Childhood Development Programme into Bangladeshi Primary Health-Care Services: An Open-Label, Cluster-Randomised Controlled Trial. AU - Hamadani, Jena D. AU - Mehrin, Syeda F. AU - Tofail, Fahmida AU - Hasan, Mohammad I. AU - Huda, Syed N. AU - Baker-Henningham, Helen AU - Ridout, Deborah AU - Grantham-McGregor, Sally T2 - The Lancet Global Health DA - 2019/// PY - 2019 DO - 10.1016/S2214-109X(18)30535-7 VL - 7 SP - 366 EP - 375 UR - https://doi.org/10.1016/S2214-109X ER - TY - JOUR TI - Integrating conflict and disaster risk reduction into education sector planning AU - UNESCO IIEP DA - 2011/// PY - 2011 DP - Zotero SP - 116 LA - en UR - http://www.iiep.unesco.org/en/publication/integrating-conflict-and-disaster-risk-reduction-education-sector-planning-guidance KW - ⛔ No DOI found ER - TY - CONF TI - Integrating deep linguistic features in factuality prediction over unified datasets AU - Stanovsky, G. AU - Eckle-Kohler, J. AU - Puzikov, Y. C1 - Vancouver, Canada C3 - Proceedings of the Annual Meeting of the Association for Computational Linguistics DA - 2017/// PY - 2017 SP - 352 EP - 357 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Integrating GIS Accessibility and Location-Allocation Models with Multicriteria Decision Analysis for Evaluating Quality of Life in Buraidah City, KSA AU - Abd El Karim, Ashraf AU - Awawdeh, Mohsen M. T2 - Sustainability AB - The present study was aimed at evaluating the quality of life in the districts of Buraidah city in the Kingdom of Saudi Arabia as part of the Kingdom’s Vision 2030, based on provided services in terms of distance and time parameters. This was achieved by integrating Geographic Information System (GIS)-based network analysis and multicriteria decision analysis (MCDA) techniques. The service area analysis technique of the GIS Network Analysis tools was applied to the available services in the districts of Buraidah city. Twelve services were investigated with regard to their coverage within 5, 10, and 15 minutes of travel time: universities, high schools, middle schools, elementary schools, hospitals, health centers, ambulance facilities, government services, religious services, security services, sports services, and recreational services. GIS-based multicriteria decision analysis (GIS-MCDA) was implemented in the study to obtain a spatial suitability map of the standard of living quality in the various districts in Buraidah city. The analytic hierarchy process (AHP) technique was used to determine the criteria weights. The location-allocation model was used in the study as well for suggestions of new service locations to improve the spatial distribution of services and enhance the quality of life in the districts. The results of the final suitability map to determine districts with the best standard of living according to the provided services show that the living standards in the city are very good, with very high and high levels in around 51 districts, representing 72.9% (449,235 people), and about 19 districts with moderate, low, and very low levels, representing 27.1% (56,765 people). Narrowing the quality of life gap and improving spatial planning requires correcting the current deficiency in services, which is estimated in this study to be 16 services: one high school, one elementary school, one middle school, two universities, one sports service, two security services, two courts, two hospitals, one health center, one park, and two ambulance facilities. DA - 2020/01// PY - 2020 DO - 10.3390/su12041412 DP - www.mdpi.com VL - 12 IS - 4 SP - 1412 LA - en SN - 2071-1050 UR - https://www.mdpi.com/2071-1050/12/4/1412 Y2 - 2022/04/18/18:15:55 KW - AHP KW - KSA vision 2030 KW - MCDA KW - network analysis KW - quality of life KW - service accessibility KW - spatial suitability ER - TY - THES TI - Integrating new technology in the language classroom: innovative teacher identities AU - Valentyn, Gail DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis PB - Stellenbosch: Stellenbosch University ST - Integrating new technology in the language classroom KW - _C:Australia AUS KW - _C:China CHN KW - _C:Estonia EST KW - _C:Finland FIN KW - _C:Mauritius MUS KW - _C:Namibia NAM KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Integrating problem-based learning with ICT for developing trainee teachers' content knowledge and teaching skill AU - Karami, Mehdi AU - Karami, Zohreh AU - Attaran, Mohammad T2 - International Journal of Education and Development using Information and Communication Technology AB - Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problembased learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT. DA - 2013/// PY - 2013 DP - Zotero VL - 9 IS - 1 SP - 36 EP - 49 LA - en UR - https://www.researchgate.net/publication/260184452_Integrating_problem-based_learning_with_ICT_for_developing_trainee_teachers'_content_knowledge_and_teaching_skill KW - _THEME: Curriculum and resources KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096422 KW - __finaldtb KW - ⛔ No DOI found ER - TY - CONF TI - Integrating scientific research: Theory and design of discovering similar constructs AU - Endicott, J. AU - Larsen, K. AU - Lukyanenko, R. C1 - Cincinnati, Ohio C3 - AIS SIGSAND Symposium DA - 2017/// PY - 2017 SP - 1 EP - 7 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Integrating service quality with system and information quality: an empirical test in the e-service context AU - Xu, J. AU - Benbasat, I. AU - Benbasat, I. T2 - MIS Quarterly DA - 2013/// PY - 2013 DO - 10.25300/MISQ/2013/37.3.05 VL - 37 IS - 3 SP - 777 EP - 794 LA - en KW - _z:no_pdf ER - TY - BOOK TI - Integration durch Bildung. Migranten und Flüchtlinge in Deutschland AU - Blossfeld, Hans-Peter AU - Bos, Wilfried AU - Daniel, Hans-Dieter AU - Hannover, Bettina AU - Köller, Olaf AU - Lenzen, Dieter AU - Roßbach, Hans-Günther AU - Seidel, Tina AU - Tippelt, Rudolf AU - Wößmann, Ludger DA - 2016/// PY - 2016 DP - Google Scholar VL - 11 PB - Münster: Waxmann KW - ⛔ No DOI found ER - TY - BOOK TI - Integration durch Bildung. Migranten und Flüchtlinge in Deutschland: Gutachten AU - Aktionsrat Bildung AU - Blossfeld, Hans-Peter CY - Münster DA - 2016/// PY - 2016 DP - K10plus ISBN ET - 1. Auflage SP - 327 LA - de PB - Waxmann SN - 978-3-8309-3463-9 ST - Integration durch Bildung. Migranten und Flüchtlinge in Deutschland ER - TY - JOUR TI - Integration of ICTs into the curriculum of Cameroon primary and secondary schools: A review of current status, barriers and proposed strategies for effective Integration T2 - International Journal of Education and Development Using Information and Communication Technology DA - 2016/// PY - 2016 VL - 12 IS - 1 SP - 89 EP - 106 KW - ⛔ No DOI found ER - TY - JOUR TI - Integration of ICTs into the Curriculum of Cameroon Primary and Secondary Schools: A Review of Current Status, Barriers and Proposed Strategies for Effective Integration AU - Ngajie, Berty Nsolly AU - Ngo, Mback Marie Charlotte T2 - International Journal of Education and Development using Information and Communication Technology AB - Many sub-Saharan African countries are progressively integrating information and communication technologies (ICTs) into their education systems especially in primary and secondary schools. These efforts that are seen in both private and public schools to bring technologies into the classroom are just starting but are encountering a lot of difficulties. Cameroon, a Sub-Saharan African country, is not an exception to the situation in this group of countries. ICTs were officially introduced in schools in Cameroon since 2001 and since then many initiatives have been carried out but the difficulties supersede the progress. Based on available research, this study focuses on the current status of ICTs in Cameroon primary and secondary schools. It gives a brief description of the country's education system, and reviews major initiatives that have been carried out so far in the integration of ICTs in primary and secondary schools. It further identifies and analyzes some barriers that cause ICT integration into curriculum ineffective. Lastly, it recommends some strategies to overcome the barriers, and guidelines for a contextualized and effective ICT integration. DA - 2016/// PY - 2016 DP - ERIC VL - 12 IS - 1 SP - 89 EP - 106 LA - en SN - 1814-0556 ST - Integration of ICTs into the Curriculum of Cameroon Primary and Secondary Schools UR - https://eric.ed.gov/?id=EJ1099586 Y2 - 2020/04/28/14:10:26 KW - Administrator Qualifications KW - Barriers KW - Change Strategies KW - Educational Administration KW - Educational History KW - Educational Technology KW - Elementary Secondary Education KW - Foreign Countries KW - Knowledge Level KW - Professional Development KW - Teacher Qualifications KW - Technology Integration KW - Technology Uses in Education KW - ⛔ No DOI found ER - TY - RPRT TI - Integration of Technology in Education for Marginalised Children in an Urban Slum of Dhaka City During the Covid-19 Pandemic AU - Islam, Touhidul AU - Hussain, Maria AU - Shimul, Shafiun Nahin AU - Rupok, Rifat Islam AU - Orthy, S. R. Khan DA - 2021/10/27/ PY - 2021 LA - en PB - EdTech Hub KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Integration von Migrantinnen und Migranten in Deutschland - Anerkennung ausländischer Berufsabschlüsse hat positive Arbeitsmarkteffekte AU - Brücker, Herbert AU - Glitz, Albrecht AU - Lerche, Adrian AU - Romiti, Agnese DA - 2021/// PY - 2021 DP - Zotero SP - 12 LA - de M3 - IAB -KURZBERICHT UR - https://doku.iab.de/kurzber/2021/kb2021-02.pdf KW - ⛔ No DOI found ER - TY - CONF TI - Intelligent assistants in higher-education environments: the FIT-EBot, a chatbot for administrative and learning support AU - Hien, Ho Thao AU - Cuong, Pham-Nguyen AU - Nam, Le Nguyen Hoai AU - Nhung, Ho Le Thi Kim AU - Thang, Le Dinh C3 - Proceedings of the ninth international symposium on information and communication technology DA - 2018/// PY - 2018 DO - 10.1145/3287921.3287937 DP - Google Scholar SP - 69 EP - 76 ST - Intelligent assistants in higher-education environments ER - TY - JOUR TI - Interaction between collisionless galactic discs and non-axisymmetric dark matter haloes AU - Khoperskov, A. V. AU - Khoperskov, S. A. AU - Zasov, A. V. AU - Bizyaev, D. V. AU - Khrapov, S. S. T2 - Monthly Notices of the Royal Astronomical Society DA - 2013/// PY - 2013 DO - 10.1093/mnras/stt245 DP - Google Scholar VL - 431 IS - 2 SP - 1230 EP - 1239 ER - TY - JOUR TI - Interaction in a discussion list: an exploration of cognitive, social, and teaching presence in teachers’ online collaborations AU - Nami, Fatemeh AU - Marandi, S Susan AU - Sotoudehnama, Elaheh T2 - ReCALL: the Journal of EUROCALL AB - Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants’ asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave’s (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education. DA - 2018/09// PY - 2018 DO - 10.1017/S0958344017000349 VL - 30 IS - 3 SP - 375 EP - 398 LA - English SN - 09583440 UR - https://www.researchgate.net/publication/325322528_Interaction_in_a_discussion_list_An_exploration_of_cognitive_social_and_teaching_presence_in_teachers'_online_collaborations AN - 2084810389 KW - Asynchronous Communication KW - Blended Learning KW - CALL teacher education KW - CASE studies KW - COMPUTER assisted language instruction KW - Cognitive processes KW - Collaborative learning KW - Colleges & universities KW - Computer Mediated Communication KW - Computer assisted instruction--CAI KW - Computer assisted language learning KW - Critical thinking KW - Curriculum development KW - Data analysis KW - Discourse Analysis KW - Distance learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Educational technology KW - English (Second Language) KW - English as a second language instruction KW - Faculty Development KW - Foreign Countries KW - Foreign languages KW - Group Discussion KW - Higher Education KW - Higher education KW - Hybrid computers KW - Interactive learning KW - Iran KW - LANGUAGE & languages KW - Language Teachers KW - Linguistics--Computer Applications KW - PROFESSIONAL education KW - Professional development KW - School environment KW - Second Language Instruction KW - Second language teachers KW - Social factors KW - TEACHERS KW - Teacher Education Programs KW - Teacher education KW - Teachers KW - Teaching KW - Technology Uses in Education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095858 KW - __finaldtb KW - asynchronous interaction KW - cognitive presence KW - online collaboration KW - social presence KW - teaching presence ER - TY - THES TI - Interaction with Children with Visual Impairments in the Classroom for All AU - Acheampong, Daniel Yaw DA - 2018/// PY - 2018 DP - Google Scholar M3 - Master's Thesis UR - https://www.duo.uio.no/bitstream/handle/10852/64401/1/Daniel-Yaw-Acheampong-s-Master-Thesis-University-of-Oslo.pdf Y2 - 2024/03/27/15:17:10 ER - TY - JOUR TI - Interactions between school systems and reading Recovery programmes – evidence from Northern Ireland AU - Munn, Penny AU - Ellis, Sue T2 - The Curriculum Journal AB - Recent work on raising attainment in education has raised theoretical issues about organizational responses to innovation and qualitative aspects of programme implementation. In particular, the ‘depth’ of an implementation (the extent to which a programme actually changes the educational interactions between pupils and their teachers) is now thought to be as important as its ‘spread’ (the number of schools in which it is replicated). Such issues, together with the existing literature on Reading Recovery implementation, suggest that it is time to review the models of implementation held within the Reading Recovery community. We used a range of methods at four levels of data collection to analyse variation in ‘depth’ of implementation in a countrywide Reading Recovery programme. From our findings we conclude that Reading Recovery has achieved resounding success as an individual programme, but that it would be still more efficient if the models of implementation were to be reviewed. DA - 2005/09/01/ PY - 2005 DO - 10.1080/09585170500256503 DP - Taylor and Francis+NEJM VL - 16 IS - 3 SP - 341 EP - 362 SN - 0958-5176 UR - https://doi.org/10.1080/09585170500256503 Y2 - 2020/11/20/09:45:50 KW - _Added to LR KW - _G:reviewed KW - change model KW - implementation KW - reading recovery KW - school effect ER - TY - JOUR TI - Interactions between vocational and attitudinal skills in labour market outcomes: findings from the skills’ assessment of garment factory workers in Ethiopia AU - Otchia, Christian S. AU - Yamada, S. T2 - Journal of Vocational Education and Training T3 - Journal AB - © 2019, © 2019 The Vocational Aspect of Education Ltd. In this paper, we analyse the effects of workers’ self-rated attitudinal skills and their performance on vocational skills tests on their wage. The survey was conducted with garment workers who had experience of less than three years in Addis Ababa, Ethiopia. The constituting elements of attitudinal skills were examined using the questionnaire for the workers. Meanwhile, a vocational skills test was conducted with the same population and graded by the employers and the vocational schools’ teachers. We found that the attitudinal skills, i.e. the desire to maintain a clean and tidy workplace and to follow the rules, are associated with higher earnings. Vocational skills, which are more likely to be rewarded by higher salaries, include sewing and patternmaking. We also found that the interaction between patternmaking, sewing, and attitudinal skills yielded higher returns. Interestingly, our results show that at higher levels of attitudinal skills, workers with high sewing skills, and high patternmaking skills earned a higher wage. Our results are robust to alternative measures of attitudinal skills that correct for reference bias and different specifications. DA - 2019/// PY - 2019 DO - 10.1080/13636820.2019.1652675 ER - TY - JOUR TI - Interactive apps prevent gender discrepancies in early grade mathematics in a low-income country in Sub-Sahara Africa AU - Pitchford, Nicola J. AU - Chigeda, Antonie AU - Hubber, Paula J. T2 - Developmental Science DA - 2019/// PY - 2019 DO - 10.1111/desc.12864 DP - Google Scholar VL - 22 IS - 5 SP - e12864 KW - _C:Belgium BEL KW - _C:France FRA KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Myanmar MMR KW - _C:Netherlands NLD KW - _C:Seychelles SYC KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Interactive apps promote learning of basic mathematics in children with special educational needs and disabilities AU - Pitchford, Nicola J. AU - Kamchedzera, Elizabeth AU - Hubber, Paula J. AU - Chigeda, Antonie L. T2 - Frontiers in psychology DA - 2018/// PY - 2018 DO - 10.3389/fpsyg.2018.00262 DP - Google Scholar VL - 9 SP - 262 KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Interactive Learning and Teaching (iACT): Zonal In-Service Coordinators Facilitation Guide AU - Roger Federer Founation DA - 2016/// PY - 2016 UR - http://iact.info/pdfs/iAct-Facilitator-Guide.pdf Y2 - 2020/08/05/09:09:06 ER - TY - JOUR TI - Interactive machine learning for health informatics: when do we need the human-in-the-loop? AU - Holzinger, A. T2 - Brain Informatics DA - 2016/// PY - 2016 DO - 10.1007/s40708-016-0042-6 VL - 3 IS - 2 SP - 119 EP - 131 LA - en ER - TY - ELEC TI - Interactive Radio and Audio Instruction Resources: Kenya AU - USAID AB - The following interactive radio and audio instruction resources are provided by programs that have been implemented in Kenya. Each program includes a description and a file set that can be used as part of a distance learning approach. , Related Looking for options for distance or audio education for your country? Submit Request , Kenya Radio Language Arts Project The Kenya Radio Language Arts project, implemented by FHI360, was an ambitious, innovative effort to show that "interactive radio instruction" - a method which fosters continuous interaction between children and the radio characters - can substantially improve the teaching DA - 2020/04// PY - 2020 LA - en ST - Interactive Radio and Audio Instruction Resources UR - https://www.edu-links.org/index.php/resources/interactive-radio-and-audio-instruction-resources-kenya Y2 - 2020/04/08/12:17:04 ER - TY - ELEC TI - Interactive Radio and Audio Instruction Resources: Liberia AU - USAID AB - The following interactive radio and audio instruction resources are provided by programs that have been implemented in Liberia. Each program includes a description and a file set that can be used as part of a distance learning approach. , Related Looking for options for distance or audio education for your country? Submit Request , Liberia Teacher Training Program II FHI 360’s Liberia Teacher Training Program II (LTTP II, 2010-16) addressed Liberia’s critical shortages of qualified teachers and institutional capacity to produce new teachers. DA - 2020/// PY - 2020 LA - en ST - Interactive Radio and Audio Instruction Resources UR - https://www.edu-links.org/resources/interactive-radio-and-audio-instruction-resources-liberia Y2 - 2020/04/08/12:17:11 ER - TY - JOUR TI - Interconnectedness of Reward Dissatisfaction of Public Technical Vocational Education and Training (TVET) Educators with Educator Turnover Intentions and Prolonged Tenure AU - Jeremiah, Andrew AU - Senior Lecturer - Human Resource Management Namibia University of Science and Technology (NUST), Windhoek, Namibia A2 - Jeremiah, Andrew; Senior Lecturer - Human Resource Management Namibia University of Science and Technology (NUST), Windhoek, Namibia T3 - Journal Article AB - Educator turnover intentions and prolonged tenure is a huge problem in Public TVET institutions in the Western Cape in South Africa. Educator turnover and prolonged tenure intentions is interconnected to educators ' dissatisfaction with rewards (intrinsic and extrinsic). Public TVET educators ' dissatisfaction with rewards result in increased turnover and lack of the desire to prolong tenure among educators. In 2006 educator turnover increased by 5.6%. Due to this problem the South African government was forced to replace about 20 000 educators annually in the education sector in all provinces. The major problem encountered by the government was that during this period of time, was that it was not producing enough teachers to fill in the gaps created increased educator turnover. As a result, high turnover experienced in educational institutions had a negative effect on the quality of service delivery. A structured self-administered Job Descriptive Index (JDI) questionnaire was utilized in collecting data. Data was processed using Software Package for Social Science (SPSS) Version 23. Results revealed that dissatisfaction with rewards (extrinsic and intrinsic) increased turnover and lack of a desire to prolong tenure among Public TVET educators in Public TVET institutions in the Western Cape. Recommendations were that Public TVET institutions needed to improve rewards (intrinsic and extrinsic) to manage increased turnover and lack of a desire by educators to prolong tenure. Therefore, it was recommended that Public TVET had to adopt the Total Rewards model invented by World at Work to manage the problem of increased Public TVET educator turnover. DA - 2019/// PY - 2019 DO - 10.18843/ijcms/v10i2/07 ER - TY - JOUR TI - Interdistrict mobility and charter schools in Arizona: Understanding the dynamics of public school choice. AU - Powers, Jeanne AU - Topper, Amy Marcetti AU - Potterton, Amanda AB - This paper investigates the mobility patterns of elementary students enrolled in Arizona’s traditional public school districts and charter schools. We address movement related to two forms of public school choice simultaneously: interdistrict choice and charter schools. Most student movement is interdistrict or between school districts. In Arizona, interdistrict mobility has played a greater role in creating and sustaining an educational market than charter schools. There is also a substantial amount of student movement from charter schools to school districts. Regression analyses suggested that the relationships between different types of student mobility and school characteristics varied across the two sectors. We also document regional differences in mobility patterns, which indicate that education markets vary considerably across and within local contexts. DA - 2018/12/01/ PY - 2018 DP - ResearchGate VL - 25 SP - 56 EP - 87 ST - Interdistrict mobility and charter schools in Arizona KW - _C:India IND KW - _C:Jordan JOR KW - _C:Sweden SWE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - International Aid and the Making of a Better World: Reflexive Practice AU - Eyben, Rosalind AB - How can international aid professionals manage to deal with the daily dilemmas of working for the wellbeing of people in countries other than their own? A scholar-activist and lifelong development practitioner seeks to answer that question in a book that provides a vivid and accessible insight into the world of aid – its people, ideas and values against the backdrop of a broader historical analysis of the contested ideals and politics of aid operations from the 1960s to the present day. Moving between aid-recipient countries, head office and global policy spaces, Rosalind Eyben critically examines her own behaviour to explore what happens when trying to improve people’s lives in far-away countries and warns how self-deception may construct obstacles to the very change desired, considering the challenge to traditional aid practices posed by new donors like Brazil who speak of history and relationships. The book proposes that to help make this a better world, individuals and organisations working in international development must respond self-critically to the dilemmas of power and knowledge that shape aid’s messy relations. Written in an accessible way with vignettes, stories and dialogue, this critical history of aid provides practical tools and methodology for students in development studies, anthropology and international studies and for development practitioners to adopt the habit of reflexivity when helping to make a better world. DA - 2014/04/03/ PY - 2014 DP - Google Books SP - 282 LA - en PB - Routledge SN - 978-1-135-13274-3 ST - International Aid and the Making of a Better World KW - Business & Economics / Development / Economic Development KW - Business & Economics / Development / Sustainable Development KW - Business & Economics / Environmental Economics KW - Political Science / Public Policy / Environmental Policy KW - Social Science / Developing & Emerging Countries ER - TY - RPRT TI - International Common Assessment of Numeracy. Background, Features and Large-scale Implementation AU - PAL Network DA - 2020/// PY - 2020 UR - https://palnetwork.org/ican/ ER - TY - JOUR TI - International Computer and Information Literacy Study 2018: Assessment Framework AU - Fraillon, Julian AU - Ainley, John AU - Schulz, Wolfram AU - Duckworth, Daniel AU - Friedman, Tim DA - 2019/// PY - 2019 DO - 10.1007/978-3-030-19389-8 DP - Google Scholar ST - International Computer and Information Literacy Study 2018 KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Chile CHL KW - _C:Cuba CUB KW - _C:Denmark DNK KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Italy ITA KW - _C:Kazakhstan KAZ KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Lithuania LTU KW - _C:Luxembourg LUX KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Portugal PRT KW - _C:Russian Federation RUS KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Trinidad and Tobago TTO KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - International distance learning in special education: a program evaluation of a US-Ecuador collaboration AU - McPherson, Rebekah AB - The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master’s program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was based on the unfolding model of program evaluation, and it included mixed-methods of data collection. The model focused attention on (1) scientific evidence, (2) cost-benefit differential, (3) underlying values, and, (4) unintended consequences. Data came from archived documents as well as six semi-structured interviews with stakeholders and survey data from 23 student participants. The findings for the general-orientation course, Special Education Programs and Practices, revealed mixed results concerning multicultural awareness on the part of student participants. However, it seemed to have influenced their lesson design and made a difference in other areas. Some multicultural awareness concepts frequented the discussion board. The specialized course, Assistive Technology, which had more frequent communication between UNT and UCG on the discussion board, suggested larger increases in students’ multicultural awareness. With respect to both courses, the stakeholders recommended that the structure be strengthened for non-bilingual instructors and students to be able to communicate more freely. DA - 2010/// PY - 2010 LA - English M3 - Ph.D. PB - University of North Texas UR - https://digital.library.unt.edu/ark:/67531/metadc30493/m2/1/high_res_d/dissertation.pdf AN - 818457302 KW - 0529:Special education KW - 0530:Teacher education KW - 0710:Educational technology KW - Curriculum Design KW - Data Collection KW - Disabilities KW - Distance Education KW - Distance learning KW - ERIC, Resources in Education (RIE) KW - Ecuador KW - Education KW - Educational Technology KW - Educational technology KW - Evidence KW - Foreign Countries KW - Graduate Students KW - Higher Education KW - International collaboration KW - Interviews KW - Masters Programs KW - Online instruction KW - Online learning KW - Program Evaluation KW - Program evaluation KW - Research Design KW - Special Education KW - Special education KW - Surveys KW - Teacher education KW - Texas KW - Unfolding model KW - United States KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098174 KW - __finaldtb ER - TY - BOOK TI - International Encyclopedia of Digital Communication and Society A3 - Mansell, Robin A3 - Ang, Peng Hwa A3 - Steinfield, Charles A3 - Graaf, Shenja van der A3 - Ballon, Pieter A3 - Kerr, Aphra A3 - Ivory, James D. A3 - Braman, Sandra A3 - Kleine, Dorothea A3 - Grimshaw, David J. AB - The International Encyclopedia of Digital Communication and Society offers critical assessments of theoretical and applied research on digitally–mediated communication, a central area of study in the 21st century. • Examines topics with unprecedented breadth and depth, with the aim of bringing together international and interdisciplinary perspectives • Organized in an accessible A–Z format with over 150 entries on key topics ranging from 2,000 to 10,000 words • Addresses a full range of topics including digitally–mediated social media, commercial applications and online gaming, to law and policy analysis and information and communication technologies for development • Published with a regularly updated online edition which will ensure readers are kept abreast of the latest developments in research CY - Chichester, West Sussex, UK DA - 2015/02/06/ PY - 2015 DP - Amazon.com ET - 3rd edition SP - 1296 LA - English PB - John Wiley & Sons SN - 978-1-118-29074-3 UR - http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1118290747.html KW - _r:ImportedToMyEducationEvidence ER - TY - CHAP TI - International Experiences with Intergrating Interactive Whiteboards: Policy, Practice, Pedagogy and Professional Development AU - Hennessy, Sara T2 - Life in schools and classrooms DA - 2017/// PY - 2017 DP - Google Scholar SP - 633 EP - 650 PB - Springer ST - International Experiences with Intergrating Interactive Whiteboards KW - __C:filed:1 ER - TY - BOOK TI - International Handbook of Education for the Changing World of Work: Bridging Academic and Vocational Learning AU - Maclean, Rupert AU - Wilson, David AB - The aim of this Handbook is to review the developments that have occurred in Technical and vocational education and training (TVET) and that may help improve the field. The Handbook provides information on TVET models that occur in different parts of the world; reflects best and innovative practice; and, wherever possible, uses case studies as examples. The 220 authors are representative of the various regions of the world and major international organisations involved in TVET. This volume presents the work of established researchers as well as the work of promising young researchers. Intended as the universally-accepted resource for the field, the Handbook provides a comprehensive coverage of cutting edge developments in research, policy and practice in TVET within a single source. It will assist those involved in TVET at any level in making informed decisions and further advance and improve the field and to bridge the gap between vocational and academic education in the 21st century. DA - 2009/06/29/ PY - 2009 DP - Google Books SP - 3162 LA - en PB - Springer Science & Business Media SN - 978-1-4020-5281-1 ST - International Handbook of Education for the Changing World of Work KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:SSA KW - A:West Africa KW - C:South Africa KW - CLL:en KW - Education / Adult & Continuing Education KW - Education / Counseling / Career Development KW - Education / Vocational KW - _C:Ghana GHA KW - publicImportV1 ER - TY - BOOK TI - International handbook of information technology in primary and secondary education T2 - Springer international handbooks of education A3 - Voogt, Joke A3 - Knezek, Gerald CY - New York, NY DA - 2008/// PY - 2008 DP - Gemeinsamer Bibliotheksverbund ISBN VL - 20 LA - en PB - Springer Science+Business Media SN - 978-0-387-73314-2 UR - https://teachwithict.files.wordpress.com/2011/08/dede.pdf ER - TY - JOUR TI - International large-scale computer-based studies on information technology literacy in education AU - Fraillon, Julian T2 - Second Handbook of Information Technology in Primary and Secondary Education DA - 2018/// PY - 2018 DO - 10.1007/978-3-319-53803-7_80-1 DP - Google Scholar SP - 1 EP - 19 KW - _C:Australia AUS KW - _C:Japan JPN KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - ELEC TI - International Partnership of Distance and Online Learning for COVID-19 AU - Commonwealth of Learning T2 - Commonwealth of Learning DA - 2020/// PY - 2020 LA - en-US UR - https://opendoor.col.org/ Y2 - 2020/04/22/06:58:17 ER - TY - JOUR TI - International Review of Research in Open and Distributed Learning AU - King, Monty AU - Pegrum, Mark AU - Forsey, Martin T2 - International Review of Research in Open and Distributed Learning DA - 2018/// PY - 2018 DP - Google Scholar VL - 19 IS - 5 KW - ⛔ No DOI found ER - TY - RPRT TI - International technical guidance on sexuality education AU - UNESCO DA - 2018/// PY - 2018 UR - https://www.unfpa.org/publications/international-technical-guidance-sexuality-education Y2 - 2023/08/28/11:05:27 ER - TY - JOUR TI - Internet skills for expediting students’ learning AU - Francis, Bakare Shola AU - Latib, Azlan Bin Abdul AU - Bin Kamin, Yusri AU - Nordin, Mohd Safarin AU - Subari, Kamalularifin T2 - International Journal of Recent Technology and Engineering T3 - Journal AB - ©BEIESP. The accomplishment of any educational system despite the strategic design depends to a large extent on the quality of teachers. Therefore, this study was carried out to determine the internet skills needs of vocational and technology teachers to facilitate students’ learning in Nigeria technical and vocational institutions. The study adopted a survey research design. The population for the study consisted of 215 technology and vocational education teachers from Six (6) south western states of Nigeria. A research question was developed to guide the study. A structured questionnaire was used to collect data from the respondents which was duly validated by experts. Cronbach Alpha reliability technique was used to determine the internal consistency of the questionnaire items at 0.91. Data collected were analysed through Confirmatory factor Analysis (CFA) using Statistics Package for Social Sciences (SPSS) and Analysis Moment of statistics (AMOS). After a preliminary analysis (descriptive), data from respondents were found suitable for inclusion in Confirmatory factor analysis (CFA). The CFA was performed and the results of the analysis support the one-factor model of the internet skills component for facilitating students’ learning. The study found that technology teachers require nine (9) internet proficiencies under investigation. Thus, it was recommended that conferences, workshops, seminars, training and retraining programmes should be organized at regular interval for teachers in order to enhance their competency for the purpose of boosting their performance in teaching. DA - 2019/// PY - 2019 DO - 10.35940/ijrte.C4460.098319 ER - TY - JOUR TI - Internet Use by Secondary School Students: A Digital Divide in Sustainable Societies? AU - Ballesta Pagán, Francisco AU - Lozano Martínez, Josefina AU - Cerezo Máiquez, Mari T2 - Sustainability DA - 2018/// PY - 2018 DO - 10.3390/su10103703 DP - Google Scholar VL - 10 IS - 10 SP - 3703 ST - Internet Use by Secondary School Students KW - _C:Ecuador ECU KW - _C:France FRA KW - _C:Spain ESP KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - GEN TI - Interoperability of the State Information System version 3.0 AU - Ministry Economic Affairs and Communications DA - 2011/// PY - 2011 LA - en KW - Final_citation ER - TY - JOUR TI - Interplay between Literacy and Health Services Access: The Case of Elderly Exemption Beneficiaries in Tanzania AU - Edward, Joshua T2 - Journal of Learning for Development AB - Over the last two decades research has indicated an unpleasant experience for the elderly with exemptions. An important question for this paper is whether the unpleasant exempted experience for the elderly in accessing health services is linked to illiteracy. Since illiteracy can affect how services are used and its results, the answer to this paper’s question could affect how health services are accessed and their associated outcomes. Policy implementors are operating without a solid knowledge of this relationship. The study used a mixed methods approach. Purposive random sampling was applied to select  879 elderly and was guided by research assistants in filling in the questionnaires. Also, purposive sampling was used to recruit 23 key informants. Results indicates a significant relationship between illiteracy and selected indicators of health service access: awareness, acceptability and adequacy. This paper argues for more training opportunities through non-formal programs among adults and communication capacity building among health providers based on the results of implementing the elderly exemption policy in Ubungo and Mbarali districts in Tanzania. DA - 2021/03/18/ PY - 2021 DP - jl4d.org VL - 8 IS - 1 SP - 129 EP - 145 LA - en SN - 2311-1550 ST - Interplay between Literacy and Health Services Access UR - https://jl4d.org/index.php/ejl4d/article/view/494 Y2 - 2022/04/05/12:21:54 KW - exemption policy KW - health services access and elderly KW - literacy KW - ⛔ No DOI found ER - TY - BOOK TI - Interpreting qualitative data AU - Silverman, David DA - 2015/// PY - 2015 DP - Google Scholar ET - 5 PB - Sage UR - https://books.google.com/books?hl=en&lr=&id=Tp94BgAAQBAJ&oi=fnd&pg=PT18&dq=Interpreting+qualitative+data.&ots=-8nM3xS_x7&sig=4SJyBWeutT2qkOQc1Uoy-7a9Bc4 Y2 - 2015/05/01/17:04:02 KW - CitedIn:eCubed KW - DL4D cited KW - Done:ReferenceFixed KW - TPD@Scale-cited KW - TPD@Scale_1 KW - eCubed ER - TY - JOUR TI - Interrogating Gender Divides in Technology for Education and Development: the Case of the One Laptop per Child Project in Ghana AU - Steeves, Leslie AU - Kwami, Janet T2 - Studies in Comparative International Development AB - The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident. DA - 2017/06/01/ PY - 2017 DO - 10.1007/s12116-017-9245-y DP - Springer Link VL - 52 IS - 2 SP - 174 EP - 192 J2 - St Comp Int Dev LA - en SN - 1936-6167 ST - Interrogating Gender Divides in Technology for Education and Development UR - https://doi.org/10.1007/s12116-017-9245-y Y2 - 2020/07/20/17:33:37 KW - C: Ghana ER - TY - JOUR TI - Interventions for Improving Learning Outcomes and Access to Education in Low and Middle-Income Countries: A Systematic AU - Snilstveit, Birte AU - Stevenson, Jennifer AU - Phillips, Daniel AU - Vojtkova, Martina AU - Gallagher, Emma AU - Schmidt, Tanja AU - Jobse, Hannah AU - Geelen, Maisie AU - Pastorello, Maria Grazia AU - Eyers, John T2 - Review. 3ie Systematic Review DA - 2015/// PY - 2015 VL - 24 UR - https://www.3ieimpact.org/evidence-hub/publications/systematic-reviews/interventions-improving-learning-outcomes-and-access KW - ⛔ No DOI found ER - TY - JOUR TI - Interventions in LICs and LMICs to improve air quality and/or mitigate its impacts AU - Avis, William AU - Bartington, Suzanne DA - 2020/// PY - 2020 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Intraclass Correlation Values for Planning Group-Randomized Trials in Education AU - Hedges, Larry V. AU - Hedberg, E. C. T2 - Educational Evaluation and Policy Analysis AB - Experiments that assign intact groups to treatment conditions are increasingly common in social research. In educational research, the groups assigned are often schools. The design of group-randomized experiments requires knowledge of the intraclass correlation structure to compute statistical power and sample sizes required to achieve adequate power. This article provides a compilation of intraclass correlation values of academic achievement and related covariate effects that could be used for planning group-randomized experiments in education. It also provides variance component information that is useful in planning experiments involving covariates. The use of these values to compute the statistical power of group-randomized experiments is illustrated. DA - 2007/03/01/ PY - 2007 DO - 10.3102/0162373707299706 DP - SAGE Journals VL - 29 IS - 1 SP - 60 EP - 87 J2 - Educational Evaluation and Policy Analysis LA - en SN - 0162-3737 UR - https://doi.org/10.3102/0162373707299706 Y2 - 2020/07/20/12:40:43 ER - TY - CONF TI - Introducing ChatGPT to a researcher’s toolkit: An empirical comparison between rule-based and large language model approach in the context of qualitative content analysis of political texts in Finnish AU - Kousa, Ilona C3 - Proceedings of the Joint 3rd International Conference on Natural Language Processing for Digital Humanities and 8th International Workshop on Computational Linguistics for Uralic Languages DA - 2023/// PY - 2023 DP - Google Scholar SP - 102 EP - 113 ST - Introducing ChatGPT to a researcher’s toolkit UR - https://aclanthology.org/2023.nlp4dh-1.12/ Y2 - 2024/02/23/17:11:25 KW - ⛔ No DOI found ER - TY - CONF TI - Introducing EIDU’s Solver Platform: Facilitating Open Collaboration in AI to Help Solve the Global Learning Crisis AU - Friedberg, Aidan A2 - Rodrigo, Maria Mercedes A2 - Matsuda, Noburu A2 - Cristea, Alexandra I. A2 - Dimitrova, Vania T3 - Lecture Notes in Computer Science AB - EIDU provides child-focused learning content along with digitally supported structured pedagogy programmes for teachers and is being rolled out to all public pre-primary schools across four counties in Kenya. EIDU is content-agnostic, allowing any provider to integrate new content into the platform, with the choice and order of content for each individual child optimised through personalisation algorithms. Autonomous digitised assessment tools enable real-time learning measurement which can be fed back to content providers and researchers, facilitating continuous improvement cycles. EIDU is providing open access to its platform to facilitate collaboration in the personalisation space with ‘the Solver Platform’. Researchers will have access to a vast, anonymised learning dataset to train and develop personalisation algorithms. These algorithms can be deployed onto the platform using a plug-in system and will automatically be evaluated and selected based on their measured learning impact, always ensuring the safety of learners comes first. C1 - Cham C3 - Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium DA - 2022/// PY - 2022 DO - 10.1007/978-3-031-11647-6_18 DP - Springer Link SP - 104 EP - 108 LA - en PB - Springer International Publishing SN - 978-3-031-11647-6 ST - Introducing EIDU’s Solver Platform KW - Final_citation KW - cited KW - existing ER - TY - BOOK TI - Introducing Geographic Information Systems with ArcGIS: A Workbook Approach to Learning GIS AU - Kennedy, Michael D. AB - An integrated approach that combines essential GIS background with a practical workbook on applying the principles in ArcGIS 10.0 and 10.1 Introducing Geographic Information Systems with ArcGISintegrates a broad introduction to GIS with a software-specific workbook for Esri's ArcGIS. Where most courses make do using two separate texts, one covering GIS and another the software, this book enables students and instructors to use a single text with an integrated approach covering both in one volume with a common vocabulary and instructional style. This revised edition focuses on the latest software updates—ArcGIS 10.0 and 10.1. In addition to its already successful coverage, the book allows students to experience publishing maps on the Internet through new exercises, and introduces the idea of programming in the language Esri has chosen for applications (i.e., Python). A DVD is packaged with the book, as in prior editions, containing data for working out all of the exercises. This complete, user-friendly coursebook: Is updated for the latest ArcGIS releases—ArcGIS 10.0 and 10.1 Introduces the central concepts of GIS and topics needed to understand spatial information analysis Provides a considerable ability to operate important tools in ArcGIS Demonstrates new capabilities of ArcGIS 10.0 and 10.1 Provides a basis for the advanced study of GIS and the study of the newly emerging field of GIScience Introducing Geographic Information Systems with ArcGIS, Third Edition is the ideal guide for undergraduate students taking courses such as Introduction to GIS, Fundamentals of GIS, and Introduction to ArcGIS Desktop. It is also an important guide for professionals looking to update their skills for ArcGIS 10.0 and 10.1. DA - 2013/03/20/ PY - 2013 DP - Google Books SP - 726 LA - en PB - John Wiley & Sons SN - 978-1-118-33034-0 ST - Introducing Geographic Information Systems with ArcGIS KW - Science / Earth Sciences / Geography ER - TY - JOUR TI - Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives AU - Shohel, M. Mahruf C. AU - Power, Tom T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods). DA - 2010/11/01/ PY - 2010 DO - 10.1080/02680513.2010.511953 DP - Taylor and Francis+NEJM VL - 25 IS - 3 SP - 201 EP - 215 LA - English SN - 0268-0513 ST - Introducing mobile technology for enhancing teaching and learning in Bangladesh UR - https://doi.org/10.1080/02680513.2010.511953 Y2 - 2020/05/16/17:21:18 KW - BANGLADESH KW - Bangladesh KW - C:Bangladesh KW - COMPUTER assisted language instruction KW - COMPUTERS in education KW - CONTINUING education KW - Computer Assisted Instruction KW - DISTANCE education KW - Developing Nations KW - Digital audio players KW - Distance Education KW - Distance learning KW - ENGLISH language -- Study & teaching -- Foreign speakers KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational Development KW - Educational Technology KW - Educational technology KW - Elementary Secondary Education KW - English (Second Language) KW - English in Action support model KW - English language KW - Foreign Countries KW - Handheld Devices KW - Higher Education KW - Inservice Teacher Education KW - Interviews KW - LANGUAGE teachers KW - Language instruction KW - Multimedia Instruction KW - OPEN learning KW - Open Universities KW - Pilot Projects KW - Postsecondary Education KW - Professional development KW - Program Descriptions KW - Program Development KW - Program Effectiveness KW - Protocol Materials KW - SECONDARY education KW - Second Language Instruction KW - Secondary Education KW - Secondary School Teachers KW - Studies KW - TEACHER development KW - TEACHERS -- Attitudes KW - TELEMATICS KW - Teacher Attitudes KW - Teachers KW - Technology Integration KW - United Kingdom KW - Video Technology KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098161 KW - __C:filed:1 KW - ___working_potential_duplicate KW - __finaldtb KW - mobile learning KW - mobile technology KW - technology intervention ER - TY - JOUR TI - Introducing tablet computers to a rural primary school: An activity theory case study AU - Al-Huneini, Hamood AU - Walker, S. Aisha AU - Badger, Richard T2 - Computers & Education DA - 2020/// PY - 2020 DO - 10.1016/j.compedu.2019.103648 DP - Google Scholar VL - 143 SP - 103648 ST - Introducing tablet computers to a rural primary school KW - __C:filed:1 ER - TY - ELEC TI - Introducing Teachers Registration Council of Nigeria AU - Teachers Registration Council of Nigeria DA - 2008/// PY - 2008 UR - https://trcn.gov.ng/file/Introducing%20TRCN.pdf Y2 - 2020/08/05/14:35:31 ER - TY - BLOG TI - Introducing the 2023 Post Growth Fellows AU - Holmes, Natalie T2 - Post Growth Perspectives AB - Influential researchers, thought leaders, activists, artists, and entrepreneurs from a range of backgrounds, fields, and cultures. DA - 2023/02/15/T19:39:17.501Z PY - 2023 LA - en UR - https://medium.com/postgrowth/introducing-the-2023-post-growth-fellows-8ba3caf26478 Y2 - 2023/02/15/19:42:48 ER - TY - RPRT TI - Introducing the next iteration of our sensor box AU - Haßler, Björn AU - Bablok, Bernhard AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1064 DA - 2024/01/23/ PY - 2024 LA - en M3 - Blog post - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education SN - 15 UR - https://opendeved.net/2024/01/23/introducing-the-next-iteration-of-our-sensor-box/ KW - _r:AddedByMyEducationEvidence ER - TY - CHAP TI - Introduction Keynotes - Technical and Vocational Education and Training in Sub-Saharan Africa: the missing middle in post-school education AU - Lolwana, Peliwe AU - Oketch, Moses O. T2 - Vocational Education and Training in Sub-Saharan Africa AB - The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school. DA - 2017/// PY - 2017 DP - mEDRA SP - 11 EP - 38 LA - English UR - https://www.wbv.de/artikel/6004570w011 Y2 - 2018/05/26/12:47:44 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - AA:SSA KW - CLL:en KW - Comparative Analysis KW - publicImportV1 ER - TY - CHAP TI - Introduction: Learning about teacher learning: reflections of a science educator AU - Wallace, J. T2 - Leadership and Professional Development in Science Education: New Possibilities for Enhancing Teacher Learning A2 - Wallace, J. A2 - Loughran, J. CY - London DA - 2003/// PY - 2003 SP - 1 EP - 16 PB - Routledge Falmer ST - Introduction: Learning about teacher learning: reflections of a science educator ER - TY - JOUR TI - Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives AU - Lurvink, Anne-Fleur AU - Pitchford, Nicola J. T2 - Frontiers in Education AB - Background Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills. DA - 2023/05/12/ PY - 2023 DO - 10.3389/feduc.2023.1069857 DP - DOI.org (Crossref) VL - 8 SP - 1069857 J2 - Front. Educ. SN - 2504-284X ST - Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone UR - https://www.frontiersin.org/articles/10.3389/feduc.2023.1069857/full Y2 - 2023/11/22/13:20:44 ER - TY - CHAP TI - Introduction to AI in Learning: Designing the Future AU - Niemi, Hannele AU - Pea, Roy D. AU - Lu, Yu T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - The introduction chapter focuses on the main questions of the whole book AI in Learning: Designing the Future: (1) How is learning changing when human learning and machine learning are connected and what consequences does this conjunction have for education, also for working life as lifelong learning and (2) what kind of ethical issues are emerging with AI in education from the viewpoints of schools and other learning environments. The chapter first summarizes how recent AI technologies provide several options for learning and educational services and how AI is applied already in societies. In education and learning, many advanced techniques are already available, and we have tentatively promising findings. However, the accelerating pace of development of technology expands AI’s potentialities in education, so we need extensive new research about educational implementations and their effects on human learning and people’s lives. The chapter also summarizes how different chapters provide new research on AI in learning and education. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 1 EP - 15 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 ST - Introduction to AI in Learning UR - https://doi.org/10.1007/978-3-031-09687-7_1 Y2 - 2024/02/23/23:57:15 KW - AI ethical issues KW - Artificial intelligence KW - Human learning KW - Lifelong learning KW - Machine learning ER - TY - RPRT TI - Introduction to Design Challenges AU - McBurnie, Chris AU - Hassan, Mustafa Syed AU - Moustafa, Nariman AU - Walker, Hannah AU - Lurvink, Anne-Fleur AU - Macharia, Grace AU - Haßler, Björn AB - This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/. CN - 1007 DA - 2023/// PY - 2023 LA - en M3 - EdTech Fellowship PB - Open Development & Education SN - 9 UR - https://docs.opendeved.net/lib/QN8H4FZC KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - BOOK TI - Introduction to meta-analysis AU - Borenstein, M. AU - Hedges, L.V. AU - Higgins, J.P.T. AU - Rothstein, H.R. CY - Chichester, United Kingdom DA - 2009/// PY - 2009 PB - John Wiley & Sons ER - TY - RPRT TI - Introduction to Mixed Methods in Impact Evaluation AU - Bamberger, Michael DA - 2012/// PY - 2012 DP - Zotero LA - en SN - 3 UR - https://www.betterevaluation.org/en/resources/guides/intro_mixed-methods_impact-evaluation KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - eCubed ER - TY - BOOK TI - Introduction to Professional Development (Coordinators) T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators) A3 - Haßler, Björn CY - Ghana DA - 2015/// PY - 2015 ET - 1 VL - 1 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Introduction to Professional Development (Facilitators) T2 - T-TEL Professional Development Programme (Handbook for Facilitators) A3 - Haßler, Björn CY - Ghana DA - 2015/// PY - 2015 ET - 1 VL - 1 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd ER - TY - BOOK TI - Introduction to Professional Development (Student Teachers) T2 - T-TEL Professional Development Programme (Professional Development Guide for Student Teachers)) A3 - Haßler, Björn CY - Ghana DA - 2015/// PY - 2015 ET - 1 VL - 1 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd ER - TY - BOOK TI - Introduction to Professional Development (Tutors) T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors) A3 - Haßler, Björn CY - Ghana DA - 2015/// PY - 2015 ET - 1 VL - 1 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - CHAP TI - Introduction: Why we need a theory of educational technology AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - Thinking about how we should use technology in education is thinking about how we want to shape the future of education and, indeed, how we want to shape future humans. Theory is needed to illuminate the issues at stake, but there is only a very limited amount of existing theory specific to educational technology. Moreover, when theory is referred to this is almost invariably education theory without any influence from the theory of technology. This first chapter explains why we think a new ‘dialogic’ theory of educational technology is required and introduces the main themes of the book. We argue that the ‘voice’ of technology should feature prominently in any theory of educational technology. Two case studies are offered to illustrate that the ways in which we frame educational technology makes a difference to how we design for education with technology. The chapter ends with an outline of the argument of the whole book. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ST - Introduction ER - TY - BOOK TI - Investigating Acoustic and Indoor Air Qualities of Learning Environments in Bayero University, Kano. ARCHICULTURE, An International Journal that Promotes the Architecture of Human Culture with the Culture of Architecture. A publication of the Department of Architecture, Faculty of Environmental Sciences AU - Ali, S.M. CY - Nigeria DA - 2021/// PY - 2021 LA - en PB - University of Jos ER - TY - JOUR TI - Investigating attitudes towards the use of mobile learning in higher education AU - Al-Emran, Mostafa AU - Elsherif, Hatem M. AU - Shaalan, Khaled T2 - Computers in Human Behavior AB - Mobile learning (M-learning) has become an important educational technology component in higher education. M-learning makes it possible for students to learn, collaborate, and share ideas among each other with the aid of internet and technology development. However, M-learning acceptance by learners and educators is critical to the employments of M-learning systems. Attitudes towards M-learning technology is an important factor that helps in determining whether or not learners and educators are ready to use M-learning. Such attitudes will serve to identify strengths and weaknesses and facilitate the development of the technology infrastructure. This paper aims at exploring students and educators' attitudes towards the use of M-learning in higher educational universities within Oman and UAE; two neighboring countries in the Arab Gulf region. To serve this purpose, two survey questionnaires were conducted: one for students and another for educators. The participants of this study are 383 students and 54 instructors from five universities. Different factors have been examined to test where there is a significant difference among students and educators' attitudes towards the use of M-learning, such as gender, age, country, level of study, smartphone ownership, major in terms of students and age, country, academic rank, academic experience and smartphone ownership in terms of educators. Findings revealed significant differences among the students’ attitudes towards M-learning with regard to their smartphone ownership, country and age. Furthermore, results indicated that M-learning can be one of the promising pedagogical technologies to be employed in the higher educational environments within the Arab Gulf countries. DA - 2016/03/01/ PY - 2016 DO - 10.1016/j.chb.2015.11.033 DP - ScienceDirect VL - 56 SP - 93 EP - 102 J2 - Computers in Human Behavior LA - en SN - 0747-5632 UR - http://www.sciencedirect.com/science/article/pii/S074756321530248X Y2 - 2020/04/21/21:02:01 KW - Attitudes KW - Higher education KW - Mobile learning KW - __C:filed:1 ER - TY - JOUR TI - Investigating effects of using digital video in teacher training in Cambodia AU - Lok, Leandra AU - Schellings, Gonny AU - Brouwer, Niels AU - Brok, Perry Den T2 - Journal of Technology and Teacher Education DA - 2018/04// PY - 2018 VL - 26 IS - 2 LA - en SN - 1059-7069 KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Investigating effects of using digital video in teacher training in Cambodia AU - Lok, Leandra AU - Schellings, Gonny AU - Brouwer, Niels AU - Den Brok, Perry T2 - Journal of Technology and Teacher Education AB - While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions. DA - 2018/04// PY - 2018 VL - 26 IS - 2 SP - 275 EP - 298 LA - English SN - 1059-7069, 1059-7069 UR - https://www.learntechlib.org/primary/p/178451/ AN - 2101385721; EJ1181032 KW - Active Learning KW - Behavior Change KW - Cambodia KW - Cultural Context KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Computer Applications KW - Faculty Development KW - Foreign Countries KW - Instructional Effectiveness KW - Knowledge Base for Teaching KW - Learning KW - Mixed Methods Research KW - Questionnaires KW - Student Centered Learning KW - Studies KW - Teacher Attitudes KW - Teacher Behavior KW - Teacher education KW - Teachers KW - Teaching KW - Teaching Methods KW - Training KW - Video KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095890 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Investigating ICTs for Education in Marginalized Communities AU - Kamal, Mehruz AU - Diksha, Diksha DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - JOUR TI - Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom AU - Morgana, Valentina AU - Shrestha, Prithvi N. T2 - International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) DA - 2018/// PY - 2018 DO - 10.4018/ijcallt.2018070102 DP - Google Scholar VL - 8 IS - 3 SP - 29 EP - 49 KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Canada CAN KW - _C:China CHN KW - _C:Cuba CUB KW - _C:France FRA KW - _C:Italy ITA KW - _C:Malaysia MYS KW - _C:Sweden SWE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Investigating teachers’ pedagogical experiences with tablet integration in Korean rural schools AU - Kim, Hye Jeong AU - Kim, Hyeoncheol T2 - The Asia-Pacific Education Researcher DA - 2017/// PY - 2017 DO - 10.1007/s40299-017-0331-8 DP - Google Scholar VL - 26 IS - 1-2 SP - 107 EP - 116 KW - __C:filed:1 ER - TY - RPRT TI - Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone AU - Beoku-Betts, Iman AU - Leh Wi Lan AB - An output of the Open Development & Education, https://.opendeved.net/ CN - 1014 DA - 2023/// PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/CN5FS7MB KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone AU - Beoku-Betts, Iman AU - Leh Wi Lan AB - Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school improvement, and attendance monitoring. This report presents findings from qualitative research conducted in three districts in Sierra Leone. The aim is to provide the MBSSE and other partners with insights to understand the variation in and what is needed to maximise SQAO activity levels, increase principal engagement with digital tools, and support and promote quality visits to schools. An output of the EdTech Hub, https://edtechhub.org DA - 2023/06// PY - 2023 M3 - Working Paper PB - EdTech Hub SN - 51 UR - https://docs.edtechhub.org/lib/AHVWDNGT ER - TY - RPRT TI - Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone AU - Beoku-Betts, Iman AU - Leh Wi Lan, Leh Wi Lan AB - An output of the Open Development & Education, https://.opendeved.net/ DA - 2023/01/01/ PY - 2023 DP - DOI.org (Crossref) PB - Open Development & Education UR - https://docs.opendeved.net/lib/CN5FS7MB Y2 - 2024/01/17/13:34:46 ER - TY - JOUR TI - Investigating the Barriers to Teachers’ Professional Development in an EFL Context AU - Soodmand Afshar, Hassan AU - Ghasemi, Shabnam T2 - Journal of Modern Research in English Language Studies DA - 2020/// PY - 2020 DP - Google Scholar VL - 7 IS - 2 SP - 101 EP - 122 KW - _C:China CHN KW - _C:Iran IRN KW - _C:Israel ISR KW - _C:Lesotho LSO KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Investigating the effectiveness of a comprehensive literacy coaching program in schools with high teacher mobility AU - Matsumura, L.C. AU - Garnier, H.E. AU - Correnti, R. AU - Junker, B. AU - Bickel, D.D. T2 - The Elementary School Journal DA - 2010/// PY - 2010 DO - 10.1086/653469 VL - 111 IS - 1 SP - 35 EP - 62 UR - https://doi.org/10.1086/653469. ER - TY - RPRT TI - Investigating the Impact on Learning Outcomes Through the Use of EdTech During Covid-19: Evidence from an RCT in the Punjab province of Pakistan AU - Adil, Fareeha AU - Nazir, Rabia AU - Akhtar, Misbah DA - 2021/01/08/ PY - 2021 LA - en PB - EdTech Hub ST - Investigating the Impact on Learning Outcomes Through the Use of EdTech During Covid-19 KW - Final_citation KW - cited KW - existing ER - TY - THES TI - Investigating the rationale for material selection in tropical housing projects in Uganda – a Case for Interlocking Stabilised Soil Blocks (ISSB) technology AU - Nambatya, Margret Mauricia AB - Behind Uganda’s housing construction industry are conventional practices in the choice of building materials, particularly burned bricks (BBs) bonded together with thick mortar of up to 30 mm to erect walls for housing. Due to the growing population, the demand for houses in Uganda has increased in the recent years, increasing the demand for building materials. However, meeting this increased demand can speed up deforestation and worsen the effects of climate change since the firing of bricks in Uganda takes 5.7 times more energy than that recorded in the ICE database of general baked clay bricks in the UK. CY - Cambridge, UK DA - 2015/// PY - 2015 DP - Zotero LA - en M3 - MPhil in Engineering for Sustainable Development PB - University of Cambridge KW - ⛔ No DOI found ER - TY - JOUR TI - Investigating the relation between electroencephalogram, thermal comfort, and cognitive performance in neutral to hot indoor environment AU - Lang, Xiaoyue AU - Wargocki, Pawel AU - Liu, Weiwei T2 - Indoor Air AB - The relation between electroencephalogram signals, thermal comfort, and cognitive performance in neutral to hot indoor environment was investigated. The experiments were carried out at four temperatures: 26ºC, 30ºC, 33ºC, and 37ºC, and two relative humidity levels: 50% and 70%. Thirty-two subjects were exposed for 175 min. The electroencephalogram signals were measured for 30 min 25 min after the onset of exposure while the recruited subjects performed neurobehavioral tests and rated their thermal comfort. The relative power of electroencephalogram signals has a significant correlation with thermal comfort and performance of neurobehavioral tests. The ratings of acceptability of thermal environment and thermal comfort, the speed, accuracy, and PI of completing the tests are negatively correlated with the relative power of δ-band, but positively correlated with θ-band, α-band, and β-band. The ratings of thermal sensation have a better correlation with the above four bands, but the correlation trend is opposite. A linear relation was found between electroencephalogram signals and the speed. The results showed that the relative power of P7 channel located in the occipital lobe is the most suitable as a single electroencephalogram channel to reflect joint thermal comfort and cognitive performance at high temperatures, especially its α-band. DA - 2022/// PY - 2022 DO - 10.1111/ina.12941 DP - Wiley Online Library VL - 32 IS - 1 SP - e12941 LA - en SN - 1600-0668 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/ina.12941 Y2 - 2022/05/29/15:13:26 KW - BE:RELEVANT KW - acceptability of thermal environment KW - cognitive performance KW - electroencephalogram KW - occipital lobe KW - thermal comfort KW - thermal sensation ER - TY - JOUR TI - Investigating Turkish pre-service teachers' perceptions of blogs: implications for the FATIH project AU - Ocak, Mehmet Akif AU - Gökçearslan, Sahin AU - Solmaz, Ebru T2 - Contemporary Educational Technology AB - This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project. DA - 2014/// PY - 2014 DO - 10.30935/cedtech/6113 VL - 5 IS - 1 SP - 22 EP - 38 LA - English UR - https://www.researchgate.net/publication/281592685_Investigating_Turkish_Pre-service_Teachers'_Perceptions_of_Blogs_Implications_for_the_FATIH_Project AN - 1826538580; EJ1105540 KW - Critical Thinking KW - Diaries KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Electronic Publishing KW - Factor Analysis KW - Foreign Countries KW - Group Activities KW - Higher Education KW - Online Surveys KW - Postsecondary Education KW - Preservice Teachers KW - Questionnaires KW - Student Attitudes KW - Student Motivation KW - Student Participation KW - Technology Integration KW - Technology Uses in Education KW - Turkey KW - Web Sites KW - Writing Skills KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098538 KW - __finaldtb ER - TY - JOUR TI - Investigation of gender differences in sleeping comfort at different environmental temperatures AU - Pan, Li AU - Lian, Zhiwei AU - Lan, Li T2 - Indoor and Built Environment DA - 2012/// PY - 2012 DO - 10.1177/1420326X11425967 DP - Google Scholar VL - 21 IS - 6 SP - 811 EP - 820 ER - TY - CONF TI - iPad in education: A case study of iPad adoption and use in a primary school. AU - Henderson, S., & Yeow, J. T2 - System Science (HICSS), 2012 45th Hawaii International Conference on C3 - In 45th International Conference on System Science (HICSS) 2012 DA - 2012/// PY - 2012 SP - 78 EP - 87 PB - IEEE KW - ⛔ No DOI found ER - TY - RPRT TI - iPad Scotland Evaluation AU - Burden, K., Hopkins, P., Male, T., Martin, S., & Trala, C. DA - 2012/// PY - 2012 PB - University of Hull ER - TY - JOUR TI - iPadiCan: Trialling iPads to support primary and secondary students with disabilities AU - Watts, Liz AU - Brennan, Sharon AU - Phelps, Renata T2 - Australian Educational Computing AB - iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation. DA - 2012/// PY - 2012 VL - 27 IS - 2 SP - 4 EP - 12 KW - ⛔ No DOI found ER - TY - JOUR TI - IPadien opetuskäytön yhteys kolmannen luokan oppilaiden motivaatioon ja itseohjautuvuuteen käsityön opetuskokeilussa AU - Hemminki, Anni AU - Lummelahti, Miina DA - 2020/// PY - 2020 DP - Google Scholar KW - _C:Finland FIN KW - _C:Malaysia MYS KW - _C:Oman OMN KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project AU - Cumming, Therese M AU - Strnadová, Iva AU - Singh, Sylvia T2 - Action Research DA - 2014/// PY - 2014 DO - 10.1177/1476750314525480 VL - 12 IS - 2 SP - 151 EP - 176 ER - TY - JOUR TI - iPads in higher education—Hype and hope AU - Nguyen, Lemai AU - Barton, Siew Mee AU - Nguyen, Linh Thuy T2 - British Journal of Educational Technology DA - 2015/// PY - 2015 DO - 10.1111/bjet.12137 DP - Google Scholar VL - 46 IS - 1 SP - 190 EP - 203 UR - http://onlinelibrary.wiley.com/doi/10.1111/bjet.12137/pdf Y2 - 2014/05/10/00:08:23 ER - TY - CONF TI - iPads in the Primary School: Emerging Research AU - Falloon, Garry T2 - ACEC 2014 C1 - Adelaide DA - 2014/// PY - 2014 KW - ⛔ No DOI found ER - TY - RPRT TI - IPCC-Climate-Trends-Fact-Sheet-for-Africa AU - Intergovernmental Panel on Climate Change DA - 2023/// PY - 2023 SP - 2 UR - https://www.ipcc.ch/report/ar6/wg1/downloads/factsheets/IPCC_AR6_WGI_Regional_Fact_Sheet_Africa.pdf ER - TY - VIDEO TI - IPDCTalks - Speaker Cable Green's full speech on SDG 4: Education AB - Up to two third of college and university students in the US can’t afford their school books,' says IPDC Talks speaker Cable Green (Director of Open Education at Creative Commons). In his presentation during the IPDC Talks, Cable Green elaborates on the importance of access to information for SDG4 Education. Watch presentations from other IPDC Talks speakers on https://www.facebook.com/netherlands.... DA - 2016/// PY - 2016 DP - YouTube ST - IPDCTalks - Speaker Cable Green's full speech on SDG 4 UR - https://www.youtube.com/watch?v=qvfC8A1oW30 Y2 - 2016/10/05/13:32:39 ER - TY - JOUR TI - Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends? AU - Cilliers, Francois J. T2 - Perspectives on Medical Education AB - Newman JH. Discourses on the scope and nature of university education, addressed to the Catholics of Dublin. Dublin: James Duffy; 1852. Osler W. Examinations, examiners and examinees. Lancet. 1913;1047–59. Deng F, Gluckstein JA, Larsen DP. Student-directed retrieval practice is a predictor of medical licensing examination performance. Perspect Med Educ. 2015;4. DOI: 10.1007/s40037-015-0220-x Cilliers FJ, Schuwirth LWT, Adendorff HJ, Herman N, Vleuten CPM van der. The mechanism of impact of summative assessment on medical students’ learning. Adv Health Sci Educ. 2010;15:695–715. Article Google Scholar Dochy F, Segers M, Gijbels D, Struyven K. Assessment engineering: breaking down barriers between teaching and learning, and assessment. In: Boud D, Falchikov N, editors. Rethinking assessment in higher education: learning for the longer term. Oxford: Routledge; 2007. pp. 87–100. Cilliers FJ, Schuwirth LWT, Herman N, Adendorff H, Vleuten CPM van der. A model of the pre-assessment learning effects of summative assessment in medical education. Adv Health Sci Educ. 2012;17:39–53. Article Google Scholar Roediger HL, Butler AC. The critical role of retrieval practice in long-term retention. Trends Cogn Sci. 2011;15:20–7. Article Google Scholar Watling C. Cognition, culture, and credibility: deconstructing feedback in medical education. Perspect Med Educ. 2014;3:124–8. Article Google Scholar Saville BK, Pope D, Lovaas P, Williams J. Interteaching and the testing effect: a systematic replication. Teach Psychol. 2012;39:280–3. Article Google Scholar Lundeberg MA, Fox PW. Do laboratory findings on test expectancy generalize to classroom outcomes? Rev Educ Res. 1991;61:94–106. Article Google Scholar Watling CJ. Unfulfilled promise, untapped potential: feedback at the crossroads. Med Teacher. 2014;36(8):692–7. Article Google Scholar Sundre DL, Kitsantas A. An exploration of the psychology of the examinee: can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance? Contemp Educ Psychol. 2004;29:6–26. Article Google Scholar Cilliers FJ, Schuwirth LWT, Vleuten CPM van der. A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context. BMC Med Educ. 2012;12. Download references Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, Anzio Road, 7925, Observatory, South Africa Francois J Cilliers You can also search for this author in PubMed Google Scholar Correspondence to Francois J Cilliers. This article is published under an open access license. Please check the 'Copyright Information' section for details of this license and what re-use is permitted. If your intended use exceeds what is permitted by the license or if you are unable to locate the licence and re-use information, please contact the Rights and Permissions team. Cilliers, F. Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends?. Perspect Med Educ 4, 280–281 (2015). https://doi.org/10.1007/s40037-015-0229-1 Download citation Published: 23 October 2015 Issue Date: December 2015 DOI: https://doi.org/10.1007/s40037-015-0229-1 DA - 2015/10/23/ PY - 2015 DO - 10.1007/s40037-015-0229-1 DP - www.scilit.net VL - 4 IS - 6 SP - 280 EP - 281 LA - en SN - 22122761 ST - Is assessment good for learning or learning good for assessment? UR - https://www.scilit.net/article/cb735c15281b3d3d69f798146b1cc07f Y2 - 2020/08/12/17:07:15 KW - __C:filed:1 ER - TY - JOUR TI - Is Blended Learning Better than Online Learning for B.Ed Students? AU - Ranjan, Prabhas T2 - Journal of Learning for Development AB - Blended learning is a newly emerging area of research and practice in educational institutions. It is defined as a useful and reasonable combination of online and face-to-face learning and is acclaimed as a successful mode of teaching. The recent growth of online education, which is without classroom interaction, in a developing country like India therefore presents a reason to verify the relative effectiveness of these teaching modes. This study was an experimental study spread over two years, to compare the effectiveness of the blended learning mode and the online learning modes (including their specific teaching-learning strategies) for a B.Ed curriculum. A randomly selected sample of students with a comparable level of intelligence quotient (IQ) was subjected to both controlled (face-to-face) and experimental treatments (online and blended learning). The participants were the students of a predominantly face-to-face mode of a B.Ed Course. The researcher found that the average achievement scores of the blended learning mode were higher than the online learning mode. It appears that the interaction of the instructor and the learners was a critical factor for the better performance of blended learning. This research also suggests that blended learning resulted in better learning attainment and motivation. Blended learning has potential to support learner-centric teaching-learning endeavours. It is an important finding for the emerging trend towards online learning in India. It is also relevant in the context of the conditions created by the COVID-19 pandemic, which has put constraints on the face-to-face mode of teaching. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 349 EP - 366 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/412 Y2 - 2020/11/21/13:31:37 KW - Moodle KW - blended learning KW - experimental study KW - face-to-face learning KW - online learning KW - ⛔ No DOI found ER - TY - JOUR TI - Is farmer-to-farmer extension effective? The impact of training on technology adoption and rice farming productivity in Tanzania AU - Nakano, Yuko AU - Tsusaka, Takuji W. AU - Aida, Takeshi AU - Pede, Valerien O. T2 - World Development AB - Abstract Agricultural training is a potentially effective method to diffuse relevant new technologies to increase productivity and alleviate rural poverty in Sub-Saharan Africa (SSA). However, since it is prohibitively expensive to provide direct training to all the farmers in SSA, it is critically important to examine the extent to which technologies taught to a small number of farmers disseminate to non-trained farmers. This paper investigates the technology dissemination pathways among smallholder rice producers within a rural irrigation scheme in Tanzania. As an innovative feature, we compare the performance of three categories of farmers: key farmers, who receive intensive pre-season training at a local training center; intermediate farmers, who are trained by the key farmers; and other ordinary farmers. By collecting and analyzing a unique five-year household-level panel data set, we estimate difference-in-differences models to assess how the gap in performance evolve as the technologies spill over from the trained farmers to the ordinary farmers. To disentangle the technology spillover process, we also examine the extent to which social and geographical network with the key and intermediate farmers influences the adoption of technologies by the ordinary farmers, by incorporating social relationship variables into spatial econometric models. We found that the ordinary farmers who were a relative or residential neighbor of a key or intermediate farmer were more likely to adopt new technologies than those who were not. As a result, while the key farmers’ technology adoption rates rose immediately after the training, those of the non-trained ordinary farmers caught up belatedly. As the technologies disseminated, the paddy yield of the key farmers increased from 3.1 to 5.3 tons per hectare, while the yield of the ordinary farmers increased from 2.6 to 3.7 tons per hectare. Our results suggest the effectiveness and practical potential of farmer-to-farmer extension programs for smallholders in SSA as a cost effective alternative to the conventional farmer training approach. DA - 2018/// PY - 2018 DO - 10.1016/j.worlddev.2017.12.013 LA - en UR - https://www.sciencedirect.com/science/article/pii/S0305750X17304060 AN - LOCAL-DOI:10.1016/j.worlddev.2017.12.013 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CCZ:Tanzania KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:learning KW - P:agricultural KW - P:economy KW - P:measurement KW - P:social KW - P:technology KW - R:impact KW - T:Training KW - T:trainee KW - Z:Agricultural training KW - Z:Rice cultivation KW - Z:Social learning KW - Z:Sub-Saharan Africa KW - Z:Technology adoption KW - publicImportV1 ER - TY - RPRT TI - Is indoor environmental quality in my school classroom safe? AU - Warwocki, Pawel AB - How can we monitor indoor environmental quality without access to sophisticated measurement instruments? This blog highlights simple methods for checking classroom environmental quality. The methods cannot replace the processes of taking actual measurements and monitoring, or ensure that classrooms meet code requirements; they will, however, help identify particular problems and indicate actions that can be taken to avoid them. The end of the blog includes a table of the actions described and a simple survey that can be used with schoolchildren. An output of the Open Development & Education, https://opendeved.net/ CN - 10.53832/opendeved.1028 DA - 2023/11/07/ PY - 2023 LA - en M3 - Blog post - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education SN - 12 UR - https://opendeved.net/2023/11/07/is-indoor-environmental-quality-in-my-school-classroom-safe/ Y2 - 2023/11/07/00:00:00 KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment AU - Manca, S. AU - Ranieri, M. T2 - Journal of Computer Assisted Learning AB - Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research. DA - 2013/// PY - 2013 DO - 10.1111/jcal.12007 DP - Wiley Online Library VL - 29 IS - 6 SP - 487 EP - 504 LA - en SN - 1365-2729 ST - Is it a tool suitable for learning? UR - https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment Y2 - 2020/05/15/12:32:43 KW - Facebook KW - Q =M KW - R = L KW - ___working_potential_duplicate KW - cultural issue KW - implicit pedagogies KW - social networking sites KW - technology-enhanced learning ER - TY - JOUR TI - Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment AU - Manca, S. AU - Ranieri, M. T2 - Journal of Computer Assisted Learning DA - 2013/// PY - 2013 DO - 10.1111/jcal.12007 VL - 29 IS - 6 LA - en SN - 1365-2729 ST - Is it a tool suitable for learning? KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Is Standardization the Answer to Personalization? AU - France, P.E. T2 - Educational Leadership DA - 2017/// PY - 2017 VL - 74 IS - 6 SP - 40 EP - 44 LA - en KW - Final_citation KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - ELEC TI - Is standardization the enemy of personalization? Not necessarily AU - Fisher, Julia Freeland T2 - Christensen Institute AB - A key difference between a system that standardizes to personalize and one that doesn’t is whether it starts with robust diagnostics that put precision first. DA - 2018/05/17/T19:17:21+00:00 PY - 2018 LA - en-US ST - Is standardization the enemy of personalization? UR - https://www.christenseninstitute.org/blog/is-standardization-the-enemy-of-personalization-not-necessarily/ Y2 - 2024/01/31/05:50:23 KW - Final_citation KW - existing ER - TY - BOOK TI - Is technology good for education? AU - Selwyn, Neil AB - Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether. CY - Cambridge DA - 2016/// PY - 2016 LA - en PB - Polity Press SN - 978-0-7456-9650-8 UR - https://bit.ly/3r82ePY KW - Social Science / Popular Culture KW - Social Science / Sociology / General KW - ___working_potential_duplicate ER - TY - JOUR TI - Is the acquisition of basic-colour terms in young children constrained? AU - Pitchford, Nicola J. AU - Mullen, Kathy T. T2 - Perception DA - 2002/// PY - 2002 DO - 10.1068/p3405 DP - Google Scholar VL - 31 IS - 11 SP - 1349 EP - 1370 ER - TY - CHAP TI - Is the German Qualifications Framework an Instrument that Contributes to Permeability and Progression Within the VET System? – An International Perspective AU - Deissinger, Thomas T2 - From Diagnostics to Learning Success: Proceedings in Vocational Education and Training A2 - Beck, Klaus A2 - Zlatkin-Troitschanskaia, Olga T3 - Professional and VET learning CY - Rotterdam DA - 2013/01/01/ PY - 2013 DP - brill.com SP - 295 EP - 307 LA - en ST - Is the German Qualifications Framework an Instrument that Contributes to Permeability and Progression Within the VET System? UR - https://brill.com/view/book/edcoll/9789462091917/BP000023.xml Y2 - 2020/05/31/11:27:23 KW - Apprenticeship System KW - Apprenticeship Training KW - Dual System KW - Qualification Framework KW - Vocational Qualification KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Is theory king?: questioning the theory fetish in Information Systems AU - Avison, D AU - Malaurent, J T2 - Journal of Information Technology DA - 2014/// PY - 2014 DO - 10.1057/jit.2014.8 VL - 29 IS - 4 SP - 327 EP - 336 LA - en ER - TY - JOUR TI - Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence. AU - McBurnie, Chris AU - Adam, Taskeen AU - Kaye, Tom T2 - Journal of Learning for Development AB - Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 485 EP - 493 LA - en SN - 2311-1550 ST - Is there Learning Continuity during the COVID-19 Pandemic? UR - https://jl4d.org/index.php/ejl4d/article/view/461 KW - Author:OpenDevEd KW - Bangladesh KW - COVID-19 KW - Ecuador KW - Ethiopia KW - Ghana KW - Kenya KW - Mongolia KW - Senegal KW - Vietnam KW - access to education KW - educational technology KW - learning continuity KW - ⛔ No DOI found ER - TY - BLOG TI - Is there learning continuity during the COVID-19 pandemic? Six Lessons AU - McBurnie, Chris AU - Haßler, Björn DA - 2020/07/12/ PY - 2020 UR - https://opendeved.net/2020/07/12/is-there-learning-continuity/ KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - ___duplicate_item KW - _r:ImportedToMyEducationEvidence ER - TY - GEN TI - Islam and Gender Relations in Nigeria” in Al-Ijtihad-The Journal of Islamization of Knowledge and Contemporary Issues DA - 2010/01// PY - 2010 LA - en ER - TY - GEN TI - Islamic Political Thoughts and Institutions, Kano, International Institute of Islamic Thought (Nigeria AU - Co- DA - 2011/// PY - 2011 LA - en ER - TY - ELEC TI - Island nations have the edge in keeping Covid away – or most do AU - The Guardian T2 - the Guardian AB - Nations from New Zealand to Cuba closed borders promptly and imposed strict quarantine rules, but the UK won’t admit its ‘serious mistake’ DA - 2020/08/16/T06:44:04.000Z PY - 2020 LA - en UR - http://www.theguardian.com/world/2020/aug/16/island-nations-have-the-edge-in-keeping-covid-away-or-most-do Y2 - 2021/01/09/20:21:06 ER - TY - CHAP TI - Issues and challenges related to digital equity: an overview AU - Resta, P. AU - Laferriere, T. AU - McLaughlin, R. AU - Kouraogo, A. T2 - Second handbook of information technology in primary and secondary education A2 - Voogt, J. A2 - Knezek, G. A2 - Christensen, R. A2 - Lai, K-W. T3 - Springer International Handbooks of Education CY - Cham, Switzerland DA - 2018/// PY - 2018 SP - 987 EP - 1004 PB - Springer UR - https://www.crires.ulaval.ca/sites/default/files/full-text/resta2018_referenceworkentry_issuesandchallengesrelatedtodi.pdf ER - TY - NEWS TI - ‘It’s destroyed me completely’: Kenyan moderators decry toll of training of AI models AU - Rowe, Niamh T2 - The Guardian AB - Employees describe the psychological trauma of reading and viewing graphic content, low pay and abrupt dismissals DA - 2023/08/02/T15:00:20.000Z PY - 2023 DP - The Guardian LA - en-GB SE - Technology SN - 0261-3077 ST - ‘It’s destroyed me completely’ UR - https://www.theguardian.com/technology/2023/aug/02/ai-chatbot-training-human-toll-content-moderator-meta-openai Y2 - 2023/09/18/19:21:19 KW - Artificial intelligence (AI) KW - ChatGPT KW - Computing KW - Kenya KW - Meta KW - OpenAI KW - Technology ER - TY - RPRT TI - It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone AU - Crisp, Martin AU - Safford, Kimberly AU - Wolfenden, Freda DA - 2017/// PY - 2017 PB - The Open University and Plan International UR - http://oro.open.ac.uk/49603/1/Sierra%20Leone%20LA%20Research%20Report%20170517%20FINAL.PDF Y2 - 2020/07/15/10:11:07 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - It takes avillage to raise a teacher: The Learning assistant programme in Sierra Leone AU - Crisp, Martin AU - Safford, Kimberly AU - Wolfenden, Freda DA - 2017/// PY - 2017 UR - http://oro.open.ac.uk/49603/1/Sierra%20Leone%20LA%20Research%20Report%20170517%20FINAL.PDF ER - TY - ELEC TI - Jahresgutachten 2020 DA - 2020/// PY - 2020 UR - https://www.svr-migration.de/publikationen/jahresgutachten-2020/ Y2 - 2022/05/03/13:24:16 ER - TY - JOUR TI - JiFUNzeni: a blended learning approach for sustainable teachers' professional development AU - Onguko, Brown Bully T2 - The Electronic Journal of e-Learning AB - JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was field tested though a design-based research intervention conducted in rural western Kenya. The field test included design, development and implementation of a blended learning course for teachers' professional development utilizing appropriate technologies including tablets powered by solar energy, open educational resources and open source software. One year after the intervention, there were follow-up interviews conducted with eight of the ten teachers and two PDTs who participated in the research. The findings from the follow-up interviews shared in this paper revealed that: teachers still used cooperative learning and activity-based learning strategies in their teaching. The PDTs on the other hand designed, developed and implemented one other jiFUNzeni blended learning course for twelve teachers in one school in Korogocho in Nairobi city. Implementation by PDTs of jiFUNzeni approach confirmed that they had learned through a sustainable way of delivering professional development in challenging educational contexts. The PDTs utilized the instructional design approaches learned through their participation in the research in designing blended learning content, while they also innovated new ways of developing self-study content as an important creative addition to what they had previously learned. Two teenage children participated in digital content development by advising the PDTs on more efficient ways of applying technology attesting to the fact that digital natives are important reciprocal supporters to digital immigrants and vice versa. [PUBLICATION ABSTRACT] DA - 2014/// PY - 2014 VL - 12 IS - 1 SP - 77 EP - 88 LA - English SN - 1479-4403 UR - https://academic-publishing.org/index.php/ejel/article/view/1680/1643 AN - 1380701925 KW - Cooperative learning KW - Distance learning KW - Education--Computer Applications KW - Internet KW - Kenya KW - Sustainability KW - Training KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096405 KW - ___working_potential_duplicate KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - JiFUNzeni: a blended learning approach for sustainable teachers' professional development AU - Onguko, Brown Bully T2 - The Electronic Journal of e-Learning DA - 2014/// PY - 2014 VL - 12 IS - 1 LA - English SN - 1479-4403 ST - JiFUNzeni KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Jika iMfundo: a South African study of ‘turning education around’through improved curriculum coverage AU - Pillay, Venitha T2 - Professional Development in Education DA - 2020/// PY - 2020 DO - 10.1080/19415257.2018.1550101 DP - Google Scholar VL - 46 IS - 2 SP - 229 EP - 244 ST - Jika iMfundo KW - _C:Australia AUS KW - _C:Cameroon CMR KW - _C:Ethiopia ETH KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Jordan’s EdTech response to COVID-19 AU - Al-Hindawi, Hind AU - Hashem, Lina DA - 2020/11// PY - 2020 M3 - Case Study PB - EdTech Hub KW - Final_citation KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - BOOK TI - Junior Secondary I, II, III English (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745244 Y2 - 2020/06/28/13:50:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Junior Secondary I, III, III Mathematics (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745246 Y2 - 2020/06/28/13:50:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - JOUR TI - K4D Strengthening Cross-sector Learning for Education and FCAS AU - Freed, Danielle AB - This K4D Impact Story shares how the K4D’s Education in Fragile and Conflict Affected States (FCAS) Learning Journey supported the UK Government’s and global partners’ understanding of the subject, facilitated dialogue and learning, and equipped advisors with evidence and ideas that promote ongoing stability. This case study was made possible through the contribution of the K4D Programme team, staff at the Foreign, Commonwealth and Development Office, and others who engaged with the resources and K4D Programme. DA - 2022/09// PY - 2022 DO - 10.19088/K4D.2022.159 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17714 Y2 - 2022/12/18/18:15:35 ER - TY - JOUR TI - Kano Heat Islands (HIs) through Remotely Sensed Biophysical Parameters AU - Tudunwada, I.Y. AU - Aduojo, A. AU - Dakagan, J.B. T2 - African Journal of Earth and Environmental Sciences DA - 2021/// PY - 2021 VL - 4 IS - 1 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Karlan and Leiden DA - 2014/// PY - 2014 ER - TY - BOOK TI - Kaufman's Clinical Neurology for Psychiatrists - E-Book AU - Kaufman, David Myland AU - Geyer, Howard L. AU - Milstein, Mark J. AU - Rosengard, Jillian AB - The only reference to focus on the must-know aspects of neurology for psychiatrists, Kaufman's Clinical Neurology for Psychiatrists, 9th Edition, brings you up to date with the knowledge you need to excel on the American Board of Psychiatry and Neurology and other examinations. It fully covers the exam topics you’ll encounter, along with new content, high-quality illustrations, and multiple-choice questions. In addition, this book prepares you for clinical work in the 21st century. Discusses timely, clinically-relevant topics such as chronic and acute traumatic brain injury, Alzheimer’s disease, correctible causes of dementia, violence, neurologic illnesses that present with symptoms of autism, illicit drug use, stroke, migraine, Parkinson’s disease, tardive dyskinesia current treatments, and more. Includes nearly 2,000 multiple-choice questions both in print and online—all written to help you succeed on the ABPN certifying exam. Features new content, new and improved clinical illustrations: life-like patient sketches, anatomy line drawings, CTs, MRIs, and EEGs. Explains each condition's neurologic and psychiatric features, easily performed office and bedside examinations, appropriate tests, differential diagnosis, and management options. Correlates neurologic illnesses with the DSM-5. DA - 2022/01/14/ PY - 2022 DP - Google Books SP - 723 LA - en PB - Elsevier Health Sciences SN - 978-0-323-79681-1 KW - Final_citation KW - Medical / Neurology KW - Medical / Psychiatry / General ER - TY - RPRT TI - Keep Kenya Learning: Helping Caregivers Support Learning at Home Sprint 1. AU - Mbatha, FaithMbithe AU - Crook, Rebecca AU - Plaut, Daniel AB - An output of the EdTech Hub, https://edtechhub.org Our research indicates that guidance and resources are necessary but insufficient in equipping caregivers to support their children’s learning. In Sprint 1, caregiver confidence and community emerged as important enablers of home learning. In our interviews, caregivers communicated how they felt limited by their lack of or outdated education. Global interventions indicate that reinforcing a sense of community for caregivers and enabling them to learn from modelling by trusted messengers are pathways to building greater engagement. Caregivers in both rural and urban communities expressed a willingness to engage with SMS (short message service) and online educational resources. However, it is clear that resource design must be: Accessible and understandable Credible and trusted Relevant and actionable. DA - 2021/03/01/ PY - 2021 LA - en M3 - Sprint Review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/A2D9FVTA KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _r:AddedByZotZen ER - TY - RPRT TI - Keeping children engaged and achieving in mathematics AU - Education Review Office CY - New Zealand DA - 2018/02// PY - 2018 UR - https://www.ero.govt.nz/publications/teaching-strategies-that-work-mathematics/ ER - TY - JOUR TI - Keeping on: How ALP Brings Disaffected Youth Back to School in Liberia. AU - von Hahmann, Gail AU - Tengbeh, Josephine FD T2 - International Journal on School Disaffection DA - 2008/// PY - 2008 DO - 10.18546/IJSD.05.2.03 DP - Google Scholar VL - 5 IS - 2 SP - 6 EP - 12 ST - Keeping on KW - _AcademicRecoveryOECS ER - TY - GEN TI - Kenya Digital Master Plan 2022-2032 AU - Republic of Kenya ICT Authority DA - 2022/// PY - 2022 UR - https://cms.icta.go.ke//sites/default/files/2022-09/Kenya_Digital_Master_Plan_2022-2023_0.pdf ER - TY - ELEC TI - Kenya Institute of Curriculum Development Act DA - 2013/// PY - 2013 UR - https://kicd.ac.ke/wp-content/uploads/2017/10/KICDACT2013-1.pdf Y2 - 2020/08/04/13:15:38 ER - TY - ELEC TI - Kenya National Qualifications Framework Act DA - 2014/// PY - 2014 UR - https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/101066/121600/F-126668736/KEN101066.pdf Y2 - 2020/08/04/13:16:47 ER - TY - GEN TI - Kenya National Qualifications Framework Act Nº 22 AU - Government of Kenya AB - AN ACT of Parliament to establish the Kenya National Qualifications Authority; to provide for the development of a Kenya Qualifications Framework and for connected purposes DA - 2014/// PY - 2014 UR - https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/101066/121600/F-126668736/KEN101066.pdf Y2 - 2018/12/10/16:48:01 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - Qualification Framework KW - publicImportV1 ER - TY - JOUR TI - Kenya's ICT policy in practice: the effectiveness of tablets and e-readers in improving student outcomes AU - Piper, Benjamin AU - Jepkemei, Evelyn AU - Kwayumba, Dunston AU - Kibukho, Kennedy T2 - FIRE: Forum for International Research in Education AB - Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money. DA - 2015/// PY - 2015 DO - 10.18275/fire201502011025 VL - 2 IS - 1 SP - 3 EP - 18 LA - English SN - 2326-3873, 2326-3873 UR - https://files.eric.ed.gov/fulltext/EJ1133797.pdf AN - 1895972841; EJ1133797 KW - African Languages KW - Control Groups KW - Cost Effectiveness KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Policy KW - Educational Practices KW - Elementary Secondary Education KW - English (Second Language) KW - Experimental Groups KW - Foreign Countries KW - Handheld Devices KW - Intervention KW - Kenya KW - Literacy KW - Outcomes of Education KW - Program Effectiveness KW - Randomized Controlled Trials KW - Reading Achievement KW - Student Improvement KW - Technology Uses in Education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096974 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - Kenya's ICT Policy in Practice: The Effectiveness of Tablets and E-readers in Improving Student Outcomes AU - Piper, Benjamin AU - Jepkemei, Evelyn AU - Kwayumba, Dunston AU - Kibukho, Kennedy T2 - FIRE: Forum for International Research in Education AB - Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money. DA - 2015/// PY - 2015 DO - 10.18275/fire201502011025 DP - DOI.org (Crossref) VL - 2 IS - 1 J2 - FIRE LA - en SN - 2326-3873 ST - Kenya's ICT Policy in Practice UR - https://preserve.lehigh.edu/fire/vol2/iss1/2 Y2 - 2023/10/26/14:20:25 ER - TY - JOUR TI - Key Barriers to Girls’ Education in the ASEAN and Pacific Region AU - Price, Roz AB - This rapid review explores the barriers to girls’ education, with a focus on the most marginalised and why. The report focuses on the East Asia and Pacific region, with a focus on Cambodia, Fiji, Indonesia, Lao PDR, Malaysia, Papua New Guinea, Philippines, Solomon Islands, Thailand, Vanuatu and Vietnam. The fundamental right to education is clearly acknowledged in the United Nations Convention on the Rights of the Child, and education is vital to meeting the Sustainable Development Goals (SDGs), with SDG 4– ensuring inclusive and equitable education for all by 2030 – recognising its importance. SDG 4 emphasises learning outcomes, skills acquisition, and equity in both development and emergency settings. Education in the EAP region has received a lot of attention in the past 20 years and there is a plethora of information and reports out there, and the evidence base is vast. DA - 2020/10/12/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15738 Y2 - 2022/12/18/18:15:38 KW - ⛔ No DOI found ER - TY - JOUR TI - Key design factors in durable instructional technology professional development AU - Wells, J G T2 - Journal of Technology and Teacher Education DA - 2009/08//28th PY - 2009 VL - 15 IS - 1 SP - 101 EP - 118 SN - 1059-7069 ST - Key design factors in durable instructional technology professional development UR - http://findarticles.com/p/articles/mi_7635/is_200701/ai_n32208458/ KW - ⛔ No DOI found ER - TY - JOUR TI - Key design factors in durable instructional technology professional development AU - Wells, J.G. T2 - Journal of Technology and Teacher Education DA - 2007/// PY - 2007 VL - 15 SP - 101 EP - 118 ST - Key design factors in durable instructional technology professional development KW - ⛔ No DOI found ER - TY - RPRT TI - Keyword inventory AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoé AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah T2 - EdTech Hub Research Instruments CY - Cambridge and London, UK DA - 2019/01/09/ PY - 2019 M3 - EdTech Hub research instruments PB - EdTech Hub SN - 1 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _C:Abkhazia XABKH KW - _C:Afghanistan AFG KW - _C:Albania ALB KW - _C:Algeria DZA KW - _C:Andorra AND KW - _C:Angola AGO KW - _C:Antigua and Barbuda ATG KW - _C:Argentina ARG KW - _C:Armenia ARM KW - _C:Artsakh XARTH KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Azerbaijan AZE KW - _C:Bahamas BHS KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Belarus BLR KW - _C:Belgium BEL KW - _C:Belize BLZ KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Bosnia and Herzegovina BIH KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Brunei Darussalam BRN KW - _C:Bulgaria BGR KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Catalan Republic XCATA KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:Costa Rica CRI KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Equatorial Guinea GNQ KW - _C:Eritrea ERI KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Federated States of Micronesia FSM KW - _C:Fiji FJI KW - _C:Finland FIN KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Grenada GRD KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:Holy See VAT KW - _C:Honduras HND KW - _C:Hungary HUN KW - _C:Iceland ISL KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Ivory Coast CIV KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kazakhstan KAZ KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Korea XKOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Korea, Republic KOR KW - _C:Kosovo XKSVO KW - _C:Kurdistan XKRDN KW - _C:Kuwait KWT KW - _C:Kyrgyzstan KGZ KW - _C:Laos LAO KW - _C:Latvia LVA KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Libya LBY KW - _C:Liechtenstein LIE KW - _C:Lithuania LTU KW - _C:Luxembourg LUX KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Malta MLT KW - _C:Marshall Islands MHL KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Monaco MCO KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nauru NRU KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:North Cyprus XNCYP KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Palau PLW KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Pridnestrovian Moldovan Republic XPRMR KW - _C:Puntland XPTLD KW - _C:Qatar QAT KW - _C:Republic of Moldova MDA KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Sahrawi Arab Democratic Republic XSADR KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Samoa WSM KW - _C:San Marino SMR KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Serbia SRB KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Slovakia SVK KW - _C:Slovenia SVN KW - _C:Solomon Islands SLB KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:South Ossetia XOSSA KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Suriname SUR KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Tibet XTIBT KW - _C:Timor-L'este TLS KW - _C:Togo TGO KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Turkmenistan TKM KW - _C:Tuvalu TUV KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Vanuatu VUT KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:p ER - TY - RPRT TI - Keyword inventory for: Berufsbildung in Sub-Sahara Afrika - Eine systematische Aufarbeitung des Forschungsstandes AU - Haßler, Björn AB - Keyword inventory for the literature review described in: Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Watson, J., Marsden, M., Gordon, R., Damani, K. (2019). Berufsbildung in Subsahara-Afrika: Eine systematische Aufarbeitung des Forschungsstandes. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. Creative-Commons-Lizenz CC BY 4.0. URN: urn:nbn:de:0035-vetrepository-775510 -9. VET Repository: https://lit.bibb.de/vufind/Record/DS-184013. Also available here: https://zenodo.org/record/3334690 DA - 2019/11/01/ PY - 2019 DP - Zenodo PB - Zenodo ST - Keyword inventory for UR - https://zenodo.org/record/3595604#.Xgp-Lsb7Qeo AN - 10.5281/zenodo.3595604;261495:TUPXBP5R Y2 - 2019/12/30/22:49:33 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:d ER - TY - RPRT TI - Keyword Inventory for Systematic Literature Review on Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils AU - McBurnie, Chris AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1074 DA - 2024/03/02/T00:00:00.000Z PY - 2024 LA - en M3 - Other PB - Open Development & Education UR - https://docs.opendeved.net/lib/UMDQH743 KW - Internal KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - Keyword Inventory for Systematic Literature Review on Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils AU - McBurnie, Chris AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1075 DA - 2024/03/02/T00:00:00.000Z PY - 2024 LA - en M3 - Other PB - Open Development & Education UR - https://docs.opendeved.net/lib/RNQSKET7 KW - Internal KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - Keyword Inventory for Systematic Literature Review on Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils AU - McBurnie, Chris AU - Walker, Hannah AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1073 DA - 2024/03/02/T00:00:00.000Z PY - 2024 LA - en M3 - Other PB - Open Development & Education UR - https://docs.opendeved.net/lib/H7Q6M6WZ KW - Internal KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - Keyword inventory with country statistics AU - Haßler, Björn AU - Adam, Taskeen AU - Allier-Gagneur, Zoe AU - Khalayleh, Abdullah AU - McBurnie, Chris AU - McIntyre, Nora T2 - EdTech Hub Research Instruments AB - Keyword inventory with country statistics (Updated July 2020) CY - Cambridge and London, UK DA - 2020/07/01/ PY - 2020 LA - en M3 - EdTech Hub research instruments PB - EdTech Hub SN - 3 UR - https://docs.edtechhub.org/lib/55A44ZRB KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:s KW - _zenodoODE KW - publishPDF ER - TY - JOUR TI - Kidscreen quality-of-life measure for children and adolescents AU - Ravens-Sieberer, U AU - Gosch, A AU - Erhart, M AU - Bruil, J AU - Duer, W AU - Auquier, P AU - Power, M AU - Abel, T AU - Czemy, L AU - Mazur, J AU - Czimbalmos, A AU - Tountas, Y AU - Hagquist, C AU - Kilroe, J T2 - Expert Review of Pharmacoeconomics & Outcomes Research DA - 2005/// PY - 2005 DO - 10.1586/14737167.5.3.353 VL - 5 IS - 3 KW - Done:ReferenceFixed KW - eCubed ER - TY - BOOK TI - King Arthur's Round Table: How collaborative conversations create smart organizations AU - Perkins, D. CY - Hoboken DA - 2003/// PY - 2003 PB - Wiley SN - 978-0-471-23772-3 ST - King Arthur's Round Table: How collaborative conversations create smart organizations ER - TY - CHAP TI - Knowledge and identity: An African Vision of Higher Education Transformation AU - Makgoba, Malegapuru AU - Seepe, Sipho T2 - Towards an African Identity of Higher Education A2 - Seepe, Sipho DA - 2004/// PY - 2004 PB - Vista University ER - TY - CONF TI - Knowledge extraction and applications utilizing context data in knowledge graphs AU - Do ̈rpinghaus, J AU - Stefan, A C1 - Leipzig, Germany C3 - Proceedings of the federated conference on computer science and information systems DA - 2019/// PY - 2019 SP - 265 EP - 272 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Knowledge hiding behavior in higher education institutions: a scientometric analysis and systematic literature review approach AU - Fauzi, Muhammad Ashraf T2 - Journal of Knowledge Management AB - Purpose The purpose of this paper is to systematically review knowledge hiding (KH) behavior in higher education institutions (HEIs). KH is regarded as an unethical and antisocial behavior by many scholars, which should not be prevalent in HEIs. Design/methodology/approach A two-phase analysis through quantitative scientometric analysis and qualitative systematic literature review method through the preferred reporting items for systematic reviews and meta-analyses (PRISMA) model was applied. In phase 1,174 articles were analyzed using the VOSviewer through co-word and co-citation analyses. In Phase 2, 20 related studies on KH in HEIs were qualitatively analyzed on the fundamental concept of KH. The main themes were determined based on current research findings, through the identification of relevant gaps in the context of higher education. Findings In Phase 1, co-word and co-citation analyses resulted in six and three clusters, respectively. Subsequently, in Phase 2, five themes were discovered: terminology of KH, scale of KH, cultural and geographical context, KH among academics and students and relevant theories. Further, discussion on the institutional factors of individuals, organizations, technology and culture is presented. Practical implications This review lays out a practical guide to facilitate HEIs in managing KH behavior among academics, employees, and students. Strategies can be planned and implemented to foster and inculcate knowledge sharing behavior to circulate knowledge while at the same time diminishing KH behavior in HEIs. Originality/value To the best of the author’s knowledge, this study is the first to review KH behavior in the context of HEIs through quantitative and qualitative analysis. DA - 2022/01/01/ PY - 2022 DO - 10.1108/JKM-07-2021-0527 DP - Emerald Insight VL - ahead-of-print IS - ahead-of-print SN - 1367-3270 ST - Knowledge hiding behavior in higher education institutions UR - https://doi.org/10.1108/JKM-07-2021-0527 Y2 - 2022/04/05/20:27:36 KW - Academics KW - Higher education institution KW - Knowledge hiding KW - Knowledge sharing KW - Students ER - TY - BOOK TI - Knowledge is beautiful AU - McCandless, David CN - AG250 .M35 2014 CY - New York, NY DA - 2014/// PY - 2014 DP - Library of Congress ISBN SP - 255 PB - Harper Design, an imprint of HarperCollinsPublishers SN - 978-0-06-218822-9 KW - Curiosities and wonders KW - Pictorial works ER - TY - JOUR TI - Knowledge management in higher education: a literature review and further research avenues AU - Quarchioni, Sonia AU - Paternostro, Sergio AU - Trovarelli, Francesca T2 - Knowledge Management Research & Practice AB - Despite the growing interest in knowledge management (KM) for Higher Education Institutions (HEIs), research on this topic is still fragmented and loosely focused. This paper adds to this research by providing a state-of-the-art of the current literature and outlining overlooked areas of investigation in order to address further studies towards bridging this gap. To this purpose, through a systematic review process, 121 articles have been coded and analysed according to distinct dimensions. Findings reveal that, despite the growing trend of papers on the topic, research on KM in HEIs is still in its embryonic stage with high levels of heterogeneity and lack of wider theoretical constructs. Furthermore, a thematic analysis highlights six main research concepts, from which this paper derives a comprehensive framework integrating the key issues from the literature and suggesting new possible research avenues in the field. DA - 2020/03/02/ PY - 2020 DO - 10.1080/14778238.2020.1730717 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 16 SN - 1477-8238 ST - Knowledge management in higher education UR - https://doi.org/10.1080/14778238.2020.1730717 Y2 - 2022/04/05/20:39:09 KW - Knowledge management KW - higher education KW - intellectual capital KW - systematic literature review KW - universities ER - TY - JOUR TI - Knowledge mobilisation in sub-Saharan Africa: an impact evaluation of CPDL in improving primary school children’s performance AU - Mason, Miriam AU - Galloway, David T2 - Journal of Professional Capital and Community AB - Purpose A non-governmental organisation (NGO) with schools in Sierra Leone prioritises admission of the most disadvantaged children but nevertheless achieves high educational and social standards. These schools were asked to provide continuing professional development and learning (CPDL) for other schools. This paper aims to report the design, development and delivery of CPDL which aimed to mobilise effective practices more widely. It also reports the design and results of an impact evaluation. Design/methodology/approach It was recognised that CPDL delivered by foreigners would be (1) unaffordable in this impoverished West African country and (2) culturally inappropriate. It was therefore delivered by local teachers from the NGO's own schools. Most had obtained no formal teaching qualification. They were trained to collect data using a quasi-experimental design for an impact evaluation of children's attendance and literacy. A total of five schools participated in the CPDL, with ten control schools. Findings A largely unqualified team succeeded in mobilising knowledge in the experimental schools. Children's attendance in experimental schools improved over that in control schools. Performance in literacy also improved significantly and was maintained at follow-up. Research limitations/implications Findings of the impact evaluation are seen as indicative rather than causal because a quasi-experimental study was conducted rather than a randomised controlled trial. Originality/value This lies in (1) teachers in schools with a severely disadvantaged intake providing a structured programme of CPDL for teachers in other schools; (2) school improvement through knowledge mobilisation in CPDL; (3) an impact evaluation with a quasi-experimental design showing improvement in children's performance. DA - 2021/01/01/ PY - 2021 DO - 10.1108/JPCC-09-2020-0074 DP - Emerald Insight VL - 6 IS - 2 SP - 117 EP - 132 J2 - JPCC LA - en SN - 2056-9548 ST - Knowledge mobilisation in sub-Saharan Africa UR - https://doi.org/10.1108/JPCC-09-2020-0074 AN - Mason M., Galloway D., 2021. Knowledge mobilisation in sub-Saharan Africa: an impact evaluation of CPDL in improving primary school childrens performance. Journal of Professional Capital and Community. 6, 117-132 doi:10.1108/JPCC-09-2020-0074 Y2 - 2022/12/08/20:07:44 KW - Continuing professional development KW - Donors and NGOs KW - Equity KW - Inclusive education KW - Knowledge mobilisation KW - Professional learning networks KW - School improvement KW - Standards of attainment KW - Student attendance KW - Student financial support KW - Sub-Saharan Africa KW - Teacher education KW - _C:Sierra Leone KW - _authorsString:Second,A.B. KW - _checkedWith:AERD KW - _research:Quantitative KW - _type:Peer-reviewed article ER - TY - GEN TI - Knowledge Pack : Digital Teaching and Learning AU - , EdTech Team DA - 2022/// PY - 2022 PB - World Bank UR - https://documents1.worldbank.org/curated/en/099120304132286876/pdf/P17425202703c80400872f014bab55254c3.pdf ER - TY - JOUR TI - Knowledge Production in the Knowledge Economy: Higher Education Institutions and the Application of Innovations in ICT for Capacity Development in Africa AU - Evoh, CJ AU - Mugimu, Christopher AU - Chavula, Hopestone AB - [FRGMNT] … 16.7 101.6 34.1 6 6.1 0 20 40 60 80 100 120 Pre-primary Primary secondary TVET Tertiary Fig. 1. Education Access in Sub-Saharan Africa (% GER), 2011. Sources: Nsapato, Limbani (2012). Knowledge Production in the Knowledge Economy 295 Page 12 … [...]… RESEARCH METHODOLOGY Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … [...]… Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … 120 Pre-primary Primary secondary TVET Tertiary Fig … DA - 2014/// PY - 2014 LA - en UR - https://www.emeraldinsight.com/doi/pdf/10.1108/S1479-3679(2013)0000021013 KW - -FullBiblioUHMLgen KW - -RRQ:LOW KW - A:Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - C:Kenya KW - CA:AandC KW - CL:de KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:access KW - P:economy KW - P:measurement KW - P:production KW - Q:ICT KW - Q:higher education KW - R:case study KW - R:qualitative KW - R:research method KW - T:TVET KW - _C:Uganda UGA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - ELEC TI - Konnect- My School AU - Konnect Portal T2 - Konnect DA - 2020/04// PY - 2020 UR - http://konnect.edu.bd/my-school/ Y2 - 2020/04/08/15:27:33 ER - TY - RPRT TI - KS-TVET Life Skills Course: Needs Analysis Report AU - El-Serafy, Yomna AU - Klune, Christopher AB - An output of the Open Development & Education, https://.opendeved.net/ CN - 0296 DA - 2023/// PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/EJ7BFWZM KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - KS-TVET Life Skills Course: Process Report AU - El-Serafy, Yomna AU - Macharia, Grace AU - Klune, Christopher AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2023/11/23/ PY - 2023 DP - DOI.org (Crossref) PB - Open Development & Education ST - KS-TVET Life Skills Course UR - https://docs.opendeved.net/lib/JB94RH53 Y2 - 2024/01/17/13:34:13 ER - TY - RPRT TI - KS-TVET Life Skills Course: Process Report AU - El-Serafy, Yomna AU - Macharia, Grace AU - Klune, Christopher AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1029 DA - 2023/11/23/T00:00:00.000Z PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/JB94RH53 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - KS-TVET Life Skills Course Progress Report AU - El-Serafy, Yomna AU - Klune, Christopher AB - An output of the Open Development & Education, https://.opendeved.net/ DA - 2023/10/05/ PY - 2023 DP - DOI.org (Crossref) PB - Open Development & Education UR - https://docs.opendeved.net/lib/RMC522P5 Y2 - 2024/01/17/13:34:32 ER - TY - RPRT TI - KS-TVET Life Skills Course Progress Report AU - El-Serafy, Yomna AU - Klune, Christopher AB - An output of the Open Development & Education, https://.opendeved.net/ CN - opendeved.1022 DA - 2023/10/05/T00:00:00.000Z PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/RMC522P5 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - KS-TVET Life Skills Course: Project Brief AU - Klune, Christopher AU - El-Serafy, Yomna AU - Macharia, Grace AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2023/11/23/ PY - 2023 DP - DOI.org (Crossref) PB - Open Development & Education ST - KS-TVET Life Skills Course UR - https://docs.opendeved.net/lib/VE9ZNA68 Y2 - 2024/01/17/13:33:49 ER - TY - RPRT TI - KS-TVET Life Skills Course: Project Brief AU - Klune, Christopher AU - El-Serafy, Yomna AU - Macharia, Grace AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1030 DA - 2023/11/23/T00:00:00.000Z PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/VE9ZNA68 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - KS-TVET Life Skills Course: Validation Report AU - El-Serafy, Yomna AU - Klune, Christopher AB - An output of the Open Development & Education, https://.opendeved.net/ DA - 2023/10/27/ PY - 2023 DP - DOI.org (Crossref) PB - Open Development & Education ST - KS-TVET Life Skills Course UR - https://docs.opendeved.net/lib/N6IMHK4N Y2 - 2024/01/17/13:34:23 ER - TY - RPRT TI - KS-TVET Life Skills Course: Validation Report AU - El-Serafy, Yomna AU - Klune, Christopher AB - An output of the Open Development & Education, https://.opendeved.net/ CN - opendeved.1026 DA - 2023/10/27/T00:00:00.000Z PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/N6IMHK4N KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - BOOK TI - L’avenir du travail en Afrique T2 - Africa Development Forum series A3 - Choi, Jieun A3 - Dutz, Mark Andrew A3 - Usman, Zainab CY - Washington, DC, USA DA - 2020/// PY - 2020 DP - Zotero SP - 222 LA - fr PB - World Bank Group SN - 978-1-4648-1761-8 ST - The future of work in Africa KW - _yl:b ER - TY - CHAP TI - L’EFTP en Afrique subsaharienne: où en est-on? AU - Ginestié, Jacques AU - Huot-Marchand, Hervé AU - Delahaies, Laetitia T2 - Éducation technologique, Formation professionnelle et égalité des chances AB - The adoption of the Millennium Development Goals (MDGs) and the importance attached to Education for all (EFA) mark an important turning point in the elaboration of a common initiative, which aims to improve living conditions of people worldwide. Its ambition is to eliminate misery and to increase wealth. The means to achieve this goal focus essentially on education, which has become a goal in itself: reduce illiteracy, ensure global access to basic schooling and promote equal opportunities for all. Through education other objectives can be targeted, such as promoting poverty reduction through gainful employment, gender equality, and sustainable development and partnerships for development. This paper aims to present the situation in subSaharan Africa (SSA) since the end of the 1990s and the international focus on these great programs. CY - Marseille DA - 2012/// PY - 2012 DP - Google Scholar SP - 61 EP - 76 LA - fr PB - IUFM Aix-Marseille ST - L’EFTP en Afrique subsaharienne UR - https://www.researchgate.net/publication/236682702_L'EFTP_en_Afrique_subsaharienne_ou_en_est-on KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - -RRQv:f2-H-fr KW - AA:SSA KW - C:Central African Republic KW - C:Gabon KW - C:Ivory Coast KW - C:Senegal KW - C:Tunisia KW - CLL:fr KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - La formation professionnelle en secteur informel - ou Comment dynamiser l’économie des pays en développement? Les conclusions d’une enquête terrain dans sept pays africains. AU - Walther, Richard AU - Filipiak, Ewa DA - 2007/// PY - 2007 DP - Zotero LA - French PB - Agence Française de Développmement ST - La formation professionnelle en secteur informel KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQv:f2-H-fr KW - C:Angola KW - C:Benin KW - C:Cameroun KW - C:Ethiopia KW - C:Morocco KW - C:Senegal KW - CLL:fr KW - publicImportV1 ER - TY - JOUR TI - La prise en compte des rapports aux savoirs pour favoriser l’égalité des chances d’insertion professionnelle et sociale des élèves dans un lycée professionnel français AU - Lebatteux, Nicole AB - Often oriented by default, students enrolled in vocational education are characterized by a lack of professional project for the future job. This lack creates an insufficient engagement in their studies. In this context, we present and illustrate an original formative practice that considers a special form of relationship to knowledge and to school in order to further their chances of professional and social integration. To do so, relying on interviews, we meet the views of teachers and students. DA - 2012/// PY - 2012 DP - Zotero LA - fr KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:France KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - La recherche sur les competences techniques et professionnelles permettant l'insertion - etat des lieux, contraintes et perspectives dans trois pays de l'afrique de l'ouest AU - Azoh, François-Joseph AU - Weyer, Frédérique AU - Carton, Michel AB - [FRGMNT] On assiste en Afrique à un regain d'intérêt pour la question du développement des compétences techniques et professionnelles (DCTP). L'existence de données et d'analyses fiables sur ce thème représente néanmoins un préalable indispensable à la définition et à la …[...]… CAP Certificat d'Aptitude Professionnelle CBL Competency Based Learning CBT Competency Based Training CCI Chambre de Commerce et d'Industrie CEBNF Centre d'Education de Base Non Formelle CEPE Certificat d'Etude Primaire Elémentaire … [...]… COTVET Council for Technical and Vocational Education and Training CPAF Centre Permanent d'Alphabétisation Fonctionnelle … NACVET National Coordinating Committee on Technical and Vocational Education and Training … [...]Page 1. LA RECHERCHE SUR LES COMPETENCES TECHNIQUES ET PROFESSIONNELLES PERMETTANT L'INSERTION ETAT DES LIEUX, CONTRAINTES ET PERSPECTIVES DANS TROIS PAYS DE L'AFRIQUE DE L'OUEST (Burkina Faso, Côte d'Ivoire et Ghana) … CY - Ouagadougou, Burkina Faso DA - 2012/// PY - 2012 DP - Zotero LA - French PB - NORRAG; ROCARE UR - http://www.norrag.org/fileadmin/Events/ROCARE-NORRAG_RAPPORT_FINAL_AVRIL_2012_FR.pdf KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQv:f2-H-fr KW - A:Africa KW - A:West Africa KW - C:Burkina Faso KW - C:Ivory Coast KW - CA:AandC KW - CC:Burkina Faso KW - CC:Ghana KW - CC:Ivory Coast KW - CL:en KW - CL:fr KW - CLL:fr KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:pay KW - Q:certificate KW - T:Ausbildung KW - T:TVET KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - La Tablet en la escuela: Revisión bibliográfica en Scopus AU - Rodríguez, María Montserrat Castro AU - Suárez, Óscar Mallón T2 - Hamut\' ay DA - 2019/// PY - 2019 DO - 10.21503/hamu.v6i1.1579 DP - Google Scholar VL - 6 IS - 1 SP - 124 EP - 139 ST - La Tablet en la escuela KW - _C:Australia AUS KW - _C:China CHN KW - _C:Costa Rica CRI KW - _C:Ghana GHA KW - _C:Guatemala GTM KW - _C:India IND KW - _C:Norway NOR KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review ER - TY - JOUR TI - La trascendencia de la Realidad Aumentada en la motivación estudiantil. Una revisión sistemática y meta-análisis AU - García, Gerardo Gómez AU - Jiménez, Carmen Rodríguez AU - Marín, José Antonio Marín T2 - Alteridad: revista de educación DA - 2020/// PY - 2020 DP - Google Scholar VL - 15 IS - 1 SP - 36 EP - 46 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - CONF TI - Labeled LDA: A supervised topic model for credit attribution in multi-labeled corpora AU - Ramage, Daniel AU - Hall, David AU - Nallapati, Ramesh AU - Manning, Christopher D. C3 - Proceedings of the 2009 conference on empirical methods in natural language processing DA - 2009/// PY - 2009 DP - Google Scholar SP - 248 EP - 256 ST - Labeled LDA UR - https://aclanthology.org/D09-1026.pdf Y2 - 2024/02/23/17:09:52 KW - ⛔ No DOI found ER - TY - JOUR TI - Labor Market Returns to an Early Childhood Stimulation Intervention in Jamaica. AU - Gertler, Paul AU - Heckman, James AU - Pinto, Rodrigo AU - Zanolini, Arianna AU - Vermeersch, Christel AU - Walker, Susan AU - Chang, Susan M. AU - Grantham-McGregor, Sally T2 - Science DA - 2014/// PY - 2014 DO - 10.1126/science.1251178 VL - 344 SP - 998 EP - 1001 UR - https://pubmed.ncbi.nlm.nih.gov/24876490/ ER - TY - ELEC TI - Labour flags concern over outsourcing of England catch-up tuition AU - Sally Weale T2 - the Guardian AB - Contract worth £25m given to giant HR conglomerate with ‘little tutoring experience’, says Labour DA - 2021/06/03/T20:37:15.000Z PY - 2021 LA - en UR - http://www.theguardian.com/politics/2021/jun/03/labour-flags-concern-over-outsourcing-of-england-catch-up-tuition Y2 - 2021/06/04/21:26:40 ER - TY - RPRT TI - LAC Reads Capacity Program: Audit of content repositories for early-grade literacy AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - Regis, Callista AU - D’Angelo, Sophia AU - Haßler, Björn CN - 0208 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 4 KW - Author:OpenDevEd ER - TY - RPRT TI - LAC Reads Capacity Program: Capacity strengthening report AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - Regis, Callista AU - D’Angelo, Sophia AU - Gonsalves, Sarah-Lee AU - Haßler, Björn CN - 0215 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 11 KW - Author:OpenDevEd ER - TY - RPRT TI - LAC Reads Capacity Program: Curriculum coding schemes AU - D’Angelo, Sophia AU - Regis, Callista AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - Haßler, Björn CN - 0209 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 5 KW - Author:OpenDevEd ER - TY - RPRT TI - LAC Reads Capacity Program - Final report AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - Regis, Callista AU - D’Angelo, Sophia AU - Gonsalves, Sarah-Lee AU - Haßler, Björn CN - 0213 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 9 KW - Author:OpenDevEd KW - ___duplicate_item ER - TY - RPRT TI - LAC Reads Capacity Program: Mid-term report AU - McBurnie, Chris AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - D’Angelo, Sophia AU - Haßler, Björn CN - 0212 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 8 KW - Author:OpenDevEd ER - TY - RPRT TI - LAC Reads Capacity Program: Outputs register AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - Regis, Callista AU - D’Angelo, Sophia AU - Gonsalves, Sarah-Lee AU - Haßler, Björn CN - 0216 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 12 KW - Author:OpenDevEd ER - TY - RPRT TI - LAC Reads Capacity Program: Teacher categorisation inputs AU - Regis, Callista AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - D’Angelo, Sophia AU - Haßler, Björn CN - 0210 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 6 KW - Author:OpenDevEd ER - TY - RPRT TI - LAC Reads Capacity Program: User testing resuts AU - Regis, Callista AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - D’Angelo, Sophia AU - Haßler, Björn CN - 0211 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 7 KW - Author:OpenDevEd ER - TY - BOOK TI - 'Lady Marina: Proposed Skyscraper in Lagos Nigeria', Off the coast international poetry journal AU - Ajadi, S.B. CY - Robbinston DA - 2014/// PY - 2014 ET - Winter SP - 62 LA - en PB - Resolute Bear Press ER - TY - JOUR TI - Lagu Nusantara: Android Role Playing Game for Elementary School Music Learning AU - Nugraha, R. Gita Ardhy AU - Florentinus, Totok Sumaryanto AU - Utomo, Kamsidjo Budi T2 - Journal of Primary Education DA - 2018/// PY - 2018 DP - Google Scholar VL - 7 IS - 2 SP - 137 EP - 145 ST - Lagu Nusantara KW - _C:Indonesia IDN KW - _C:Korea XKOR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CONF TI - LagunTest: A NLP Based Application to Enhance Reading Comprehension AU - Bengoetxea, Kepa AU - Gonzalez-Dios, Itziar AU - Aguirregoitia, Amaia C3 - Proceedings of the 1st Workshop on Tools and Resources to Empower People with REAding DIfficulties (READI) DA - 2020/// PY - 2020 DP - Google Scholar SP - 63 EP - 69 ST - LagunTest KW - _C:Belgium BEL KW - _C:Catalan Republic XCATA KW - _C:France FRA KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Land and the “Gradient Forces” of Religion and Urbanism: The Gospel Town AU - Ajadi, S.B. DA - 2017/// PY - 2017 SP - 1 EP - 17 LA - en M3 - [Research Report] IFRA-Nigeria Working Papers Series 66, PB - IFRA-Nigeria ER - TY - CONF TI - Land Quality Assessment in the Dalili Sector of Kano River Irrigation Project AU - Tudunwada, I.Y. C1 - Kano C3 - Second International Conference on Drylands DA - 2016/// PY - 2016 LA - en PB - Bayero University KW - ⛔ No DOI found ER - TY - JOUR TI - 'Landscape Lull' Sunday Sun (National AU - Ajadi, S.B. T2 - November DA - 2010/// PY - 2010 VL - 7 [35 LA - no KW - ⛔ No DOI found ER - TY - BOOK TI - Landscape report on early grade literacy AU - Kim, Y.-S.G. AU - Boyle, H. AU - Zuilkowski, S.S. AU - Nakamura, P. CY - Washington, DC DA - 2017/// PY - 2017 PB - USAID UR - https://global ER - TY - RPRT TI - Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? | INEE AU - Dahya, Negin AB - Conflict and crisis are among the biggest obstacles to ensuring inclusive and quality education for all (Sustainable Development Goal 4). The use of information and communication technology (ICT) has the potential to support, enhance, and enable education for the most marginalized, affected by war, natural disasters, and the rapid spread of disease. Across these different contexts, tools like radio, mobile phones, mobile projectors, e-readers and tablets, laptops and computers can facilitate teaching and learning in a range of different ways. The term “mobility” with regard to learning is highly relevant in this landscape: it recognizes that learning should not stop as people move, and that people on the move are focused on continuing their education. This landscape aims to identify major trends, patterns, and lessons learned about the use of mobile technologies in crisis and conflict settings, and also to define gaps in our existing knowledge base. DA - 2016/// PY - 2016 ST - Landscape Review UR - https://inee.org/resources/landscape-review-education-conflict-and-crisis-how-can-technology-make-difference ER - TY - JOUR TI - Language and other background factors affecting secondary pupils' performance in Mathematics in South Africa AU - Howie, Sarah J. T2 - African Journal of Research in Mathematics, Science and Technology Education DA - 2003/01// PY - 2003 DO - 10.1080/10288457.2003.10740545 DP - DOI.org (Crossref) VL - 7 IS - 1 SP - 1 EP - 20 J2 - African Journal of Research in Mathematics, Science and Technology Education LA - en SN - 1811-7295, 2469-7656 UR - https://www.tandfonline.com/doi/full/10.1080/10288457.2003.10740545 Y2 - 2020/04/28/12:26:13 ER - TY - RPRT TI - Language, literacy, and learning in primary schools: Implications for teacher development programs in Nigeria AU - Adekola, O. A. T2 - Africa Human Development Series CY - Washington, DC DA - 2007/// PY - 2007 PB - The World Bank ST - Language, literacy, and learning in primary schools: Implications for teacher development programs in Nigeria UR - https://openknowledge.worldbank.org/handle/10986/6737 ER - TY - GEN TI - Language Models are Few-Shot Learners AU - Brown, Tom B. AU - Mann, Benjamin AU - Ryder, Nick AU - Subbiah, Melanie AU - Kaplan, Jared AU - Dhariwal, Prafulla AU - Neelakantan, Arvind AU - Shyam, Pranav AU - Sastry, Girish AU - Askell, Amanda AU - Agarwal, Sandhini AU - Herbert-Voss, Ariel AU - Krueger, Gretchen AU - Henighan, Tom AU - Child, Rewon AU - Ramesh, Aditya AU - Ziegler, Daniel M. AU - Wu, Jeffrey AU - Winter, Clemens AU - Hesse, Christopher AU - Chen, Mark AU - Sigler, Eric AU - Litwin, Mateusz AU - Gray, Scott AU - Chess, Benjamin AU - Clark, Jack AU - Berner, Christopher AU - McCandlish, Sam AU - Radford, Alec AU - Sutskever, Ilya AU - Amodei, Dario AB - Recent work has demonstrated substantial gains on many NLP tasks and benchmarks by pre-training on a large corpus of text followed by fine-tuning on a specific task. While typically task-agnostic in architecture, this method still requires task-specific fine-tuning datasets of thousands or tens of thousands of examples. By contrast, humans can generally perform a new language task from only a few examples or from simple instructions - something which current NLP systems still largely struggle to do. Here we show that scaling up language models greatly improves task-agnostic, few-shot performance, sometimes even reaching competitiveness with prior state-of-the-art fine-tuning approaches. Specifically, we train GPT-3, an autoregressive language model with 175 billion parameters, 10x more than any previous non-sparse language model, and test its performance in the few-shot setting. For all tasks, GPT-3 is applied without any gradient updates or fine-tuning, with tasks and few-shot demonstrations specified purely via text interaction with the model. GPT-3 achieves strong performance on many NLP datasets, including translation, question-answering, and cloze tasks, as well as several tasks that require on-the-fly reasoning or domain adaptation, such as unscrambling words, using a novel word in a sentence, or performing 3-digit arithmetic. At the same time, we also identify some datasets where GPT-3's few-shot learning still struggles, as well as some datasets where GPT-3 faces methodological issues related to training on large web corpora. Finally, we find that GPT-3 can generate samples of news articles which human evaluators have difficulty distinguishing from articles written by humans. We discuss broader societal impacts of this finding and of GPT-3 in general. DA - 2020/07/22/ PY - 2020 DO - 10.48550/arXiv.2005.14165 DP - arXiv.org PB - arXiv UR - http://arxiv.org/abs/2005.14165 Y2 - 2024/02/24/17:40:28 KW - Computer Science - Computation and Language ER - TY - BLOG TI - Lant Pritchett on 5 Ways We Can Learn From Biology to Shift Education Systems AU - Pattillo, Kat T2 - Medium AB - An intro to “The Rebirth of Education” — the most important book on why ed reforms in the Global South fail and what we can do about it. DA - 2020/10/02/T23:46:43.193Z PY - 2020 LA - en UR - https://medium.com/edwell/lant-pritchett-on-5-ways-we-can-learn-from-biology-to-shift-education-systems-5d5afb8ee108 Y2 - 2020/10/24/13:11:30 ER - TY - JOUR TI - Large coverage fluctuations in Google Scholar: a case study AU - Martín-Martín, Alberto AU - López-Cózar, Emilio Delgado T2 - arXiv:2102.07571 [cs] AB - Unlike other academic bibliographic databases, Google Scholar intentionally operates in a way that does not maintain coverage stability: documents that stop being available to Google Scholar's crawlers are removed from the system. This can also affect Google Scholar's citation graph (citation counts can decrease). Furthermore, because Google Scholar is not transparent about its coverage, the only way to directly observe coverage loss is through regular monitorization of Google Scholar data. Because of this, few studies have empirically documented this phenomenon. This study analyses a large decrease in coverage of documents in the field of Astronomy and Astrophysics that took place in 2019 and its subsequent recovery, using longitudinal data from previous analyses and a new dataset extracted in 2020. Documents from most of the larger publishers in the field disappeared from Google Scholar despite continuing to be available on the Web, which suggests an error on Google Scholar's side. Disappeared documents did not reappear until the following index-wide update, many months after the problem was discovered. The slowness with which Google Scholar is currently able to resolve indexing errors is a clear limitation of the platform both for literature search and bibliometric use cases. DA - 2021/02/15/ PY - 2021 DP - arXiv.org ST - Large coverage fluctuations in Google Scholar UR - http://arxiv.org/abs/2102.07571 Y2 - 2021/04/17/19:23:48 KW - Computer Science - Digital Libraries KW - ⛔ No DOI found ER - TY - RPRT TI - Large Learning Gains in Pockets of Extreme Poverty: Experimental Evidence from Guinea Bissau AU - Fazzio, Ila AU - Eble, Alex AU - Lumsdaine, Robin AU - Boone, Peter AU - Bouy, Baboucarr AU - Hsieh, Pei-Tseng Jenny AU - Jayanty, Chitra AU - Johnson, Simon AU - Silva, Ana Filipa AB - Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrollment ratios. Possible explanations for such poor outcomes include demand – for example, low perceived returns to education compared to opportunity cost; and supply – poor state provision and inability of parents to coordinate and finance better schooling. We conducted a cluster-randomized trial in rural Guinea Bissau to understand the effectiveness and cost of concerted supply-based interventions in such contexts. Our intervention created simple schools offering four years of education to primary-school aged children in lieu of the government. At endline, children receiving the intervention scored 58.1 percentage points better than controls on early grade reading and math tests, demonstrating that the intervention taught children to read and perform basic arithmetic, from a counterfactual condition of very high illiteracy. Our results provide evidence that particularly needy areas may require more concerted, dramatic interventions in education than those usually considered, but that such interventions hold great potential for increasing education levels among the world’s poorest people. CY - Cambridge, MA DA - 2020/09// PY - 2020 DP - DOI.org (Crossref) SP - w27799 LA - en PB - National Bureau of Economic Research SN - w27799 ST - Large Learning Gains in Pockets of Extreme Poverty UR - http://www.nber.org/papers/w27799.pdf Y2 - 2020/11/30/22:26:54 ER - TY - JOUR TI - Large-scale comparison of bibliographic data sources: Scopus, Web of Science, Dimensions, Crossref, and Microsoft Academic AU - Visser, Martijn AU - van Eck, Nees Jan AU - Waltman, Ludo T2 - arXiv:2005.10732 [cs] AB - We present a large-scale comparison of five multidisciplinary bibliographic data sources: Scopus, Web of Science, Dimensions, Crossref, and Microsoft Academic. The comparison considers scientific documents from the period 2008-2017 covered by these data sources. Scopus is compared in a pairwise manner with each of the other data sources. We first analyze differences between the data sources in the coverage of documents, focusing for instance on differences over time, differences per document type, and differences per discipline. We then study differences in the completeness and accuracy of citation links. Based on our analysis, we discuss strengths and weaknesses of the different data sources. We emphasize the importance of combining a comprehensive coverage of the scientific literature with a flexible set of filters for making selections of the literature. DA - 2021/01/17/ PY - 2021 DP - arXiv.org ST - Large-scale comparison of bibliographic data sources UR - http://arxiv.org/abs/2005.10732 Y2 - 2021/04/26/17:24:48 KW - Computer Science - Digital Libraries KW - ⛔ No DOI found ER - TY - JOUR TI - Large-Scale Simulation Study of Active Learning models for Systematic Reviews AU - Teijema, Jelle J. AU - de Bruin, Jonathan AU - Bagheri, Ayoub AU - van de Schoot, Rens T2 - PsyArXiv. November DA - 2023/// PY - 2023 DP - Google Scholar VL - 1 UR - https://files.de-1.osf.io/v1/resources/2w3rm/providers/osfstorage/6542e2222827451abdb86f7b?action=download&direct&version=1 Y2 - 2024/03/12/21:00:51 KW - ⛔ No DOI found ER - TY - JOUR TI - Large-Scale Simulation Study of Active Learning models for Systematic Reviews AU - Teijema, Jelle Jasper AU - de Bruin, Jonathan AU - Bagheri, Ayoub AU - van de Schoot, Rens AB - The active learning methods for prioritising systematic reviews have undergone significant progress and innovation in recent years. This rapid development, however, has inadvertently highlighted the disparity between the rapid development of these methodologies and their rigorous evaluation, stemming from constraints in simulation size, lack of infrastructure, and the use of few datasets. We embark on a large-scale simulation study involving over 27 thousand simulations and over 156 million datapoints, designed to provide robust empirical evidence of active learning methodologies performance. We evaluate 13 combinations of different classification models and feature extraction techniques across high-quality datasets sourced from the SYNERGY dataset. We run a single simulation for each possible combination of selected classification model, feature extraction technique, dataset, and relevant document. The spectrum of performance varies considerably, from marginally better than random reading to near flawless results. Still, every single model-feature extraction combination outperforms random screening. Results are publicly available for analysis and replication. This study advocates for large-scale simulations as the gold standard for assessing active learning methods; it underscores the importance of comprehensive testing to reduce reporting bias and enhance result reliability. It also highlights the need for curating diverse datasets for systematic review literature. DA - 2023/// PY - 2023 DO - 10.31234/osf.io/2w3rm DP - Google Scholar UR - https://files.de-1.osf.io/v1/resources/2w3rm/providers/osfstorage/6542e2222827451abdb86f7b?action=download&direct&version=1 Y2 - 2023/11/28/12:39:38 KW - _Added-ailr-2024 ER - TY - JOUR TI - Large-scale studies of holistic professional competence in vocational education and training (VET). The case of Norway AU - Lahn, Leif Chr AU - Nore, Hæge T2 - International Journal for Research in Vocational Education and Training T3 - Journal AB - © 2019 European Research Network Vocational Education and Training. All rights reserved. Context: In this paper, we review and discuss the piloting in Norway of a German methodology for competence diagnostics in vocational education and training: the Competence Development and Assessment in TVET (COMET) project. Our overarching theme is determining to what extent such large-scale assessment systems are valid for international comparisons in this sector. Method: We present the theoretical underpinnings of the COMET model and position our discussion within the broader context of the concept of “professional competence” (berufliche Kompetenz) and methodological guidelines for its measurement. Terminology from psychometrics on “measurement equivalence” is described and serves as a template for identifying challenges in using the Norwegian data for comparative purposes. Our pilot included students and apprentices in health care, industrial mechanics and electricians and was designed as a three-year follow-up study from the second year of upper secondary school through two years of apprenticeship. Each year, a test on professional competence and a context survey were administered. Similar studies have been conducted in Germany, China and South Africa. Results: In line with the results from these countries, the Norwegian participants had low scores, particularly the electricians. However, the diagnostic instrument was sensitive to the development of professional competence, and progress on the assessment was influenced by the quality of the learning support in the companies, as reported by apprentices in the context survey. Conclusions: The COMET platform may be a viable prototype for the development of diagnostic tools, which may support the monitoring of quality factors at different levels and inspire local improvement projects in schools, companies and training offices. Such an objective would be in line with the latest summaries of the COMET project, in which its contribution to a model for international large-scale assessment is toned down and replaced by a stronger emphasis on its potential for measuring competence development, evaluating contextual factors and generating data for didactic innovations. DA - 2019/// PY - 2019 DO - 10.13152/IJRVET.6.2.2 ER - TY - JOUR TI - Launch of the African Education Research Database AU - Rose, Pauline AU - Mitchell, Rafael AU - Asare, Samuel DA - 2018/// PY - 2018 DP - Google Scholar KW - ⛔ No DOI found ER - TY - JOUR TI - LDA*: a robust and large-scale topic modeling system AU - Yut, Lele AU - Zhang, Ce AU - Shao, Yingxia AU - Cui, Bin T2 - Proceedings of the VLDB Endowment AB - We present LDA*, a system that has been deployed in one of the largest Internet companies to fulfil their requirements of "topic modeling as an internal service" ---relying on thousands of machines, engineers in different sectors submit their data, some are as large as 1.8TB, to LDA* and get results back in hours. LDA* is motivated by the observation that none of the existing topic modeling systems is robust enough ---Each of these existing systems is designed for a specific point in the tradeoff space that can be sub-optimal, sometimes by up to 10×, across workloads. Our first contribution is a systematic study of all recently proposed samplers: AliasLDA, F+LDA, LightLDA, and WarpLDA. We discovered a novel system tradeoff among these samplers. Each sampler has different sampling complexity and performs differently, sometimes by 5×, on documents with different lengths. Based on this tradeoff, we further developed a hybrid sampler that uses different samplers for different types of documents. This hybrid approach works across a wide range of workloads and outperforms the fastest sampler by up to 2x. We then focused on distributed environments in which thousands of workers, each with different performance (due to virtualization and resource sharing), coordinate to train a topic model. Our second contribution is an asymmetric parameter server architecture that pushes some computation to the parameter server side. This architecture is motivated by the skew of the word frequency distribution and a novel tradeoff we discovered between communication and computation. With this architecture, we outperform the traditional, symmetric architecture by up to 2×. With these two contributions, together with a carefully engineered implementation, our system is able to outperform existing systems by up to 10× and has already been running to provide topic modeling services for more than six months. DA - 2017/08// PY - 2017 DO - 10.14778/3137628.3137649 DP - DOI.org (Crossref) VL - 10 IS - 11 SP - 1406 EP - 1417 J2 - Proc. VLDB Endow. LA - en SN - 2150-8097 ST - LDA* UR - https://dl.acm.org/doi/10.14778/3137628.3137649 Y2 - 2024/02/23/17:09:43 ER - TY - BOOK TI - Le guide REL pour les écoles AU - Haßler, Björn AU - Alexandre, Sofia DA - 2015/// PY - 2015 LA - fr PB - African Virtual University KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Le renforcement de la formation technique et l’industrialisation en Afrique subsaharienne : le cas du Gabon AU - Moussone, Emmanuel AU - Metougue Nang, Prosper T2 - Marché et organisations AB - The objective of this article is to analyze the relationship between the technical training, the skills and the setting up or development of various industries in a developing country by focussing on Gabon. The issues addressed are diverse and varied and more particularly, they relate to the contribution of technical training to the progress of industry and techniques, to the conditions of and needs for economic and social development and finally to innovation, a thread by which all those elements are interconnected. The study shows that the post-colonial economic processes of income and cooperation set up since the independences did not allow for a long time to further on the one hand true skills transfers and one the other hand the setting up of industries. Now, in the face of the current changes in the international environment, the technical training appears as a sufficient condition for acquiring skills essential to the appropriation of innovations and the setting up of industries. DA - 2018/// PY - 2018 DO - 10.3917/maorg.032.0153 DP - Crossref VL - 32 IS - 2 LA - fr SN - 1953-6119, 2264-525X ST - Le renforcement de la formation technique et l’industrialisation en Afrique subsaharienne UR - http://www.cairn.info/revue-marche-et-organisations-2018-2-page-153.htm Y2 - 2018/12/26/14:10:30 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - -RRQv:f2-H-fr KW - A:Sub-Saharan Africa KW - C:Gabon KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:fr KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:T KW - D:developing nation KW - T:Training KW - publicImportV1 ER - TY - THES TI - Leadership development for technical and vocational education and training college leaders in South Africa: A post-graduate curriculum framework AU - Robertson, Catherine A AU - Du Plessis, CA AB - ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt & McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014). AFRIKAANSE OPSOMMING: Die openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika het die afgelope 20 jaar groot veranderings ervaar. Hierdie kolleges het onlangs die hoof-fokuspunt van onderwys en opleiding geword vandat die Groenskrif vir Na-skoolse Onderwys en Opleiding in 2012 gepubliseer is, wat die kolleges verskuif het na die hoër onderwys-en-opleidingstelsel met die verwagting om teen 2030 inskrywings van 650 000 tot 2.5 miljoen te vermeerder. Leiers in hierdie instellings ondervind voortdurende uitdagings in ’n vinnig-veranderende omgewing. Daar word internasionaal erken dat om leiers op alle vlakke by beroepsgerigte onderwys-en-opleidingsinstellings in staat te stel om hierdie instellings effektief te transformeer, leierskapontwikkeling essensieel is. Al word leierskapontwikkeling in die Groenskrif vir Na-skoolse Onderwys en Opleiding voorgestel, word daar nie vir hierdie opleiding in die daaropvolgende Witskrif (2014) voorsiening gemaak nie, wat verskil van die optrede van regerings in ander lande wat leierskapsontwikkeling in hierdie komplekse sektor prioritiseer. Gepaste leierskapskwalifikasies en -programme is oral ter wêreld vir leiers in dié sektor beskikbaar, maar nie in Suid-Afrika nie. Hierdie kolleges is ook as aktiwiteitstelsels ondersoek en daardeur is ’n analise van die kulturele en historiese invloede gemaak volgens Engeström (1987) se weergawe van Aktiwiteitsteorie. Die doel van hierdie studie was dus om ’n leierskapkurrikulumraamwerk vir huidige en toekomstige leiers van openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika te ontwikkel. Deur interaktiewe kwalitatiewe analise, ’n interpretatiewe metodologie wat sy basis in stelselsteorie het (Northcutt & McCoy, 2004) en wat ’n interpretatiewe benadering toepas, is daar gepoog om deur middel van fokusgroep- en individuele onderhoude vas te stel wat leiers in die sektor glo in so ’n kurrikulumraamwerk ingesluit moet word, sodat die mandaat van die Witskrif (RSA, 2014) uitgeoefen kan word. DA - 2015/// PY - 2015 LA - en UR - http://scholar.sun.ac.za/handle/10019.1/96966 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:T KW - F:curriculum KW - F:leadership KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Leadership for Development: Re-shaping Higher Education Futures and Sustainability in Africa AU - Makoe, Mpine AU - Olcott, Don T2 - Journal of Learning for Development AB - Leading change in higher education has been a major challenge in countries of limited resources, such as those in Sub-Saharan Africa. Most African universities have struggled with this transition mainly due to lack of the requisite information and communication technology (ICT) infrastructure, inadequate expertise for online pedagogies and inability to provide computers to their students and staff. When faced with the recent changes, caused mainly by the COVID-19 pandemic that forced every person to work and learn remotely, many academic leaders were completely ill-prepared to deal with changes of this magnitude. The aim of this paper is to provide recommendations for shaping the future of higher education in Africa going forward. This will be done by analysing trends and opportunities created by these changes with the aim of accentuating the need for a renewed Pan-African Ubuntu that embraces the future, respects the unique dignity, cultures, languages and heritage of nations pre- and post-colonialism, and inspires the African Union Agenda 2063, The Africa we Want. DA - 2021/11/17/ PY - 2021 DP - jl4d.org VL - 8 IS - 3 SP - 487 EP - 500 LA - en SN - 2311-1550 ST - Leadership for Development UR - https://jl4d.org/index.php/ejl4d/article/view/569 Y2 - 2022/04/05/12:26:46 KW - Africa KW - Higher Education KW - Leadership KW - Ubuntu KW - _genre:PR-primary_research KW - digital technologies KW - ⛔ No DOI found ER - TY - JOUR TI - Leadership, Task Load And Job Satisfaction: A Review Of Special Education Teachers Perspective AU - Abdullah, Ahmad Shakani bin AU - Rahim, Iklima Husna Binti Abdul AU - Jeinie, Mohammad Halim bin AU - Zulkafli, Muhammad Shakir Bin AU - Nordin, Mohd Norazmi bin T2 - Turkish Journal of Computer and Mathematics Education (TURCOMAT) AB - There are studies that prove that, leadership affects every thing in an organization. There are even opinions stating that leadership is a mirror to the organization it leads. In determining the success or failure of an organization, leadership is also one of the key factors. So it is undeniable that, leadership is also what determines the workload and also the job satisfaction of a staff in the organization. Discussions on leadership do not stop in a large organization, but are also widely discussed within the scope of a school. Previous studies have shown that the influence of leadership is very large in determining the climate of a school. There are also studies that lead to a more focused part of the school that is special education. This survey was conducted to examine the influence between the leadership of head teachers, workload and job satisfaction of special education teachers. The findings of this study are expected to provide a more focused picture of special education. DA - 2021/05/10/ PY - 2021 DP - turcomat.org VL - 12 IS - 11 SP - 5300 EP - 5306 LA - en SN - 1309-4653 ST - Leadership, Task Load And Job Satisfaction UR - https://turcomat.org/index.php/turkbilmat/article/view/6753 Y2 - 2022/04/05/20:26:04 KW - C:Malaysia KW - _C:Malaysia MYS KW - _genre:LR-literature_review KW - ⛔ No DOI found ER - TY - BOOK TI - Leadership team coaching: Developing collective transformational leadership AU - Hawkins, Peter DA - 2021/// PY - 2021 DP - Google Scholar PB - Kogan Page Publishers ST - Leadership team coaching UR - https://books.google.co.uk/books?hl=en&lr=&id=1xgwEAAAQBAJ&oi=fnd&pg=PP1&dq=Hawkins+et+al.+2021&ots=r4tin9mrX9&sig=bPHranHYeW7A17EJKyQ7DiVsdcM Y2 - 2024/02/29/14:20:23 KW - Final_citation ER - TY - CHAP TI - Leading professional change through research (ing): Conceptual tools for professional practice and research AU - Hofmann, Riikka T2 - Transformative Doctoral Research Practices for Professionals DA - 2016/// PY - 2016 DP - Google Scholar SP - 141 EP - 154 PB - Brill Sense ST - Leading professional change through research (ing) KW - __C:filed:1 ER - TY - BOOK TI - Lean Impact: How to Innovate for Radically Greater Social Good AU - Chang, Ann Mei AB - Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices, popularized by bestseller The Lean Startup, that have fueled technology breakthroughs touching every aspect of our lives, Lean Impact turns our attention to a new goal - radically greater social good. Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the need. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a tech executive in Silicon Valley to her most recent experience as the Chief Innovation Officer at USAID. She vividly illustrates the book with real stories from interviews with over 200 organizations across the US and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale. DA - 2018/10/30/ PY - 2018 DP - Google Books SP - 308 LA - en PB - John Wiley & Sons SN - 978-1-119-50659-1 ST - Lean Impact KW - Business & Economics / Development / Sustainable Development KW - Business & Economics / General KW - Business & Economics / Nonprofit Organizations & Charities / Management & Leadership KW - Social Science / Philanthropy & Charity ER - TY - BOOK TI - Lean Impact: How to Innovate for Radically Greater Social Good AU - Chang, Ann Mei CY - Hoboken, New Jersey DA - 2018/10/30/ PY - 2018 DP - Amazon ET - 1st edition SP - 304 LA - English PB - Wiley SN - 978-1-119-50660-7 ST - Lean Impact ER - TY - JOUR TI - Learner-centred education in developing country contexts: From solution to problem? AU - Schweisfurth, Michele T2 - International Journal of Educational Development AB - Learner-centred education (LCE) has been a recurrent theme in many national education policies in the global South, and has had wide donor support through aid programmes and smaller projects and localised innovations. However, the history of the implementation of LCE in different contexts is riddled with stories of failures grand and small. In coming to understand how LCE has been conceived, researched, and reported in relation to developing country contexts, a good starting point is the International Journal of Educational Development (IJED), where a wide range of articles on this theme has been published over the years. In all, 72 relevant articles were identified among the issues available on-line, comprising a weighty body of evidence concerning the nature and implementation of LCE. The vast majority are studies exploring the issues – and problems – of implementation of LCE-based programmes in particular settings. Emerging from these investigations is a variety of explanations for this perennial challenge: problems with the nature of reform and its implementation; barriers of material and human resources; interactions of divergent cultures; and the all-important questions of power and agency in the process. After a descriptive breakdown of the 72 articles, each of these implementation issues is explored in turn. The article considers the implications of this for future initiatives, research and scholarship in this area. The begged questions are: why do the same problems recur repeatedly, and how do we move beyond the normative ‘shoulds’ and the practical ‘can’ts’? DA - 2011/09// PY - 2011 DO - 10.1016/j.ijedudev.2011.03.005 DP - ScienceDirect VL - 31 IS - 5 SP - 425 EP - 432 J2 - International Journal of Educational Development LA - EN SN - 0738-0593 ST - Learner-centred education in developing country contexts UR - http://www.sciencedirect.com/science/article/pii/S0738059311000472 Y2 - 2015/01/26/13:55:42 KW - _C:Barbados BRB KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Canada CAN KW - _C:China CHN KW - _C:Eritrea ERI KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guinea-Bissau GNB KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Peru PER KW - _C:Poland POL KW - _C:Russian Federation RUS KW - _C:Saudi Arabia SAU KW - _C:Sierra Leone SLE KW - _C:Solomon Islands SLB KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Syrian Arab Republic SYR KW - _C:Tanzania TZA KW - _C:Trinidad and Tobago TTO KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Learner-centred education in international perspective AU - Schweisfurth, Michele T2 - Journal of International and comparative Education DA - 2013/// PY - 2013 DO - 10.14425/00.45.70 DP - Google Scholar VL - 2 IS - 1 SP - 1 EP - 8 UR - http://e-journal.um.edu.my/public/article-view.php?id=3668 Y2 - 2015/04/30/10:06:24 ER - TY - JOUR TI - Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning AU - Schweisfurth, Michele T2 - International Journal of Educational Development AB - Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend. DA - 2015/01// PY - 2015 DO - 10.1016/j.ijedudev.2014.10.011 DP - ScienceDirect VL - 40 SP - 259 EP - 266 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Learner-centred pedagogy UR - http://www.sciencedirect.com/science/article/pii/S0738059314001084 Y2 - 2015/04/30/10:00:40 KW - Learner-centred education KW - Pedagogy KW - Post-2015 KW - ___working_potential_duplicate ER - TY - JOUR TI - Learner orientation through professional development of teachers? Empirical results from cascade training in Anglophone Cameroon AU - Lange, Sarah T2 - Compare: A Journal of Comparative and International Education DA - 2014/07/04/ PY - 2014 DO - 10.1080/03057925.2013.841027 DP - CrossRef VL - 44 IS - 4 SP - 587 EP - 612 LA - en SN - 0305-7925, 1469-3623 ST - Learner orientation through professional development of teachers? UR - http://www.tandfonline.com/doi/abs/10.1080/03057925.2013.841027 Y2 - 2015/12/16/08:45:45 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Cameroon KW - CA:AandC KW - CCZ:Cameroon KW - CL:en KW - CL:fr KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:low-income country KW - F:attitude KW - F:learning KW - F:teaching KW - P:measurement KW - P:service industry KW - P:teacher training KW - P:teachers KW - R:quantitative KW - T:Ausbildung KW - T:trainee KW - T:work-based learning KW - Z:cascade training KW - Z:learner orientation KW - Z:professional development KW - Z:sub-Saharan Africa KW - Z:teachers KW - publicImportV1 ER - TY - RPRT TI - LearnIn Implementation Plan 2020 - 2025 AU - UNCEF ECARO DA - 2021/// PY - 2021 UR - https://www.unicef.org/eca/media/19846/file Y2 - 2022/12/26/01:34:43 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Learning-Adjusted Years of Schooling (LAYS): Defining a New Macro Measure of Education AU - Filmer, Deon AU - Rogers, Halsey AU - Angrist, Noam AU - Sabarwal, Shwetlena T2 - Economics of Education Review DA - 2020/// PY - 2020 DO - 10.1016/j.econedurev.2020.101971 DP - Google Scholar VL - 77 SP - 101971 ST - Learning-adjusted years of schooling (LAYS) UR - https://www.sciencedirect.com/science/article/pii/S0272775719300263 ER - TY - JOUR TI - Learning-adjusted years of schooling (LAYS): Defining a new macro measure of education AU - Filmer, Deon AU - Rogers, Halsey AU - Angrist, Noam AU - Sabarwal, Shwetlena T2 - Economics of Education Review AB - The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways. DA - 2020/08/01/ PY - 2020 DO - 10.1016/j.econedurev.2020.101971 DP - ScienceDirect VL - 77 SP - 101971 J2 - Economics of Education Review LA - en SN - 0272-7757 ST - Learning-adjusted years of schooling (LAYS) UR - https://www.sciencedirect.com/science/article/pii/S0272775719300263 Y2 - 2022/11/24/12:08:38 KW - Education KW - Human capital KW - Learning KW - Returns to education KW - Schooling KW - Test Scores ER - TY - JOUR TI - Learning and teaching with mobile devices: an approach in higher secondary education in Ghana AU - Grimus, Margarete AU - Ebner, Martin T2 - International Journal of Mobile and Blended Learning AB - While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods--specifically those involving the use of mobile-phones for both formal and informal learning--hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones. DA - 2015/// PY - 2015 DO - 10.4018/ijmbl.2015040102 VL - 7 IS - 2 SP - 17 EP - 32 LA - English SN - 1941-8647, 1941-8647 UR - https://www.researchgate.net/publication/274254881_Learning_and_Teaching_With_Mobile_Devices_An_Approach_in_Higher_Secondary_Education_in_Ghana AN - 1871575620; EJ1108581 KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Faculty Development KW - Feedback (Response) KW - Foreign Countries KW - Ghana KW - Handheld Devices KW - Online Surveys KW - Secondary Education KW - Semi Structured Interviews KW - Student Attitudes KW - Teacher Attitudes KW - Technical Education KW - Technology Uses in Education KW - Telecommunications KW - Workshops KW - __:import:03 KW - __:match:final KW - __:matched KW - __:study_id:2096257 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning AU - Fuller, Alison AU - Hodkinson, Heather AU - Hodkinson, Phil AU - Unwin, Lorna T2 - British Educational Research Journal DA - 2005/02// PY - 2005 DO - 10.1080/0141192052000310029 DP - CrossRef VL - 31 IS - 1 SP - 49 EP - 68 LA - en SN - 0141-1926, 1469-3518 ST - Learning as peripheral participation in communities of practice UR - http://doi.wiley.com/10.1080/0141192052000310029 Y2 - 2016/02/13/17:30:23 ER - TY - RPRT TI - Learning at scale: interim report | Unesco IIEP Learning Portal AU - Stern, Jonathan AU - Jukes, Matthew AU - Piper, Benjamin AU - DeStefano, Joseph AU - Mejia, Jessica AU - Dubeck, Peggy AU - Carrol, Bidemi AU - Punjabi, Maitri AU - Harris-Van Keuren, Christine AU - Tufail, Fatima DA - 2021/// PY - 2021 PB - RTI UR - https://learningportal.iiep.unesco.org/en/library/learning-at-scale-interim-report Y2 - 2022/12/19/02:36:12 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: Are videos superior to pictures? A randomized controlled trial AU - Iserbyt, Peter AU - Charlier, Nathalie AU - Mols, Liesbet T2 - Resuscitation DA - 2014/// PY - 2014 DO - 10.1016/j.resuscitation.2014.01.018 VL - 85 IS - 6 SP - 809 EP - 813 ER - TY - CHAP TI - Learning by Doing? Reflections on Conducting a Systematic Review in the Field of Educational Technology AU - Bedenlier, Svenja AU - Bond, Melissa AU - Buntins, Katja AU - Zawacki-Richter, Olaf AU - Kerres, Michael T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - Drawing on an example of a large systematic review that was conducted on the use of educational technology and student engagement in higher education, we provide practical insights into how we proceeded throughout the review phases. Readers and researchers embarking on a systematic review themselves might find the contents of this chapter useful, in order to better prepare themselves for issues that can arise when undertaking such an endeavour. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 111 EP - 127 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Learning by Doing? UR - https://doi.org/10.1007/978-3-658-27602-7_7 Y2 - 2020/11/26/15:49:34 ER - TY - CHAP TI - Learning Career Knowledge: Can AI Simulation and Machine Learning Improve Career Plans and Educational Expectations? AU - Chen, I-Chien AU - Bradford, Lydia AU - Schneider, Barbara T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - As AI and machine learning permeates every area of life, its use to ameliorate educational inequities becomes of great interest. One important application of machine learning within education is to help students increase their alignment of career choice, educational attainment, and projected salary. Alignment theory has shown that having alignment yields higher educational attainment for students. Using the app, Init2Winit, which has students play a game which gives them points for correct alignment, this chapter explores how machine learning, in particular using a decision tree, can give insights into game use and its relation to educational expectations. This model builds a basis for the improvement of Init2Winit to increase student educational expectations through counselor interventions and how other educational applications could use machine learning for insights to improve educational outcomes. The model can decrease educational inequities by increasing educational attainment for those in underrepresented minorities. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 137 EP - 158 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 ST - Learning Career Knowledge UR - https://doi.org/10.1007/978-3-031-09687-7_9 Y2 - 2024/02/23/23:57:15 KW - Alignment KW - Artificial intelligence (AI) KW - Career knowledge KW - Decision trees KW - Supervised machine learning algorithms ER - TY - CHAP TI - Learning Clinical Reasoning Through Gaming in Nursing Education: Future Scenarios of Game Metrics and Artificial Intelligence AU - Koivisto, Jaana-Maija AU - Havola, Sara AU - Mäkinen, Henna AU - Haavisto, Elina T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - The COVID-19 pandemic has challenged healthcare professionals’ clinical reasoning, which can have serious consequences for patients. So far, the use of artificial intelligence (AI) in nursing education has been limited. Artificial intelligence (AI) is one solution for ensuring quality decision-making in demanding clinical situations in two ways. First, AI applications can support healthcare professionals’ clinical decisions. Second, AI techniques can be used to support learning clinical reasoning (CR) in healthcare education and training. This chapter focuses on the potential of exploiting AI through game metrics in nursing education. Previously, simulation games have proven effective for learning clinical reasoning skills. However, game metrics have not been commonly utilized in nursing simulation games, although research in other disciplines has shown that game metrics are suitable for demonstrating the achievement of learning outcomes. This chapter discusses the possibilities of using game metrics to develop adaptive features for nursing simulation games. Personalization and adaptivity in simulation games can enable meaningful learning experiences and enable nursing students to achieve good CR skills for their future work in constantly challenging clinical situations. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 159 EP - 173 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 ST - Learning Clinical Reasoning Through Gaming in Nursing Education UR - https://doi.org/10.1007/978-3-031-09687-7_10 Y2 - 2024/02/23/23:57:15 KW - Artificial Intelligence KW - Clinical reasoning KW - Game metrics KW - Gaming KW - Nursing education ER - TY - JOUR TI - Learning Development’s Role in Supporting Academic Synergies through Co-evolution of Teaching Excellence and Practice AU - Donnelly, Roisin T2 - Journal of Learning for Development AB - 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. DA - 2021/11/17/ PY - 2021 DP - jl4d.org VL - 8 IS - 3 SP - 611 EP - 620 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/520 Y2 - 2022/04/05/12:25:53 KW - co-evolution KW - pedagogic inquiry KW - scholarship KW - teaching excellence KW - ⛔ No DOI found ER - TY - JOUR TI - Learning Environments and Pupils’ Participation in Primary Education in Nairobi Urban Slums: Implications for Sustainable Development AU - Limboro, Charity Mukiri T2 - MSINGI JOURNAL of the Department of Educational Foundations DA - 2019/// PY - 2019 DO - 10.33886/mj.v1i2.108 VL - 1 IS - 2 SP - 7 EP - 19 SN - 2663-1032 KW - BE:LMIC KW - BE:RELEVANT ER - TY - RPRT TI - Learning for all? Second-level education in Ireland during COVID-19 AU - ESRI AU - Mohan, Gretta AU - McCoy, Selina AU - ESRI AU - Carroll, Eamonn AU - ESRI AU - Mihut, Georgiana AU - ESRI AU - Lyons, Seán AU - ESRI AU - Mac Domhnaill, Ciarán AU - ESRI DA - 2020/06/26/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - ESRI ST - Learning for all? UR - https://www.esri.ie/publications/learning-for-all-second-level-education-in-ireland-during-covid-19 Y2 - 2020/08/12/17:02:10 ER - TY - RPRT TI - Learning from Experience: A post-Covid-19 data architecture for a resilient education data ecosystem in Sierra Leone AU - Fab Inc. AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/09/09/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/JTKTA5X5 KW - _C:Sierra Leone SLE KW - _DOILIVE KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - CHAP TI - Learning from Intelligent Social Agents as Social and Intellectual Mirrors AU - Maples, Bethanie AU - Pea, Roy D. AU - Markowitz, David T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - The interaction capabilities of Intelligent Social Agents, made possible by advances in artificial intelligence, are eliciting deep emotional bonding with users, leading researchers to reexamine the impact and potential uses of these human-machine relationships in education. In this work, we examine how one best-in-class ISA, Replika, might be affecting users socially, emotionally, and cognitively. Our results indicate that many use Replika as a social and cognitive mirror, facilitating their learning and development this way. The confluence of new functionality, product narrative, and user life stressors make ISAs an emerging tool for not only emotional support, but also cognitive support and development. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 73 EP - 89 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 UR - https://doi.org/10.1007/978-3-031-09687-7_5 Y2 - 2024/02/23/23:57:15 KW - Anthropomorphism KW - Chatbot KW - Digital therapy KW - Displacement hypothesis KW - Embodied artificial intelligence KW - Extended mind KW - Intellectual mirror KW - Intelligent social agents KW - Virtual agents ER - TY - RPRT TI - Learning from international experiences with interactive whiteboards: The role of professional development in integrating the technology AU - Hennessy, S. AU - London, L. CY - Paris DA - 2013/// PY - 2013 M3 - OECD Education Working Papers PB - OECD Publishing SN - 89 UR - http://tinyurl.com/OECDIWBS KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Learning Gains From the KinderTEK® iPad Math Program: Does Timing of a Preventative Intervention Matter? AU - Cary, Mari Strand AU - Kennedy, Patrick C. AU - Shanley, Lina AU - Clarke, Ben T2 - Journal of Special Education Technology DA - 2020/// PY - 2020 DO - 10.1177/0162643420928336 DP - Google Scholar SP - 0162643420928336 ST - Learning Gains From the KinderTEK® iPad Math Program KW - _C:Jordan JOR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Learning in a mobile age: an investigation of student motivation: Learning in a mobile age AU - Ciampa, K. T2 - Journal of Computer Assisted Learning DA - 2014/// PY - 2014 DO - 10.1111/jcal.12036 DP - CrossRef VL - 30 IS - 1 SP - 82 EP - 96 LA - en SN - 02664909 ST - Learning in a mobile age UR - http://doi.wiley.com/10.1111/jcal.12036 Y2 - 2014/04/08/10:45:23 ER - TY - BLOG TI - Learning in the Time of Ebola AU - Education Development Center DA - 2014/11/04/ PY - 2014 LA - EN UR - https://www.edc.org/learning-time-ebola Y2 - 2020/04/04/16:52:41 ER - TY - BOOK TI - Learning inequalities during the Covid-19 pandemic: how families cope with home-schooling AU - Pensiero, Nicola AU - Kelly, Anthony AU - Bokhove, Christian DA - 2020/// PY - 2020 DP - DOI.org (Datacite) LA - en PB - University of Southampton ST - Learning inequalities during the Covid-19 pandemic UR - https://eprints.soton.ac.uk/442619/ Y2 - 2020/08/12/17:20:34 ER - TY - JOUR TI - Learning Loss, a Potential Challenge for Transition to Undergraduate Study Following COVID19 School Disruption AU - Turner, Kristy L. AU - Hughes, Michael AU - Presland, Katayune T2 - Journal of Chemical Education AB - In a normal year approximately 3 months pass between students taking their final examinations in high school or college and beginning an undergraduate course in chemistry. In the months prior to those examinations, students will usually have undertaken an extensive period of revision and consolidation of the key concepts learned throughout their course. Some of this will be supported by their teachers and some will be independent study. The COVID19 pandemic resulted in the cancellation of these examinations in the UK and Ireland, potentially leaving students with a 6-month gap between their last formal study and beginning their undergraduate courses. Insights from the literature and from teachers of students in the 16–18 age range show that it is likely students beginning undergraduate courses in the autumn of 2020 will have weaknesses in subject knowledge compared to previous cohorts. This is likely to be more significant in the areas of synthetic transformations in organic chemistry and core physical chemistry topics. In this communication we present a brief analysis of the potential issues with subject knowledge in order that instructors in higher education may be better informed about the potential challenges in teaching and learning following the COVID19 disruption. DA - 2020/07/24/ PY - 2020 DO - 10.1021/acs.jchemed.0c00705 DP - ACS Publications J2 - J. Chem. Educ. SN - 0021-9584 UR - https://doi.org/10.1021/acs.jchemed.0c00705 Y2 - 2020/08/12/17:12:57 KW - __C:filed:1 ER - TY - RPRT TI - Learning “Loss” and Learning “Gain” in Primary School Years: What Do We Know from India That Can Help Us Think Forward in the COVID-19 Crisis? AU - Banerji, Rukmini DA - 2020/07/06/ PY - 2020 DP - DOI.org (Crossref) PB - Research on Improving Systems of Education (RISE) ST - Learning “Loss” and Learning “Gain” in Primary School Years UR - https://www.riseprogramme.org/publications/learning-loss-and-learning-gain-primary-school-years-what-do-we-know-india-can-help-us Y2 - 2020/09/06/17:22:55 ER - TY - BOOK TI - Learning Loss, Learning Gains and Wellbeing: A Rapid Evidence Assessment AU - Page, Ella AU - Leonard-Kane, Rosie AU - Kashefpakdel, Elnaz AU - Riggall, Anna AU - Guerriero, Sonia AB - As schools begin reopening around the world, education systems are faced with the challenge of mitigating learning lost during the pandemic, designing and implementing remedial or accelerated learning programmes, remote learning and next year's curriculum. Effective teachers are a crucial part of supporting learning recovery. School closure during COVID-19 has left many teachers uncertain about their role, worried about their working conditions and their health, safety and wellbeing, unable to use technology effectively, and unprepared for classroom challenges when schools reopen. Teachers will need to respond to students' academic losses (and gains), but also to their socio-emotional wellbeing. United Nations Educational, Scientific and Cultural Organisation (UNESCO) and Education Development Trust have undertaken this study to provide information to help teachers, schools and governments understand how to support teachers to best support students as they return to school. This research is designed to allow to focus on the available existing evidence, and focuses on the most marginalised students and include research from previous crisis and disaster contexts to examine broadly what is know about actions to mitigate and recover learning loss, not just related to the current global pandemic but in a broader sense. The key research questions for this Rapid Evidence Assessment (REA) are grouped into two sections. Firstly, questions about learning loss, gain and impact on student wellbeing. The second group of questions focus on the experience of teachers and the literature around the skills and support required for teachers to recover learning and wellbeing themselves and in students as they return to school. The REA is a companion to a review of policy and grey literature which focuses more on commentary and guidance literature. These papers are the first stage in a wider research project which will look at how teachers support learning recovery post COVID-19. [For "Learning Loss, Learning Gains and Wellbeing: A Review of Policy and Grey Literature," see ED615067.] DA - 2021/08// PY - 2021 DP - ERIC LA - en PB - Education Development Trust SN - 978-1-912610-06-8 ST - Learning Loss, Learning Gains and Wellbeing UR - https://eric.ed.gov/?id=ED615066 Y2 - 2022/04/18/11:20:40 KW - 21st Century Skills KW - Access to Computers KW - Access to Education KW - Achievement Gains KW - At Risk Students KW - COVID-19 KW - Conflict KW - Educational Needs KW - Elementary Secondary Education KW - Emotional Response KW - Foreign Countries KW - Health Promotion KW - Intervention KW - Mental Health KW - Natural Disasters KW - Pandemics KW - Research KW - School Closing KW - Social Influences KW - Socioeconomic Influences KW - Teacher Competencies KW - Teacher Role KW - Technological Literacy KW - War KW - Well Being KW - ⛔ No DOI found ER - TY - BOOK TI - Learning, Marginalization, and Improving the Quality of Education in Low-income Countries AU - Wagner, Daniel A. AU - Lewis (eds), Nathan M. Castillo and Suzanne Grant AB - Academic publishing of peer-reviewed open access monographs DA - 2022/01// PY - 2022 DP - www.openbookpublishers.com LA - English PB - Open Book Publishers SN - 978-1-80064-200-3 978-1-80064-201-0 978-1-80064-202-7 978-1-80064-203-4 978-1-80064-204-1 978-1-80064-205-8 UR - https://www.openbookpublishers.com/product/1423 Y2 - 2022/03/02/18:10:39 KW - _r:ImportedToMyEducationEvidence ER - TY - ELEC TI - Learning remotely when schools close: How well are students and schools prepared? Insights from PISA AU - OECD T2 - OECD AB - As school after school shuts down in the face of the Covid-19 crisis (in now more than 140 countries), online learning opportunities have been elevated from a bonus extracurricular facility to a critical lifeline for education. DA - 2020/04/03/ PY - 2020 LA - en ST - Learning remotely when schools close UR - https://www.oecd.org/coronavirus/policy-responses/learning-remotely-when-schools-close-how-well-are-students-and-schools-prepared-insights-from-pisa-3bfda1f7/ Y2 - 2022/12/29/22:23:34 KW - Final_citation KW - existing ER - TY - JOUR TI - Learning Software Development through Modeling using an Object Oriented Approach with Unified Modeling Language: A Case of an Online Interview System AU - Kalinga, Ellen Ambakisye T2 - Journal of Learning for Development AB - This paper demonstrates the learning of software engineering through modeling using Object-Oriented Analysis and Design approach with Unified Modeling Language. An online interview management system case project to the whole class was used to develop the software requirement specification. Through modelling, the processes to be considered in software development were also elaborated, where it starts with the identification of major or basic processes of the domain of application, followed by the identification of activities to be performed under each basic process and, finally, transforming the activities highlighted in the functional requirements presentation. Modeling was practised by students through group case projects, and students were active, engaging and focusing on the learning process in such a way that more than 85.9% of students had the courage to attempt design questions during university examinations. DA - 2021/03/18/ PY - 2021 DP - jl4d.org VL - 8 IS - 1 SP - 74 EP - 92 LA - en SN - 2311-1550 ST - Learning Software Development through Modeling using an Object Oriented Approach with Unified Modeling Language UR - https://jl4d.org/index.php/ejl4d/article/view/401 Y2 - 2022/04/05/12:22:06 KW - Object-Oriented Analysis and Design KW - Unified Modeling Language KW - learning through modeling KW - model-driven approach KW - software development process. KW - software engineering KW - ⛔ No DOI found ER - TY - JOUR TI - Learning technology and disability—Overcoming barriers to inclusion: Evidence from a multicountry study AU - Hersh, Marion AU - Mouroutsou, Stella T2 - British Journal of Educational Technology AB - The paper uses data from a 15-country study to discuss the factors which affect the use of information and communication technologies (ICT) and learning technologies by disabled people and consequently their access to education. Significant differences were found both between and within countries: income and language were the main factors affecting availability. Thus, the greatest availability was in the higher income English-speaking countries and the richer European countries. The main barriers to technology use included cost, lack of funding and lack of information. A particular disparity in technology access was found between the English-speaking European population and Aboriginal speakers of indigenous languages in Australia, with considerably greater access by the former than the latter group. A number of recommendations are presented to increase access to learning and assistive technologies by disabled people. They include encouragement for developers to produce free of charge (minority language) technologies, research on more effective provision of technologies and personal assistance, assistive technology centres in all learning institutions, simple funding mechanisms and a fund to support technology provision in poorer countries. DA - 2019/// PY - 2019 DO - 10.1111/bjet.12737 DP - Wiley Online Library VL - 50 IS - 6 SP - 3329 EP - 3344 LA - en SN - 1467-8535 ST - Learning technology and disability—Overcoming barriers to inclusion UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12737 Y2 - 2022/12/26/05:33:13 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Learning the master's trade: Apprenticeship and human capital in Ghana AU - Frazer, Garth AU - Frazer, Garth T2 - Journal of Development Economics AB - This paper explores the institution of apprenticeship in Ghana. A model is presented where apprenticeship training is idiosyncratic, increasing an individual's productivity in the current firm, but not in any other firm. Still, individuals are willing to fund apprenticeships as they can reap the returns to the specific training of apprenticeship if they manage to acquire the capital required to start their own firms, and replicate the technology and business practice of the apprenticeship firm. Predictions of the model for the productivity and remuneration of different workers are developed and tested using both a linked employer-employee survey of manufacturing firms and a national household survey. © 2006 Elsevier B.V. All rights reserved. DA - 2006/// PY - 2006 DO - 10.1016/j.jdeveco.2005.06.006 LA - en AN - LOCAL-SCOPUS_ID:33749984734 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - F:remuneration KW - P:manufacture KW - P:technology KW - Q:masters KW - R:survey KW - T:Lehrlingsausbildung KW - T:Training KW - T:apprenticeship training KW - Z:Apprenticeship KW - Z:Human capital KW - _C:Ghana GHA KW - publicImportV1 ER - TY - RPRT TI - Learning through play AU - The LEGO Foundation DA - 2018/10// PY - 2018 UR - https://www.unicef.org/sites/default/files/2018-12/UNICEF-Lego-Foundation-Learning-through-Play.pdf Y2 - 2021/03/26/07:58:02 ER - TY - BLOG TI - Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) AU - Watson, Joe T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where… DA - 2020/03/31/ PY - 2020 LA - en-GB ST - Learning through television in low-income contexts UR - https://edtechhub.org/2020/03/31/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-covid-19/ Y2 - 2022/12/25/04:20:25 KW - Final_citation KW - cited KW - existing ER - TY - BLOG TI - Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) [EdTech Hub Blog] AU - Watson, Joe T2 - The EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly … DA - 2020/// PY - 2020 LA - en-GB ST - Learning through television in low-income contexts UR - https://edtechhub.org/2020/03/31/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-covid-19/ Y2 - 2020/04/13/16:40:48 ER - TY - BLOG TI - Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) [OpenDevEd Blog] AU - Watson, Joe T2 - Open Development & Education AB - Written by Joe Watson, research assistant at the University of Cambridge. This blog was first published as part of the coronavirus (COVID-19) and EdTech series on The EdTech Hub website under Creative Commons Attribution 4.0. One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) […] DA - 2020/04/27/T10:02:03+00:00 PY - 2020 LA - en-GB ST - Learning through television in low-income contexts UR - https://opendeved.net/2020/04/27/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-coronavirus-covid-19/ Y2 - 2020/06/23/20:00:42 ER - TY - JOUR TI - Learning to argue: a study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students AU - Osborne, Jonathan AU - Simon, Shirley AU - Christodoulou, Andri AU - Howell-Richardson, Christina AU - Richardson, Katherine T2 - Journal of Research in Science Teaching AB - This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11- to 16-year-old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. DA - 2013/03// PY - 2013 DO - 10.1002/tea.21073 DP - DOI.org (Crossref) VL - 50 IS - 3 SP - 315 EP - 347 J2 - J. Res. Sci. Teach. LA - en SN - 00224308 ST - Learning to argue UR - https://d1wqtxts1xzle7.cloudfront.net/50486321/pdf-with-cover-page-v2.pdf?Expires=1624915510&Signature=KHtBanGrmESnTE0dNKiQtwvTeHnIa~3-Ndx0rv6~RRZVRQ97SQej7WnbrqDH69ZGS6eVfMwz1htPdko5hpSbNXL6noWsh~7X3Ykzvx1i1HWB~spcAUPLXtAN4gROZ0~xAQ25HVFBTd8ZBqjRiXEFvs7tZWKmyMOpkj7L5q6OdfEUi08k74h9aHXmQav3V-ADl~zr6ZS23OiFMcY3Dk6pW3nQIRA1Fftcu2eyx2T3RR08pY8fiNBMS7fS47D1jm5Go1-f9BtrSJscxsDu4jUDhZOv5yWqefoqPB24gAPW9H43U5UIjiKuCt-ad0YlTTHsSIqt~A1v0IuRWCD4tq4MYQ__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA Y2 - 2021/05/28/13:46:36 ER - TY - ELEC TI - Learning to Improve: How America’s Schools Can Get Better at Getting Better T2 - Carnegie Foundation for the Advancement of Teaching AB - Using ideas borrowed from improvement science, Learning to Improve presents a process of disciplined inquiry that can be combined with the use of networks to DA - 2015/02/27/T22:07+00:00 PY - 2015 LA - en ST - Learning to Improve UR - https://www.carnegiefoundation.org/resources/publications/learning-to-improve/ Y2 - 2022/12/25/00:34:10 ER - TY - RPRT TI - Learning to Improve Learning: Lessons from Early Primary Interventions and Evaluations in India and Sub-Saharan Africa DA - 2014/// PY - 2014 DP - Google Scholar PB - Hewlett Foundation UR - http://www.hewlett.org/sites/default/files/2014-02-14_Learning%20to%20Improve%20Learning%20Synthesis%20for%20Publishing_Edited_0.pdf Y2 - 2015/03/09/12:57:56 ER - TY - CONF TI - Learning to Program on KaiOS: a Hands-on Coding School for Developing Climate Service Apps AU - Myllynpää, Ville AU - Ntinda, Maria AU - Haakana, Jani AU - Sutinen, Erkki T2 - 2020 IST-Africa Conference (IST-Africa) AB - The demand for short and intense courses intended to teach new or improve existing pragmatic ICT skills, required for solving a given problem in a real context, has been raised especially by the industry. We provide an example where a pragmatic coding school model has been shown to be an effective way to teach new skills and enhance prior knowledge in a short timeframe, among undergraduate computer science students of the University of Namibia (UNAM). This paper presents a coding school for climate service app development, organized jointly by the University of Turku (UTU), Finland, and UNAM, at the UTU satellite campus within the UNAM main campus. We describe the coding school's design and implementation phases, as well as analyze lessons learned, based on which we suggest actions to improve similar schools in the future. Furthermore, we demonstrate a method by which the coding school is linked to the requirements of an international research project demanding local input in its co-design. C3 - 2020 IST-Africa Conference (IST-Africa) DA - 2020/05// PY - 2020 DP - IEEE Xplore SP - 1 EP - 11 ST - Learning to Program on KaiOS KW - Conferences KW - Education KW - Encoding KW - KaiOS KW - Meteorology KW - Programming KW - Programming profession KW - climate services KW - coding school ER - TY - JOUR TI - Learning to teach in higher education in South Africa AU - Leibowitz, Brenda AU - Bozalek, Vivienne AU - Garraway, James AU - Herman, Nicoline AU - Jawitz, Jeff AU - Muhuro, Patricia AU - Ndebele, Clever AU - Quinn, Lynn AU - Van Schalkwyk, Susan AU - Vorster, Jo-Anne DA - 2017/// PY - 2017 KW - ⛔ No DOI found ER - TY - JOUR TI - Learning with technology during emergencies: A systematic review of K-12 education [BJET] AU - Crompton, Helen AU - Burke, Diane AU - Jordan, Katy AU - Wilson, Samuel W. G. T2 - British Journal of Educational Technology AB - Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy. DA - 2021/// PY - 2021 DO - 10.1111/bjet.13114 DP - Wiley Online Library LA - en SN - 1467-8535 ST - Learning with technology during emergencies UR - https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13114 Y2 - 2021/05/25/19:07:09 KW - COVID-19 KW - _EdTechHub_Output KW - _yl:b KW - disasters KW - emergencies KW - emergency remote education KW - pandemic ER - TY - VIDEO TI - Learning without Schools? Education, Relief, and Government Partnerships during COVID-19 AU - Skoll Foundation AB - Join to hear about how two large school systems, in Pakistan and West Africa, are partnering with governments and NGOs to educate children at home without internet access. This is a case study on how local leaders, including a Skoll Awardee, see the challenge of education, relief, and partnerships during COVID-19. Panel: - Susannah Hares, Center for Global Development - Mushtaq Chhapra, TCF Co-Founder - Riaz Kamlani, TCF EVP - Paul Skidmore, Rising Academy Network Moderator: Shashi Buluswar, UC Berkeley, Institute for Transformative Technologies DA - 2020/04/03/ PY - 2020 DP - YouTube LA - EN ST - Webinar UR - https://www.youtube.com/watch?v=skZuZ8sSLjI Y2 - 2020/04/06/13:25:49 ER - TY - BOOK TI - Leave No Child Behind: Global report on boys' disengagement from education AU - Jere, Catherine AU - Eck, Matthias AU - Zubairi, Asma DA - 2022/// PY - 2022 DP - Google Scholar PB - UNESCO ST - Leave No Child Behind UR - https://ueaeprints.uea.ac.uk/id/eprint/89435/ Y2 - 2023/11/08/16:14:52 ER - TY - BOOK TI - Leave no child behind: global report on boys’ disengagement from education AU - UNESCO DA - 2022/04// PY - 2022 SN - 978-92-3-100520-6 UR - https://unesdoc.unesco.org/ark:/48223/pf0000381105 Y2 - 2022/04/12/21:15:43 ER - TY - JOUR TI - Lectoescritura inicial (LEI): una transición con sentido AU - Vijil-Morin, Alejandra DA - 2020/// PY - 2020 VL - 39 J2 - Revista de la Universidad del Valle de Guatemala LA - es ST - Lectoescritura inicial (LEI) UR - https://red-lei.org/lectoescritura-inicial-una-transicion-con-sentido/ Y2 - 2022/06/20/13:45:13 KW - Author:OpenDevEd ER - TY - JOUR TI - Lecturer Based Supportive Tool Development and Approaches for Learning Material Sharing under Bandwidth Limitation AU - Kautsar, Irwan Alnarus AU - Kubota, Shinichiro AU - Musashi, Yasuo AU - Sugitani, Kenichi T2 - Journal of Information Processing AB - 総合学術電子ジャーナルサイト「J-STAGE」-国内で発行された学術論文全文を読むことのできる、日本最大級の総合電子ジャーナルプラットフォームです。 DA - 2016/// PY - 2016 DO - 10.2197/ipsjjip.24.358 DP - www.jstage.jst.go.jp VL - 24 IS - 2 SP - 358 EP - 369 J2 - Journal of Information Processing LA - en SN - 1882-6652 UR - https://www.jstage.jst.go.jp/article/ipsjjip/24/2/24_358/_article/-char/ja/ Y2 - 2018/06/09/16:52:27 KW - __C:filed:1 ER - TY - JOUR TI - Left behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic AU - Olanrewaju, Gideon Seun AU - Adebayo, Seun Bunmi AU - Omotosho, Abiodun Yetunde AU - Olajide, Charles Falajiki T2 - International Journal of Educational Research Open DA - 2021/// PY - 2021 DO - 10.1016/j.ijedro.2021.100092 DP - Google Scholar VL - 2 SP - 100092 ST - Left behind? KW - auto_merged ER - TY - JOUR TI - Left to their own devices: the everyday realities of one-to-one classrooms AU - Selwyn, Neil AU - Nemorin, Selena AU - Bulfin, Scott AU - Johnson, Nicola F. T2 - Oxford Review of Education DA - 2017/// PY - 2017 DO - 10.1080/03054985.2017.1305047 DP - Google Scholar VL - 43 IS - 3 SP - 289 EP - 310 ST - Left to their own devices KW - __C:filed:1 ER - TY - RPRT TI - Legale Wege nach Europa. Arbeits- und Ausbildungsmöglichkeiten für Personen ohne Schutzperspektive AU - Institute Europe CY - Berlin DA - 2019/// PY - 2019 UR - https://www.svr-migration.de/publikationen/mobilitaetsoptionen_nach_europa/ Y2 - 2022/05/03/13:20:26 ER - TY - JOUR TI - Legislation and Policy Addressing Inequality and Redistribution in Rwanda AU - Orrnert, Anna AB - This report is one of three related K4D helpdesk reports on inequality in Rwanda. The other two examine links between poverty, inequality and exclusion (Carter 2018) and provide data on inequalities (Orrnert 2018). This review summarises key national policies and legislation related to inequality and redistribution2 in Rwanda. Where available, this review provides insights into how these policies perpetuate inequality or work to address it, as well as how effective they are. Undertaken in six days, this review draws largely on policy documents from the Government of Rwanda, and academic studies, as well as some reports by international donors. A comprehensive review of all the relevant policies and legislation is beyond the scope of this study. Thus, the review focuses on key policies and legislation in specific sectors (economic empowerment and agriculture; health; education; housing and infrastructure) as well as policies and legislation targeted at particular groups (the poorest, women and girls, youth and other marginalised groups). The key findings include: there is a lack of systematic evaluation of many Rwandan government policies, including those aimed at tackling extreme poverty and inequality; Evidence suggests that there exists a tension between the government’s competing policy goals of achieving economic growth and decreasing inequality. In some cases (notably agricultural policies), the government prioritises its economic growth objectives, which can have a negative impact on vulnerable segments of the population; and despite efforts to combat inequality on the policy-level, several groups remain significantly disadvantaged, including the poorest, women, persons with disabilities and historically marginalised people (HMP). Furthermore, the study also identified the gaps in policy assessments based on non-standard measures (such as food insecurity and land tenure) that may illuminate relevant insights about experienced inequalities in rural and agricultural communities and the impact of policies on these. It also highlighted the limitation on the evidence of policy impacts on vulnerable communities, including youth, persons with disabilities and HMP and thus, there is a need for data that provides insights into the challenges that interlocking inequalities present to policy-makers working to dismantle inequality. DA - 2018/07/20/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14188 Y2 - 2022/12/18/18:15:40 KW - ⛔ No DOI found ER - TY - ELEC TI - Leh Wi Lan: Improving The Quality Of Secondary Education In Sierra Leone AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 UR - http://www.education.gov.sl/LeWeLearn_Page/LeWeLearn_index.aspx Y2 - 2020/06/25/18:25:21 KW - _C:Sierra Leone SLE ER - TY - GEN TI - Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme AU - DFID DA - 2018/// PY - 2018 LA - EN Y2 - 2020/12/15/00:00:00 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Length of secondary schooling and risk of HIV infection in Botswana: evidence from a natural experiment AU - De Neve, Jan-Walter AU - Fink, Günther AU - Subramanian, S V AU - Moyo, Sikhulile AU - Bor, Jacob T2 - The Lancet Global Health AB - 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. DA - 2015/08/01/ PY - 2015 DO - 10.1016/S2214-109X(15)00087-X DP - ScienceDirect VL - 3 IS - 8 SP - e470 EP - e477 J2 - The Lancet Global Health LA - en SN - 2214-109X ST - Length of secondary schooling and risk of HIV infection in Botswana UR - https://www.sciencedirect.com/science/article/pii/S2214109X1500087X Y2 - 2021/05/19/15:07:20 ER - TY - BLOG TI - Lenovo Focuses on Digital Inclusion with Launch of Bilingual Keyboard AU - Lenovo T2 - Lenovo StoryHub AB - Latest evolution of keyboard champions indigenous Māori culture, by enabling Aotearoa New Zealanders to communicate bilingually. DA - 2023/03/21/ PY - 2023 LA - en-US UR - https://news.lenovo.com/pressroom/press-releases/digital-inclusion-maori-bilingual-keyboard/ Y2 - 2024/03/04/14:52:39 KW - Final_citation ER - TY - CHAP TI - Lernen in Arbeitsprozessen - Kompetenzentwicklung AU - Bremer, Rainer T2 - Handbuch Berufsbildungsforschung CY - Bielefeld DA - 2005/// PY - 2005 SP - 283 EP - 295 PB - W. Bertelsmann ER - TY - JOUR TI - Lernprozesse mit digitalen Werkzeugen unterstützen–Perspektiven aus der Didaktik naturwissenschaftlicher Fächer AU - Meßinger-Koppelt, Jenny AU - Schanze, S. AU - Groß, Jorge T2 - Joachim Herz Stiftung Verlag, Hamburg DA - 2017/// PY - 2017 DP - Google Scholar VL - 278 KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Lesson observation and quality in primary education as contextual teaching and learning processes AU - O’Sullivan, Margo T2 - International Journal of Educational Development AB - Quality in primary education is currently high on the education agenda in developing countries. What is quality? How can we effectively measure it? How can we achieve it? How can we improve it? The author considers two suggestions to be critical to answering these above questions and engages with them in this article:• place what is happening in the school and classroom, specifically teaching and learning processes, at the top of the quality agenda; and • use lesson observation to answer the questions. The engagement in the article with the term “quality” highlights that six conceptualisations are used in the literature. However, the author argues that only two subsections of one of the conceptualisations are influencing policy, i.e. the input and output definitions of quality. An exploration of the common indicators of quality supports this and the author uses a political economy perspective to consider the reasons for it. This leads to the main section of the paper which seeks to explore the two suggestions bulleted above. DA - 2006/05// PY - 2006 DO - 10.1016/j.ijedudev.2005.07.016 DP - ScienceDirect VL - 26 IS - 3 SP - 246 EP - 260 J2 - International Journal of Educational Development SN - 0738-0593 UR - http://www.sciencedirect.com/science/article/pii/S073805930500091X Y2 - 2016/01/26/16:24:24 KW - CitedIn:OER4Schools-HHH3-B KW - Lesson observation KW - Primary education KW - Quality ER - TY - JOUR TI - Lessons for developing countries from experience with technical and vocational education and training AU - Kingombe, Christian T2 - Economic Challenges and Policy Issues in Early Twenty-First-Century Sierra Leone AB - The literacy requirements of both globalization and technological change necessitate enhancement of literacy education and training to keep pace with these phenomena. Sierra Leone‘s An Agenda for Change – Second Poverty Reduction Strategy (PRSPII) 2008-2012 has mainstreamed youth employment and the government has developed a National Action Plan on Youth Employment. Moreover, TVET in Sierra Leone needs a new focus and new direction to strongly respond to the PRSP. In fact a national harmonized policy for TVET is required for a national curriculum. Hitherto, the development and implementation of TVET reform programmes has been severely hampered by budgetary constraints in all 16 countries in the ECOWAS. Based on frontier research on the lessons learned from recent TVET reforms in other developing countries, this paper aims to inform the future comprehensive design and implementation of strategies for TVET in Sierra Leone . The paper makes suggestions for how to address future challenges and opportunities to ensure that the good performance of TVET reforms contribute to the promotion of sustainable growth through private sector development. The paper is structured as follows. Section 2 provides a stock taking of the available quantitative evidence on the impact of TVET. Section 3 presents and discusses different institutional and strategic TVET frameworks. Section 4 discusses the importance of a demand-oriented TVET system. Section 5 discusses the various existing and potential sources for the financing of the TVET system. Section 6 pres ents various examples of successful external cooperation on TVET projects in Africa and Asia. Finally, section 7 concludes and presents policy options. DA - 2011/// PY - 2011 DP - Google Scholar SP - 278 EP - 365 LA - en UR - http://www.theigc.org/wp-content/uploads/2014/09/Kingombe-2014-Working-Paper-1.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Sierra Leone KW - CA:AandC KW - CC:Sierra Leone KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - D:developing country KW - Education / Educational Policy & Reform / General KW - F:learning KW - F:policy KW - P:economy KW - P:measurement KW - P:teachers KW - Q:certificate KW - Q:community education KW - Q:distance learning KW - Q:primary education KW - Q:secondary education KW - T:Lehrlingsausbildung KW - T:TVET KW - _C:Sierra Leone SLE KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Lessons from the Covid-19 Pandemic: Can Public Primary and Secondary Schools in Lusaka District of Zambia use Blended and Distance Teaching and Learning? AU - Mulenga, Innocent Mutale AU - Siluma, V. T2 - Zambia Journal of Distance Education DA - 2021/// PY - 2021 DP - Google Scholar VL - 1 IS - 2 SP - 16 EP - 17 ST - Lessons from the Covid-19 Pandemic UR - https://www.researchgate.net/profile/Innocent-Mutale-Mulenga-2/publication/358093783_Lessons_from_the_Covid-19_Pandemic_Can_Public_Primary_and_Secondary_Schools_in_Lusaka_District_of_Zambia_use_Blended_and_Distance_Teaching_and_Learning/links/61efeb3fc5e3103375bd6ff8/Lessons-from-the-Covid-19-Pandemic-Can-Public-Primary-and-Secondary-Schools-in-Lusaka-District-of-Zambia-use-Blended-and-Distance-Teaching-and-Learning.pdf Y2 - 2023/12/06/15:39:41 KW - ⛔ No DOI found ER - TY - JOUR TI - Lessons from the influx of preprints during the early COVID-19 pandemic AU - Brierley, Liam T2 - The Lancet Planetary Health DA - 2021/03/01/ PY - 2021 DO - 10.1016/S2542-5196(21)00011-5 DP - www.thelancet.com VL - 5 IS - 3 SP - e115 EP - e117 J2 - The Lancet Planetary Health LA - English SN - 2542-5196 UR - https://www.thelancet.com/journals/lanplh/article/PIIS2542-5196(21)00011-5/fulltext Y2 - 2021/10/05/18:37:41 ER - TY - BOOK TI - Lessons in School Improvement from Sub-Saharan Africa: Developing Professional Learning Networks and School Communities AU - Mason, Miriam AU - Galloway, David AB - Why do programmes of continuing professional development and Learning (CPDL) for teachers so frequently fail to deliver sustained improvement in children’s social behaviour and academic performance? How can schools that prioritise the most disadvantaged children in one of the world’s poorest countries consistently achieve among the best academic results in the country? How can teachers in these schools, most of whom have received little or no formal training, provide CPDL that leads to improvement in other schools? These questions are as relevant in high income countries as in Sierra Leone, where the research for this book was carried out. Lessons in School Improvement from Sub-Saharan Africa addresses them head-on by describing the planning, delivery and evaluation of a school improvement programme in which development of professional learning networks (PLNs) was a key component. The evaluation showed that children whose teachers had taken part in the programme made significantly more progress in attendance, literacy and behaviour than children in control schools. The book’s professional relevance is strengthened by an accompanying Practitioners’ Manual with full details of the CPDL. This enables replication of the results and provides a guide for future school improvement programmes and PLNs, both in low and high income countries. DA - 2021/12/13/ PY - 2021 DP - Google Books SP - 230 LA - en PB - Emerald Group Publishing SN - 978-1-80117-504-3 ST - Lessons in School Improvement from Sub-Saharan Africa KW - Education / Administration / General KW - Education / Educational Policy & Reform / General KW - Education / Professional Development KW - Education / Teaching / General ER - TY - JOUR TI - Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review AU - Sims, Kate AB - It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not work in education interventions during the first wave of COVID-19, in order to support planning on current and future school closures and/or disruptions to education systems. It focuses on three key areas: 1. Support to teachers to continue teaching during school closures, and the role of teachers in supporting marginalised learners; 2. Approaches to ensure the continuation of learning; and 3. Approaches to reach the most marginalised learners. DA - 2021/12// PY - 2021 DO - 10.19088/K4D.2021.134 DP - opendocs.ids.ac.uk LA - en ST - Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19 UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17019 Y2 - 2022/12/18/18:15:42 ER - TY - JOUR TI - Lessons Learned from Education Programmes' Contribution to Peace and Stability AU - Price, Roz AB - Whilst education is most often viewed as central to peace-building, it is important to note that it has two faces. Education can be a strong tool in exacerbating violent conflict whilst on the positive side facilitate peace building through addressing the drivers of a conflict. The review draws from academic research on literature from NGOs and donors showing the links between education, conflict and peace. Education has been considered as a salient feature in emergency response featuring on its role as a peace dividend and an entry point to conflict transformation and peace-building (Smith and Ellison, 2015). However, gaps exist in literature on evidence showing how to programme education to address the needs of refugees and populations in conflict areas. Much of the literature reviewed emphasises the need for context specific conflict analysis with a focus on education for understanding how and under what circumstances education can address conflict and instability. DA - 2019/04/08/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14482 Y2 - 2022/12/18/18:15:44 KW - ⛔ No DOI found ER - TY - JOUR TI - Lessons Learned from Online PLCs of Rural STEM Teachers AU - Durr, Tony AU - Kampmann, Jennifer AU - Hales, Patrick AU - Browning, Larry T2 - The Rural Educator AB - This exploratory study of a Title II grant funded project analyzed the design and delivery of online professional learning communities (PLC) for rural STEM teachers. This research identified the frequency a video posting, the type of videos posted, and the style of reflection questions, as critical aspects to the engagement to participating teachers. Additionally, teachers showed an increase in teacher efficacy as a result of being part of the online PLCs and they indicated strong enjoyment and value in participation of the program. DA - 2020/04/08/ PY - 2020 DO - 10.35608/ruraled.v41i1.555 DP - DOI.org (Crossref) VL - 41 IS - 1 SP - 20 EP - 26 J2 - TRE LA - en SN - 2643-9662, 0273-446X UR - https://journals.library.msstate.edu/index.php/ruraled/article/view/555 Y2 - 2021/06/25/16:02:06 ER - TY - JOUR TI - Lessons Learned from the Outcomes and Delivery of Girls’ Clubs in Educational Programmes AU - Page, Ella AB - This helpdesk provides a rapid review of the evidence on the outcomes and delivery of girls’ clubs in educational programmes. The review found some evidence of girls’ clubs specific programmes in school settings having positive impacts on educational and life skills outcomes. Girls clubs delivered as part of education programmes can have positive impacts on literacy, numeracy, enrolment and attendance. Although the evidence is limited.Clubs delivered in schools which combine the delivery of life skills training with sports also show promising impact on education. Evaluation of one of such programmes showed that participation had increased their determination to complete their education and girls were more able to express ambition. However, not all the evaluations of girls’ club found for this review showed positive outcomes – for example one evaluation found no impact on school enrolment or other empowerment outcomes. DA - 2020/08/07/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15580 Y2 - 2022/12/18/18:15:47 KW - ⛔ No DOI found ER - TY - BOOK TI - Lessons Learned from World Bank Education Management Information System Operations AU - Abdul-Hamid, Husein AU - Saraogi, Namrata AU - Mintz, Sarah DA - 2017/// PY - 2017 DP - Zotero LA - en SN - 978-1-4648-1057-2 KW - ⛔ No DOI found ER - TY - BOOK TI - Lessons learnt from informal apprenticeship initiatives in Southern and Eastern Africa AU - Aggarwal, A DA - 2013/// PY - 2013 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:eastern Africa KW - C:Malawi KW - C:Tanzania KW - C:Zambia KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - HDR25 KW - T:Lehrlingsausbildung KW - publicImportV1 KW - ⛔ No DOI found ER - TY - ELEC TI - Let’s face facts, the 2020 school year is lost. So what to do? AU - Jansen, Jonathan AU - Jansen, Jonathan T2 - Times Select AB - Covid-19 hasn’t caused the schooling crisis, it has just exposed how huge the inequalities in SA education are DA - 2020/// PY - 2020 LA - en-ZA UR - https://select.timeslive.co.za/ideas/2020-04-09-lets-face-facts-the-2020-school-year-is-lost-so-what-to-do/ Y2 - 2020/04/20/17:19:37 ER - TY - JOUR TI - "Let's not leave this problem": exploring inclusive education in rural South Africa AU - Mitchell, Claudia AU - De Lange, Naydene AU - Thuy, Nguyen-Thi Xuan T2 - Prospects: Quarterly Review of Comparative Education AB - Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented. DA - 2008/03// PY - 2008 DO - 10.1007/s11125-008-9057-y VL - 38 IS - 1 SP - 99 EP - 112 LA - English SN - 0033-1538, 0033-1538 UR - https://www.academia.edu/14219181/_Let_s_not_leave_this_problem_exploring_inclusive_education_in_rural_South_Africa AN - 61950460; EJ815151 KW - Access to Education KW - Acquired Immunodeficiency Syndrome (AIDS) KW - Developing Nations KW - Disabilities KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education reform KW - Educational Change KW - Educational Policy KW - Foreign Countries KW - Human immunodeficiency virus--HIV KW - Inclusive Schools KW - Mainstreaming KW - Multicultural education KW - Policymakers KW - Poverty KW - Researchers KW - Rural Areas KW - Rural areas KW - Social Attitudes KW - Social Bias KW - Social Isolation KW - Social Justice KW - Social activism KW - South Africa KW - Special Needs Students KW - Teacher Attitudes KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098725 KW - __finaldtb ER - TY - ELEC TI - Leveraging Hybrid Learning As The Future of Education AU - Ouya, Angelica T2 - CIO East Africa AB - Isn’t it easy to dream, imagine, envision, and talk about the future of something? Becoming the visionary of that idea or being part of the process and seeing it succeed? Education today is very different from what it was 20 years ago, but it still has room to move. Learning is changing with the times, … DA - 2020/09/09/T15:13:17+03:00 PY - 2020 LA - en-US UR - https://www.cio.co.ke/leveraging-hybrid-learning-as-the-future-of-education/ Y2 - 2020/09/11/10:01:21 ER - TY - JOUR TI - Leveraging ICT for the Learning Recovery and Acceleration in Bangladesh AU - Asaduzzaman, T. M. AU - Geven, Koen Martijn AU - Oza, Shardul Kinnaresh AU - Kano, Tsuyoshi Yoshi AU - Shams, Farzana AU - Roy, Suparna AU - Bashir, Amreen AU - Zubairi, Asma DA - 2023/// PY - 2023 DP - Google Scholar UR - https://policycommons.net/artifacts/4817649/leveraging-ict-for-the-learning-recovery-and-acceleration-in-bangladesh-english/5654352/ Y2 - 2023/11/08/16:15:45 KW - ⛔ No DOI found ER - TY - JOUR TI - Leveraging the 1: 1 iPad approach for enhanced learning in the classroom AU - Retalis, Symeon AU - Paraskeva, Fotini AU - Alexiou, Aikaterini AU - Litou, Zoi AU - Sbrini, Theofili AU - Limperaki, Youla T2 - Educational Media International DA - 2018/// PY - 2018 DO - 10.1080/09523987.2018.1512463 DP - Google Scholar VL - 55 IS - 3 SP - 213 EP - 230 ST - Leveraging the 1 KW - __C:filed:1 ER - TY - JOUR TI - Liebe Leserinnen und Leser, AU - Kauffmann, Gesine DA - 2012/// PY - 2012 DP - Zotero SP - 68 LA - de KW - ⛔ No DOI found ER - TY - ELEC TI - Life without Covid: the nations that have sidestepped the pandemic so far AU - The Guardian T2 - the Guardian AB - A handful of countries – most of them islands, most of them remote – remain coronavirus-free, but life has not remained wholly unchanged DA - 2021/01/06/T00:43:26.000Z PY - 2021 LA - en ST - Life without Covid UR - http://www.theguardian.com/world/2021/jan/06/life-without-covid-the-nations-that-have-sidestepped-the-pandemic-so-far Y2 - 2021/01/09/20:20:51 ER - TY - JOUR TI - Lifelong learning, lifelong education and adult education in higher institutions of learning in Eastern Africa: The case of Makerere University Institute of Adult and Continuing Education AU - Openjuru, G.L., T2 - International Journal of Lifelong Education AB - This paper advocates for policy recognition of lifelong learning by institutions of higher learning and governments in Eastern Africa. Lifelong learning and lifelong education are two concepts that aim at widening access to and the participation of adult learners in the acquisition of new knowledge, skills, values and attitudes. There are many reasons for advocating for lifelong learning and education in higher institutions of learning in Eastern Africa. Firstly, the demand for higher education in Eastern Africa has increased phenomenally. Secondly, the need to cope with this fast-changing world calls for a continuous acquisition of new knowledge, skills and attitude. This paper looks at the concepts of lifelong learning (LLL) and lifelong education (LLE) in relation to the changes that are affecting the provision of universitybased learning opportunities for non-traditional students in Eastern Africa, with examples from Makerere University Institute of Adult and Continuing Education in Uganda. In looking at the concepts of LLL and LLE, other concepts of lifewide learning and the learning society are also discussed. Adult learning and adult education are discussed as concepts that are used by adult educators in Eastern Africa with very limited understanding of what they really mean. The confusion in the use of these emerging and popular concepts in Eastern Africa is discussed. The paper presents some recommendations for higher institutions of learning in Eastern Africa to develop a clear understanding of and embrace lifelong learning. © 2011 Taylor & Francis. DA - 2011/// PY - 2011 DO - 10.1080/02601370.2011.538182 LA - en UR - http://www.tandfonline.com/doi/abs/10.1080/02601370.2011.538182 AN - DOI-10.1080/02601370.2011.538182 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:eastern Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:access KW - F:attitude KW - F:learning KW - F:policy KW - F:teaching KW - P:measurement KW - P:teachers KW - Q:adult education KW - Q:distance education KW - Q:higher education KW - Q:lifelong learning KW - R:case study KW - T:continuing education KW - Z:Adult Education KW - Z:Adult Educators KW - Z:Adult Learning KW - Z:Adult Students KW - Z:Adult education KW - Z:African Studies KW - Z:Case Studies KW - Z:Concept Teaching KW - Z:Continuing Education KW - Z:Continuing education KW - Z:Definitions KW - Z:Distance Education KW - Z:Distance education KW - Z:Educational Opportunities KW - Z:Expansion of provision KW - Z:Foreign Countries KW - Z:Higher education KW - Z:Institutional Characteristics KW - Z:Knowledge KW - Z:Lifelong Learning KW - Z:Lifelong learning KW - Z:Nontraditional Students KW - Z:Teachers KW - _C:Uganda UGA KW - publicImportV1 ER - TY - RPRT TI - Lifting the education revolution to the next level AU - Gonsalves, Ralphe AB - lifting the education revolution to the next level - Read more about educational, secondary, vincent, primary, facilities and grenadines. CY - Kingstown DA - 2010/11// PY - 2010 LA - en PB - Office of the Prime Minister UR - https://www.yumpu.com/en/document/read/35941436/lifting-the-education-revolution-to-the-next-level-ralphegonsalvesorg Y2 - 2020/11/12/09:37:48 ER - TY - JOUR TI - LIMITATIONS OF OUTCOME BASED ACCOUNTING CURRICULUM IN ETHIOPIA AU - Mersha, Deresse AU - Assistant Professor, Department of Accounting and Finance, Jimma University, Ethiopia AU - Getahun, Mohammed A2 - Mersha, Deresse; Assistant Professor, Department of Accounting and Finance, Jimma University, Ethiopia T3 - Journal Article AB - The demand for accounting profession is increasing from time to time because of the increase in complexity of the business environment. Education institutions are responsible to produce qualified and ethical accountant required by the accounting profession. Specifically, Technical and Vocational Education and training (TVET) colleges play great role in training lower and middle level accountant in Ethiopia. However, Academicians, practitioners and employers are raising concern on the quality and relevance of education and training given by TVET colleges. The major objective of this study is to examine the limitations of TVET in accounting curriculum in relation to relevance and contents of the competences included. The finding of the study showed that the existing curriculum has a lot of limitations in terms of relevance, coherence and content. As a result, the existing curriculum should be revisited in order to make it better. DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - CONF TI - Lineament Mapping for Groundwater Exploration in Kano State, Nigeria AU - Tudunwada, I.Y. AU - Maina, M.M. C3 - International Conference on Civil, Agricultural, Biological and Environmental Sciences (CABES DA - 2017/// PY - 2017 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Linkages Between Poverty, Inequality and Exclusion in Rwanda AU - Carter, Becky AB - This review summarises analysis in the literature that provides more detail behind the quantitative data, exploring the nature of inequalities and exclusion in Rwanda, the drivers of these, and how this shapes Rwandans’ vulnerability to poverty. Undertaken in six days, this review draws largely on academic studies as well as reports by international development agencies (most notably the World Bank). Many of the poverty and development studies include some form of gender analysis; there is also work that focuses solely on women and girl’s situations in Rwanda. There are a few studies looking at the linkages between poverty, exclusion and disabilities in Rwanda. Key findings of this review include few studies looking in-depth at the relationship between poverty and inequality in Rwanda, with a lack of disaggregated analyses or detailed case studies (Dawson 2018). Whilst Rwanda has achieved impressive sustained economic growth since the 1990s, poverty in Rwanda is widespread and Rwanda remains the most unequal country in East Africa. Furthermore, The World Bank’s 2015 poverty assessment finds Rwanda’s high inequality driven by location, education and occupation (Bundervoet et al, 2015) whereby there is a deep rural-urban divide, with those most at risk of poverty dependent on agricultural waged labour or smaller/less productive farms, and household heads with no secondary education. The same assessment finds improvements in agricultural productivity and diversification into non-farm activities the main drivers of consumption growth and poverty reduction for 2006-2011. In contrast, other studies highlight how rapid social transformation leads to winners and losers (in absolute or relative terms), and explores the difficulties faced by many in attempting to escape poverty (Verpoorten, 2014: 4; Abbott et al, 2015). Abbott et al (2015: 932) highlight that about a third of the population face a daily struggle for survival, making it difficult to take advantage of opportunities for empowerment. Finally, Rwanda’s path to development remains controversial, with a sharp contrast between the impressive economic progress and standstill in ‘voice and accountability’ (McKay and Verpoorten, 2016). DA - 2018/07/09/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14189 Y2 - 2022/12/18/18:15:49 KW - ⛔ No DOI found ER - TY - CHAP TI - Linking informal apprenticeship and formal education in South-Eastern Nigeria through market/mechanic village schools AU - Ogwo, Benjamin AB - The Nigerian government as well as international agencies have implemented several informal apprenticeship intervention programmes aimed at improving productivity, trade union leadership and literacy/numeracy of practitioners. One of such interventions is the Education Trust Fund (ETF) intervention in boy-child education within south-eastern Nigeria established by UNICEF. This paper highlights the process, nature, and scope of the ETF intervention in relation to informal apprenticeships. As research meth9odology, the research & development (R&D) design was used for the study. Among other outcomes, the UNICEF market/mechanic village school curriculum was modified using open-learning principles by informal apprenticeship. School is taken to the apprentices rather than the apprentices to school by incorporating formal education into informal apprenticeship thus ensuring certification and enhanced social status for informal apprenticeship graduates. DA - 2013/// PY - 2013 DP - Google Scholar SP - 117 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:curriculum KW - P:mechanic KW - P:social KW - Q:certificate KW - Q:e-learning KW - R:survey KW - T:Formal apprenticeship KW - T:Lehrlingsausbildung KW - publicImportV1 ER - TY - JOUR TI - Linking vocational education and training (VET) progression pathways into the academic route in Tanzania: Case study in electrical and mechanical engineering programmes at Arusha technical college (ATC) AU - Augustine, S. Mbitila AU - Richard, J. Masika AU - Donatha, E. Mwase T2 - International Journal of Vocational and Technical Education AB - The bridging course was designed by the Vocational and Education Training Authority (VETA) in collaboration with three technical Colleges/Institutions: Arusha Technical College, Dar es Salaam Institute of Technology and Mbeya University of Science and Technology under the auspices of National Council for Technical Education (NACTE). The course was an immediate solution to the missing link between the Vocational Education and Training (VET) pathway for graduates and the Tanzanian national education model. Data were collected from a random sample of 350 students, from various parts of the country, to analyze the problem. Comparison tests of performance between students from the bridging course and from other educational routes were conducted. Results demonstrate that, the bridging course is a substantive solution to enabling VET students to progress toward further studies. Bridging courses in Technical Colleges and Institutes of Technology offer a valuable contribution to the vocational training sector if sponsored by both Government and Private sector in terms of fiscal and non-fiscal resources. DA - 2017/// PY - 2017 DP - Google Scholar VL - 9 IS - 1 SP - 1 EP - 8 LA - en ST - Linking vocational education and training (VET) progression pathways into the academic route in Tanzania UR - http://www.academicjournals.org/journal/IJVTE/article-full-text-pdf/9C87ECD62268 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:electro KW - P:mechanic KW - R:case study KW - T:TVET KW - T:Training KW - T:vocational training centre KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Links Between Education and Child Labour AU - Orrnert, Anna AB - According to recent estimates, approximately 152 million children were engaged in child labour globally in 2016 (ILO 2017a: 5). There are many forms of children's work, involving different levels of demand and danger. The International Labour Organisation (ILO) defines child labour as work that is detrimental to children, by depriving them of their childhood, their potential and their dignity. Children's work is sometimes distinguished as being hazardous or more benign (e.g., safe and does not undermine schooling), although this distinction is not relevant in all contexts. In some cases, children's work has the potential for both benefit and harm, and assessing harm and benefit in each context may be more useful than applying generalised standards. The worst forms of child labour (as defined by ILO Convention No. 182) are out of scope for this review. In many cases, work interferes with children's formal education by depriving them of the opportunity to attend school; forcing them to drop out prematurely; or requiring them to balance the competing pressures of schooling and work. Since the launch of the global Education for All (EFA) movement, education is often understood to mean formal schooling. However, this definition excludes non-traditional and informal spaces of learning, as well as significant forms of learning that happen in the workplace. Many children's rights organisations and anti-child labour campaigns believe that child labour and education are incompatible, that children's work is an obstacle to EFA, that child labour should be abolished and that education is a key element in its prevention. With regards to hazardous child labour, this view is widely accepted. However, there is a counterview which argues that not all children's work is bad, that children's labour can be compatible with education and learning and that work can actually enable education. This study examines evidence on the links between child labour and education, including the use of education as a tool to bring children out of child labour, poor quality education pushing children out of the classroom and into work, as well as on children who combine work and school. It is one of a two-part series of reports. The second report examines the evidence on short- and long-term impacts of education interventions targeting working children. DA - 2018/09/21/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14099 Y2 - 2022/12/18/18:15:52 KW - ⛔ No DOI found ER - TY - JOUR TI - LIS curriculum in French-speaking West Africa in the age of ICTs: The case of Benin and Senegal AU - Mêgnigbêto, Eustache T2 - The International Information & Library Review AB - Summary LIS training programme in Africa date from early independence period. In French-speaking West African area, few countries have an LIS school. The existing schools have been created in partnership with either an international organization or a northern country. The curriculum delivered is not always updated as in developed countries. The main objective of this article is to measure the gap between LIS curriculum as actually delivered in developed and developing countries in the age of the information and communication technologies (ICTs). A couple of schools were chosen—English and French-speaking area—from Northern America and Western Europe; their curriculum served as basis for evaluating those in West African French-speaking countries. The conclusion that can be drawn from the study is that LIS curriculum in Africa has changed less since the schools’ first creation and ICTs are not present as in Western countries. This trend brings out the problem of the curriculum pertinence and the competitiveness of the graduate students in the international employment market. DA - 2007/// PY - 2007 DO - 10.1016/j.iilr.2007.02.007 LA - en UR - https://www.sciencedirect.com/science/article/pii/S1057231707000203 AN - LOCAL-DOI:10.1016/j.iilr.2007.02.007 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - C:Benin KW - C:Senegal KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:Q KW - CT:T KW - D:developing country KW - F:curriculum KW - Q:ICT KW - SpecialTopic:Library KW - T:Training KW - publicImportV1 ER - TY - JOUR TI - Listening to Children with Disabilities: Voices from Uganda and Malawi AU - Wickenden, Mary T2 - Education and Disability in the Global South: New Perspectives from Africa and Asia DA - 2018/// PY - 2018 DP - Google Scholar SP - 267 EP - 288 ST - Listening to Children with Disabilities KW - ⛔ No DOI found ER - TY - RPRT TI - Listening to Young Lives at Work in Ethiopia AU - Scott, Douglas AU - Favara, Marta AU - Porter, Catherine CY - Young Lives DA - 2020/08// PY - 2020 M3 - COVID-19 Phone Survey Headlines Report PB - Oxford Department of International Development UR - https://www.younglives.org.uk/sites/www.younglives.org.uk/files/YOL-Ethiopia-Headlines-FirstPhoneSurvey-Aug20_0.pdf Y2 - 2020/08/20/11:16:17 ER - TY - JOUR TI - Literacy, Equity, and the Employment of iPads in the Classroom: A Comparison of Secure and Developing Readers AU - Bergeson, Kristi Tamte AU - Rosheim, Kay T2 - International Journal of Education in Mathematics, Science and Technology DA - 2018/// PY - 2018 DO - 10.18404/ijemst.408940 DP - Google Scholar VL - 6 IS - 2 SP - 173 EP - 181 ST - Literacy, Equity, and the Employment of iPads in the Classroom KW - _C:France FRA KW - __C:filed:1 KW - __C:scheme:1 KW - verified ER - TY - RPRT TI - Literacy, Foundation Learning and Assessment in Developing Countries AU - Nag, Sonali AU - Chiat, Shula AU - Torgerson, Carole AU - Snowling, Margaret J. DA - 2014/// PY - 2014 DP - Google Scholar UR - https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/305150/Literacy-foundation-learning-assessment.pdf Y2 - 2014/11/24/09:32:20 ER - TY - JOUR TI - Literature Review as Research Methodology: Aid of Ai (Artificial Intelligence) AU - Pandya, Tamsa Pranshankar T2 - Vidhyayana-An International Multidisciplinary Peer-Reviewed E-Journal-ISSN 2454-8596 DA - 2023/// PY - 2023 DP - Google Scholar VL - 9 IS - si1 ST - Literature Review as Research Methodology UR - http://j.vidhyayanaejournal.org/index.php/journal/article/view/1589 Y2 - 2024/03/12/20:59:26 KW - ⛔ No DOI found ER - TY - JOUR TI - Literature review in mobile technologies and learning AU - Naismith, Laura AU - Sharples, Mike AU - Vavoula, Giasemi AU - Lonsdale, Peter DA - 2004/// PY - 2004 DP - Google Scholar UR - http://telearn.archives-ouvertes.fr/docs/00/19/01/43/PDF/Naismith_2004.pdf Y2 - 2014/05/10/00:14:22 KW - ⛔ No DOI found ER - TY - RPRT TI - Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions AU - Osborne, J. AU - Hennessy, S. CY - Bristol DA - 2003/// PY - 2003 PB - Nesta FutureLab SN - 6 ST - Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions UR - http://www.nestafuturelab.org/research/reviews/se01.htm Y2 - 0025/01/06/00:00:00 ER - TY - JOUR TI - Literature Review on Professional Standards for Teaching AU - McMahon, Margery A DA - 2019/// PY - 2019 DP - Zotero SP - 37 LA - en UR - http://www.gtcs.org.uk/web/FILES/the-standards/Literature-Review-Professional-Standards.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Literature reviews of educational technology research in low and middle-income countries: an audit of the field AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah AB - One of the overall objectives of the EdTech Hub is to conduct a series of literature reviews on the state of educational technology in primary and secondary school settings within low and middle-income countries (LMICs). Given the variety of approaches which can be considered as ‘educational technology’ and the range of settings which are LMICs, the scale of the task presents an initial challenge. Furthermore, it would be valuable to design the initial literature search in such a way that would subsequently support detailed, systematic reviews on particular themes or topics depending upon trends within the body of literature. In order to learn from existing related studies and inform the practical direction of the literature review, a collection of documents was examined and analysed. The collection included seven methodological documents about conducting systematic reviews, and 15 recent systematic reviews, which addressed topics related to the focus of the Hub (including a range of EdTech-related topics or education for development, for example). In this report we have two objectives : 1. Summarise methodologies for systematic literature reviews in the field of educational technology in LMICs. 2. Provide specific methodological recommendations on conducting a systematic literature review of the state of research on educational technology in LMICs. To investigate systematic literature reviews in the field of interest (Objective 1), insights were drawn from an analysis of the sample of documents. The papers selected for inclusion were chosen either because they were existing literature reviews relevant to our theme of EdTech in LMICs, or because they were analyses of specific literature review methodologies. The papers were mapped onto a framework according to their methodological stance, approaches to data gathering, and data analysis. This paper also discusses the implications of the analysis in relation to the work of the EdTech Hub, and how to translate the findings of the analysis into practical considerations for addressing the Hub’s research questions through a systematic literature review (Objective 2). As such, this report also represents a case study in planning a literature review in this context, which may be a useful resource for others intending to undertake similar reviews in the future. CY - Cambridge and London, UK DA - 2019/12/18/ PY - 2019 M3 - EdTech Hub Working Paper PB - EdTech Hub SN - 2 ST - Literature reviews of educational technology research in low and middle-income countries UR - http://docs.edtechhub.org/lib/NM6CPLE9 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - LP: English KW - R:Literature review, systematic review KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Jordan JOR KW - _C:Portugal PRT KW - _C:Russian Federation RUS KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _yl:g KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode KW - educational technology, EdTech, low-income countries, literature review KW - ⛔ No DOI found ER - TY - JOUR TI - Literature search protocol for the African Education Research Database AU - Mitchell, Rafael AU - Rose, Pauline DA - 2018/// PY - 2018 DP - Google Scholar KW - ⛔ No DOI found ER - TY - JOUR TI - Literature searching for social science systematic reviews: consideration of a range of search techniques AU - Papaioannou, Diana AU - Sutton, Anthea AU - Carroll, Christopher AU - Booth, Andrew AU - Wong, Ruth T2 - Health Information & Libraries Journal AB - Background: Literature for a systematic review on the student experience of e-learning is located across a range of subject areas including health, education, social science, library and information science. Objectives: To assess the merits and shortcomings of using different search techniques in retrieval of evidence in the social science literature. Methods: A conventional subject search was undertaken as the principal method of identifying the literature for the review. Four supplementary search methods were used including citation searching, reference list checking, contact with experts and pearl growing. Results: The conventional subject search identified 30 of 41 included references; retrieved from 10 different databases. References were missed by this method and a further 11 references were identified via citation searching, reference list checking and contact with experts. Pearl growing was suspended as the nominated pearls were dispersed across numerous databases, with no single database indexing more than four pearls. Conclusions: Searching within the social sciences literature requires careful consideration. Conventional subject searching identified the majority of references, but additional search techniques were essential and located further high quality references. DA - 2010/// PY - 2010 DO - 10.1111/j.1471-1842.2009.00863.x DP - Wiley Online Library VL - 27 IS - 2 SP - 114 EP - 122 LA - en SN - 1471-1842 ST - Literature searching for social science systematic reviews UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2009.00863.x Y2 - 2024/01/18/22:33:05 KW - _TBC for use ailr-2024 ER - TY - JOUR TI - Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development AU - Liang, Jiwen T2 - Journal of Education for Teaching: International Research and Pedagogy AB - This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations. DA - 2015/// PY - 2015 DO - 10.1080/02607476.2015.1045314 VL - 41 IS - 3 SP - 235 EP - 253 LA - English SN - 0260-7476, 0260-7476 UR - https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development AN - 1720065888; EJ1064338 KW - Administrator Attitudes KW - Case Studies KW - Case studies KW - China KW - Classroom Observation Techniques KW - Classroom observation KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Effectiveness KW - Faculty Development KW - Feedback KW - Feedback (Response) KW - Foreign Countries KW - Interviews KW - Principals KW - Professional development KW - Qualitative Research KW - Secondary Education KW - Secondary School Teachers KW - Secondary schools KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Teaching Methods KW - Teaching methods KW - Video KW - Video Technology KW - Video recordings KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096967 KW - __finaldtb ER - TY - CONF TI - 'Living Discourse': Critical Pedagogic Coaching for Active Student for Active Student Learning in Educational Technology AU - Jameson, Jill C3 - International Conference on e-Learning DA - 2018/// PY - 2018 DP - Google Scholar SP - 132 EP - XIII PB - Academic Conferences International Limited ST - 'Living Discourse' KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - CONF TI - ‘Living Discourse’: Critical Pedagogic Coaching for Active Student Learning in Educational Technology AU - Jameson, Jill C3 - ICEL 2018 13th International Conference on e-Learning DA - 2018/// PY - 2018 DP - Google Scholar SP - 132 PB - Academic Conferences and publishing limited ST - ‘Living Discourse’ KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Living systematic reviews: 2 AU - Thomas, J. AU - Noel-Storr, A. AU - Marshall, I. T2 - Combining human and machine effort. Journal of Clinical Epidemiology DA - 2017/// PY - 2017 DO - 10.1016/j.jclinepi.2017.08.011 VL - 91 SP - 31 EP - 37 LA - en ER - TY - GEN TI - Llama 2: Open Foundation and Fine-Tuned Chat Models AU - Touvron, Hugo AU - Martin, Louis AU - Stone, Kevin AU - Albert, Peter AU - Almahairi, Amjad AU - Babaei, Yasmine AU - Bashlykov, Nikolay AU - Batra, Soumya AU - Bhargava, Prajjwal AU - Bhosale, Shruti AU - Bikel, Dan AU - Blecher, Lukas AU - Ferrer, Cristian Canton AU - Chen, Moya AU - Cucurull, Guillem AU - Esiobu, David AU - Fernandes, Jude AU - Fu, Jeremy AU - Fu, Wenyin AU - Fuller, Brian AU - Gao, Cynthia AU - Goswami, Vedanuj AU - Goyal, Naman AU - Hartshorn, Anthony AU - Hosseini, Saghar AU - Hou, Rui AU - Inan, Hakan AU - Kardas, Marcin AU - Kerkez, Viktor AU - Khabsa, Madian AU - Kloumann, Isabel AU - Korenev, Artem AU - Koura, Punit Singh AU - Lachaux, Marie-Anne AU - Lavril, Thibaut AU - Lee, Jenya AU - Liskovich, Diana AU - Lu, Yinghai AU - Mao, Yuning AU - Martinet, Xavier AU - Mihaylov, Todor AU - Mishra, Pushkar AU - Molybog, Igor AU - Nie, Yixin AU - Poulton, Andrew AU - Reizenstein, Jeremy AU - Rungta, Rashi AU - Saladi, Kalyan AU - Schelten, Alan AU - Silva, Ruan AU - Smith, Eric Michael AU - Subramanian, Ranjan AU - Tan, Xiaoqing Ellen AU - Tang, Binh AU - Taylor, Ross AU - Williams, Adina AU - Kuan, Jian Xiang AU - Xu, Puxin AU - Yan, Zheng AU - Zarov, Iliyan AU - Zhang, Yuchen AU - Fan, Angela AU - Kambadur, Melanie AU - Narang, Sharan AU - Rodriguez, Aurelien AU - Stojnic, Robert AU - Edunov, Sergey AU - Scialom, Thomas AB - In this work, we develop and release Llama 2, a collection of pretrained and fine-tuned large language models (LLMs) ranging in scale from 7 billion to 70 billion parameters. Our fine-tuned LLMs, called Llama 2-Chat, are optimized for dialogue use cases. Our models outperform open-source chat models on most benchmarks we tested, and based on our human evaluations for helpfulness and safety, may be a suitable substitute for closed-source models. We provide a detailed description of our approach to fine-tuning and safety improvements of Llama 2-Chat in order to enable the community to build on our work and contribute to the responsible development of LLMs. DA - 2023/07/19/ PY - 2023 DO - 10.48550/arXiv.2307.09288 DP - arXiv.org PB - arXiv ST - Llama 2 UR - http://arxiv.org/abs/2307.09288 Y2 - 2024/02/24/17:41:38 KW - Computer Science - Artificial Intelligence KW - Computer Science - Computation and Language ER - TY - GEN TI - LLaMA: Open and Efficient Foundation Language Models AU - Touvron, Hugo AU - Lavril, Thibaut AU - Izacard, Gautier AU - Martinet, Xavier AU - Lachaux, Marie-Anne AU - Lacroix, Timothée AU - Rozière, Baptiste AU - Goyal, Naman AU - Hambro, Eric AU - Azhar, Faisal AU - Rodriguez, Aurelien AU - Joulin, Armand AU - Grave, Edouard AU - Lample, Guillaume AB - We introduce LLaMA, a collection of foundation language models ranging from 7B to 65B parameters. We train our models on trillions of tokens, and show that it is possible to train state-of-the-art models using publicly available datasets exclusively, without resorting to proprietary and inaccessible datasets. In particular, LLaMA-13B outperforms GPT-3 (175B) on most benchmarks, and LLaMA-65B is competitive with the best models, Chinchilla-70B and PaLM-540B. We release all our models to the research community. DA - 2023/02/27/ PY - 2023 DO - 10.48550/arXiv.2302.13971 DP - arXiv.org PB - arXiv ST - LLaMA UR - http://arxiv.org/abs/2302.13971 Y2 - 2024/02/24/17:41:36 KW - Computer Science - Computation and Language ER - TY - RPRT TI - LMS Selection and Implementation Tool Kit An Agile Delivery Approach AU - OECS Commission CN - 0206 DA - 2021/10/15/ PY - 2021 LA - EN M3 - Policy Guidance on Selecting Sustainable LMS for OECS Ministries of Education PB - Open Development & Education SN - 2 KW - Author:OpenDevEd ER - TY - JOUR TI - Loans and Scholarships in Africa’s Higher Education Finance: A Comparative Analysis of Capitation, Policy and Recoveries in Eleven Countries AU - Chirwa, Ireen Nayame AU - Masaiti, Gift AU - Mwale, Nelly AU - Mkandawire, Sitwe Benson AU - Mulenga, Innocent Mutale AU - Sichula, Noah Kenny T2 - British Journal of Education DA - 2022/// PY - 2022 DO - 10.37745/bje.2013/vol10n166788 DP - Google Scholar VL - 10 IS - 16 SP - 67 EP - 88 ST - Loans and Scholarships in Africa’s Higher Education Finance UR - https://www.researchgate.net/profile/Sitwe-Mkandawire/publication/366383780_Loans_and_Scholarships_in_Africa's_Higher_Education_Finance_A_Comparative_Analysis_of_Capitation_Policy_and_Recoveries_in_Eleven_Countries/links/639dc94c095a6a77743956fe/Loans-and-Scholarships-in-Africas-Higher-Education-Finance-A-Comparative-Analysis-of-Capitation-Policy-and-Recoveries-in-Eleven-Countries.pdf Y2 - 2023/12/06/15:39:35 ER - TY - JOUR TI - Loans and scholarships in Africa’s higher education finance: a comparative analysis of capitation, policy and recoveries in eleven countries. AU - Nayame-Chirwa, Ireen AU - Masaiti, Gift AU - Mwale, Nelly AU - Mkandawire, Sitwe Benson AU - Mulenga, Innocent Mutale AU - Sichula, Noah Kenny DA - 2022/// PY - 2022 DP - Google Scholar ST - Loans and scholarships in Africa’s higher education finance KW - ⛔ No DOI found ER - TY - JOUR TI - Local community training and education in southern Tanzania—a case study AU - Howe, Vicki T2 - Marine Policy AB - Abstract Local coastal communities are highly dependent upon the marine environment not only for protein but also as a primary source of income. In addition, there are growing economic opportunities offered within the coastal zone. As populations increase in these areas there is an increasing demand on coastal resources. This in turn requires effective management initiatives at regional, national and local levels.The Marine Education and Training Programme in Mtwara, southern Tanzania was a small scale capacity building project that incorporated two elements; a primary schools field day education programme and a marine coastal resources course for fishermen and women from the Mtwara District. The programme ran for a period of 1year and during that time 14 schools, 198 children, 34 fishermen, 2 women and 14 villages participated. Results from preliminary evaluation indicated that such education is not only welcome by the local government offices, teachers, village chairmen and fishermen as an expansion of the knowledge base, but is also an important and valuable stepping stone for the local communities to become active in issues regarding the management of coastal resources. DA - 2001/// PY - 2001 DO - 10.1016/s0308-597x(01)00029-x LA - en UR - https://www.sciencedirect.com/science/article/pii/S0308597X0100029X KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Tanzania KW - CA:AandC KW - CCZ:Tanzania KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:women KW - P:economy KW - P:environment KW - P:teachers KW - R:case study KW - R:evaluation KW - T:Training KW - Z:Capacity building KW - Z:East Africa KW - Z:Local community KW - Z:Marine environmental education KW - publicImportV1 ER - TY - RPRT TI - Localización de la demanda insatisfecha de instituciones educativas. Una propuesta metodológica basada en sala de cuatro (4) años de nivel inicial en Argentina AU - Sendón, María Alejandra DA - 2022/// PY - 2022 DP - Zotero SP - 12 LA - es ER - TY - THES TI - Location Matters: A Geospatial Analysis of Principal Turnover in the Denver Metropolitan Area AU - Beckett, Lorna DA - 2018/08/01/ PY - 2018 ST - Location Matters UR - https://digitalcommons.du.edu/etd/1507 KW - _C:India IND KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - NEWS TI - Lockdown Learning: BBC puts school materials on TV, iPlayer and online T2 - BBC News AB - As schools closed amid the UK lockdowns, lessons from BBC Bitesize move on to BBC Two and CBBC. DA - 2021/01/10/ PY - 2021 DP - www.bbc.co.uk LA - en-GB SE - Family & Education ST - Lockdown Learning UR - https://www.bbc.com/news/education-55591821 Y2 - 2021/01/10/18:22:28 ER - TY - JOUR TI - Long‐term impact of malaria chemoprophylaxis on cognitive abilities and educational attainment: follow‐up of a controlled trial AU - Bariau, Robert J.Sternberg AU - Drake, Lesley J. AU - Milligan, Paul AU - Cheung, Yin Bun T2 - PLoS clinical trials DA - 2006/// PY - 2006 VL - 1 SP - 19 KW - ⛔ No DOI found ER - TY - RPRT TI - Long-term impacts of alternative approaches to increase schooling : evidence from a scholarship program in Cambodia (English) AU - Washington, D. AU - Barrera-Osorio, Felipe AU - Barros, Andreas De AU - Filmer, Deon P. CY - C DA - 2018/// PY - 2018 PB - World Bank Group UR - http://documents.worldbank.org/curated/en/838871535033752683/Long-term-impacts-of-alternative-approaches-to-increase-schooling-evidence-froma-scholarship-program-in-Cambodia ER - TY - JOUR TI - Longitudinal outcomes of an individualized and intensive reading intervention for third grade students AU - Partanen, M. AU - Siegel, L.S. AU - Giaschi, D.E. T2 - Dyslexia AB - Early intervention is known to reduce reading disabilities; however, treatment response is variable, and some students have persistent deficits that require intensive supports. This study examined the immediate and 1-year outcomes of an individualized and intensive reading program for third grade students, which was delivered throughout the school day for an average of 189 hr of instruction over 3 months. These students' performances were compared with two comparison groups, including poor readers who received small group supports and good readers who did not have additional reading instruction. The intensive group showed an improvement in word recognition and decoding fluency immediately after the program and 1 year later, and there was a decrease in significant reading impairments from 62% before intervention to 35% at follow-up. Furthermore, baseline reading, spelling, phonological awareness, and rapid naming skills were predictive of persistent reading deficits at a later time point. Although improvements in reading skills were shown, a significant gap between poor and good readers persisted in the third and fourth grades. This study illustrates the importance of a tertiary intensive reading program, but also the need for continuing supports. © 2019 John Wiley & Sons, Ltd. DA - 2019/// PY - 2019 DO - 10.1002/dys.1616 J2 - Dyslexia LA - English SN - 10769242 (ISSN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064804957&doi=10.1002%2fdys.1616&partnerID=40&md5=8a53268b82d0845ea879695bf10664da DB - Scopus KW - Awareness KW - Child KW - Dyslexia KW - Female KW - Humans KW - Learning Disorders KW - Linguistics KW - Longitudinal Studies KW - Male KW - Reading KW - Remedial Teaching KW - Students KW - _AcademicRecoveryOECS KW - awareness KW - child KW - dyslexia KW - female KW - human KW - individualized instruction KW - intensive intervention KW - learning disorder KW - linguistics KW - longitudinal study KW - male KW - procedures KW - psychology KW - reading KW - reading disability KW - response to intervention KW - student KW - teaching ER - TY - JOUR TI - Looking back, moving forward: Impact and measurability of the use of educational technology AU - Pachler, Norbert AU - Turvey, Keith T2 - Second Handbook of Information Technology in Primary and Secondary Education DA - 2018/// PY - 2018 DO - 10.1007/978-3-319-53803-7_82-1 DP - Google Scholar SP - 1 EP - 19 ST - Looking back, moving forward KW - __C:filed:1 ER - TY - JOUR TI - Looking to the future: M-learning with the iPad AU - Melhuish, K. & Falloon, G. T2 - Computers in New Zealand Schools: Learning, Leading, Technology DA - 2010/// PY - 2010 VL - 22 IS - 3 SP - 1 EP - 16 UR - http://researchcommons.waikato.ac.nz/handle/10289/5050 KW - ⛔ No DOI found ER - TY - CONF TI - Low Bandwidth Multimedia Streaming AU - Haßler, Björn T2 - Optimization Technologies for Low-Bandwidth Networks DA - 2006/// PY - 2006 PB - ICTP-SDU, Trieste KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - JOUR TI - Low Carbon Education: A Review and Bibliometric Analysis AU - Hudha, Muhammad Nur AU - Hamidah, Ida AU - Permanasari, Anna AU - Abdullah, Ade Gafar AU - Rachman, Indriyani AU - Matsumoto, Toru T2 - European Journal of Educational Research AB - The concept of low carbon education is one solution to provide knowledge to students related to low carbon behavior. The purpose of this paper is providing an extensive bibliometric literature review on 'low carbon education'. Articles found by Publishing or Perish (PoP) software with the Google Scholar database. There were 55 out of 97 articles found from Google Scholar data base ranging from 2014 to 2019 analyzed in this study. The chosen references were then managed using a referencing manager software namely Zotero. After managing the database, this study classified and visualized it using VOSviewer software. Overall, this review provides an appropriate reference point for further research on 'low carbon education'. DA - 2020/// PY - 2020 DO - 10.12973/eu-jer.9.1.319 DP - ERIC VL - 9 IS - 1 SP - 319 EP - 329 LA - en SN - 2165-8714 ST - Low Carbon Education UR - https://eric.ed.gov/?id=EJ1241248 Y2 - 2022/04/05/20:29:35 KW - Climate KW - Developing Nations KW - Ecology KW - Educational Research KW - Energy Conservation KW - Environmental Education KW - Foreign Countries KW - Pollution KW - Sustainable Development KW - Urban Areas ER - TY - RPRT TI - Low Cost Mobile Phones for Large Scale Teacher AU - Walsh, Christopher S AU - Shaheen, Robina AU - Power, Tom AU - Hedges, Claire AU - Kahtoon, Masuda AU - Mondol, Sikander AB - Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale. DA - 2012/// PY - 2012 DP - Zotero SP - 9 LA - en ER - TY - RPRT TI - Low-Cost Private Schools in Tanzania: A Descriptive Analysis AU - Sabarwal, Shwetlena AU - Sununtnasuk, Celeste AU - Ramachandran, Deepika AB - This paper discusses the potential role of low-cost private secondary schools in Tanzania. The share of private enrollment has been negatively correlated with the availability of public schools. With the 2016 Fee-Free Basic Education Policy, the public secondary education system is experiencing significant demand pressures. The government has limited resources to address these pressures. Using micro-data from the Morogoro region, the paper finds that private schools have excess capacity that can allow for absorption of additional students at relatively low cost through potential public-private partnerships. The paper finds no evidence that service delivery or student performance is worse in private schools relative to their public counterparts. These findings provide empirical evidence on some key enabling conditions for potential public-private partnerships for secondary education in Tanzania. DA - 2020/08/17/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) ST - Low-Cost Private Schools in Tanzania UR - https://riseprogramme.org/publications/low-cost-private-schools-tanzania-descriptive-analysis Y2 - 2020/09/06/17:27:26 ER - TY - RPRT TI - Low-Tech Devices and Connectivity for Learning in Lebanon AU - Chuang, Rachel AU - Khalayleh, Abdullah DA - 2021/// PY - 2021 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 29 UR - https://docs.edtechhub.org/lib/ISTFVCA7 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning AU - Beam, Emily AU - Mukherjee, Priya AU - Navarro-Sola, Laia T2 - SSRN Electronic Journal AB - We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and oneon-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior change—increased tutoring investment—is easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning. DA - 2022/// PY - 2022 DO - 10.2139/ssrn.4234910 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 ST - Lowering Barriers to Remote Education UR - https://www.ssrn.com/abstract=4234910 Y2 - 2023/02/15/01:14:52 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Machine learning and artificial intelligence to aid climate change research and preparedness AU - Huntingford, Chris AU - Jeffers, Elizabeth S. AU - Bonsall, Michael B. AU - Christensen, Hannah M. AU - Lees, Thomas AU - Yang, Hui T2 - Environmental Research Letters DA - 2019/// PY - 2019 DO - 10.1088/1748-9326/ab4e55 DP - Google Scholar VL - 14 IS - 12 SP - 124007 UR - https://iopscience.iop.org/article/10.1088/1748-9326/ab4e55/meta Y2 - 2024/02/24/11:09:14 ER - TY - JOUR TI - Machine learning for geographically differentiated climate change mitigation in urban areas AU - Milojevic-Dupont, Nikola AU - Creutzig, Felix T2 - Sustainable Cities and Society DA - 2021/// PY - 2021 DO - 10.1016/j.scs.2020.102526 DP - Google Scholar VL - 64 SP - 102526 UR - https://www.sciencedirect.com/science/article/pii/S2210670720307423 Y2 - 2024/02/24/11:09:23 ER - TY - JOUR TI - Machine learning for research on climate change adaptation policy integration: an exploratory UK case study AU - Biesbroek, Robbert AU - Badloe, Shashi AU - Athanasiadis, Ioannis N. T2 - Regional Environmental Change AB - Abstract Understanding how climate change adaptation is integrated into existing policy sectors and organizations is critical to ensure timely and effective climate actions across multiple levels and scales. Studying climate change adaptation policy has become increasingly difficult, particularly given the increasing volume of potentially relevant data available, the validity of existing methods handling large volumes of data, and comprehensiveness of assessing processes of integration across all sectors and public sector organizations over time. This article explores the use of machine learning to assist researchers when conducting adaptation policy research using text as data. We briefly introduce machine learning for text analysis, present the steps of training and testing a neural network model to classify policy texts using data from the UK, and demonstrate its usefulness with quantitative and qualitative illustrations. We conclude the article by reflecting on the merits and pitfalls of using machine learning in our case study and in general for researching climate change adaptation policy. DA - 2020/09// PY - 2020 DO - 10.1007/s10113-020-01677-8 DP - DOI.org (Crossref) VL - 20 IS - 3 SP - 85 J2 - Reg Environ Change LA - en SN - 1436-3798, 1436-378X ST - Machine learning for research on climate change adaptation policy integration UR - https://link.springer.com/10.1007/s10113-020-01677-8 Y2 - 2024/02/24/11:10:25 ER - TY - JOUR TI - Machine learning in weather prediction and climate analyses—applications and perspectives AU - Bochenek, Bogdan AU - Ustrnul, Zbigniew T2 - Atmosphere DA - 2022/// PY - 2022 DO - 10.3390/atmos13020180 DP - Google Scholar VL - 13 IS - 2 SP - 180 UR - https://www.mdpi.com/2073-4433/13/2/180 Y2 - 2024/02/24/11:10:20 ER - TY - JOUR TI - Machine learning methods for crop yield prediction and climate change impact assessment in agriculture AU - Crane-Droesch, Andrew T2 - Environmental Research Letters DA - 2018/// PY - 2018 DO - 10.1088/1748-9326/aae159 DP - Google Scholar VL - 13 IS - 11 SP - 114003 UR - https://iopscience.iop.org/article/10.1088/1748-9326/aae159/meta Y2 - 2024/02/24/11:09:26 ER - TY - CONF TI - Machine learning vs. Rules and out-of-the-box vs. retrained AU - Tkaczyk, D. AU - Collins, A. AU - Sheridan, P. C1 - Fort Worth, Texas, USA C3 - Proceedings of the ACM/IEEE on Joint Conference on Digital Libraries DA - 2018/06/03/7 PY - 2018 LA - en ER - TY - JOUR TI - Machines as teammates: a research agenda on AI in team collaboration AU - Seeber, I. AU - Bittner, E. AU - Briggs, R.O. T2 - Information & Management DA - 2020/// PY - 2020 DO - 10.1016/j.im.2019.103174 VL - 57 IS - 2 SP - 1 EP - 22 LA - en ER - TY - GEN TI - 'Macramé Panorama' Sunday Sun (National Daily) November 7 Also in AU - Ajadi, S.B. AU - Ajadi, S.B. DA - 2010/// PY - 2010 LA - en ER - TY - NEWS TI - Madagascan heatwave ‘virtually impossible’ without human-caused global heating AU - Carrington, Damian AU - editor, Damian Carrington Environment T2 - The Guardian AB - Study finds impact of heat on millions of people went unrecorded, highlighting limitations many African countries face DA - 2023/11/23/T06:00:50.000Z PY - 2023 DP - The Guardian LA - en-GB SE - Environment SN - 0261-3077 UR - https://www.theguardian.com/environment/2023/nov/23/madagascar-record-heatwave-climate-crisis-study Y2 - 2023/11/24/22:27:14 KW - Africa KW - Climate crisis KW - Environment KW - Extreme heat KW - Extreme weather KW - Madagascar KW - World news ER - TY - JOUR TI - Magdeburger Schriften zur Berufs- und Wirtschaftspädagogik AU - Baumann, Fabienne-Agnes AB - National qualifications frameworks are currently described as a global phenomenon, a label which accounts for the fact, that frameworks in their different shapes are increasingly subject to policy transfer and thus more and more frameworks are developed in many countries across the globe. The supposed benefits of national qualifications frameworks seem to be convincing, therefore the concept of qualifications frameworks whether national or otherwise in scope, has been greeted with much enthusiasm in literature. Many policy makers perceive national qualifications frameworks as a key driver for reform in the qualifications system, where the latter might be characterized by fragmentation, exclusion of certain groups, a lack of quality assurance or resources, uncoordinated qualification routes, a multitude of providers and awards and so forth. DA - 2012/// PY - 2012 DP - Zotero SP - 152 LA - en KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - BOOK TI - Maine’s middle school laptop program: Creating better writers AU - Silvernail, David L AU - Gritter, Aaron K DA - 2007/// PY - 2007 PB - Gorham, ME: Maine Education Policy Research Institute ER - TY - RPRT TI - Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of “Teaching at the Right Level” in India AU - Banerjee, Abhijit AU - Banerji, Rukmini AU - Berry, James AU - Duflo, Esther AU - Kannan, Harini AU - Mukherji, Shobhini AU - Shotland, Marc AU - Walton, Michael T2 - NBER Working Paper Series AB - Previous randomized studies have shown that addressing children’s current learning gaps, rather than following an over-ambitious uniform curriculum, can lead to significant learning gains. In this study, we evaluate a series of efforts to scale up the NGO Pratham’s approach to teaching children according to their actual learning level, in four Indian States. While this approach was previously shown to be extremely effective when implemented with community volunteers outside of school, the objective of these new scale-up evaluations was to develop a model that could be implemented within the government school system. In the first two instances (Bihar and Uttarakhand), the methodology was not adopted by government schoolteachers, despite well-received training sessions and Pratham support. Motivated by the quantitative and qualitative analysis of these early attempts, we adapted the approach and designed large-scale experiments in the states of Haryana and Uttar Pradesh to test two new scale-up models. In Haryana, teachers received support from government resource persons trained by Pratham, and implemented the approach during a dedicated hour. In Uttar Pradesh, Pratham volunteers implemented high-intensity, short-burst “learning camps” for 40 days, in school and during school hours, with additional 10-day summer camps. Both models proved effective, with gains in language of 0.15 standard deviation in Haryana, and 0.70 standard deviations in Uttar Pradesh, on all students enrolled in these schools at baseline. These two models provide blueprints that can be replicated inside other government systems. DA - 2016/10// PY - 2016 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 22746 ST - Mainstreaming an Effective Intervention UR - http://www.nber.org/papers/w22746 Y2 - 2020/07/27/13:25:15 KW - C:India KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Nepal NPL KW - _C:Pakistan PAK KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Major climate change-induced risks to human health in South Africa AU - Wright, Caradee Y. AU - Kapwata, Thandi AU - Du Preez, David Jean AU - Wernecke, Bianca AU - Garland, Rebecca M. AU - Nkosi, Vusumuzi AU - Landman, Willem A. AU - Dyson, Liesl AU - Norval, Mary T2 - Environmental Research DA - 2021/// PY - 2021 DO - 10.1016/j.envres.2021.110973 DP - Google Scholar VL - 196 SP - 110973 KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - Major issues and controveries in the use of mixed methods in the social and behvioral sciences AU - Teddlie, Charles AU - Tashakkori, Abbas T2 - Handbook of mixed methods in social & behavioral research DA - 2003/// PY - 2003 DP - Google Scholar SP - 3 EP - 50 KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - eCubed KW - ⛔ No DOI found ER - TY - JOUR TI - Makerspace in school: considerations from a large-scale national testbed AU - Eriksson, Eva AU - Heath, Carl AU - Ljungstrand, Peter AU - Parnes, Peter T2 - International Journal of Child-Computer Interaction DA - 2018/// PY - 2018 DO - 10.1016/j.ijcci.2017.10.001 VL - 16 SP - 9 EP - 15 KW - Stefanie ER - TY - JOUR TI - Making a difference in the real world? A meta-analysis of the quality of use-oriented research using the Research Quality Plus approach AU - MacLean, Robert AU - Sen, Kunal T2 - Research Evaluation DA - 2019/04// PY - 2019 DO - 10.1093/reseval/rvy026 VL - 28 IS - 2 SP - 123 EP - 135 UR - https://academic.oup.com/rev/article/28/2/123/5090812 KW - ___working_potential_duplicate ER - TY - JOUR TI - Making a difference with smart tablets AU - Price, Amy T2 - Teacher Librarian DA - 2011/// PY - 2011 VL - 39 IS - 1 SP - 31 EP - 34 KW - ⛔ No DOI found ER - TY - JOUR TI - ‘Making do’: Teachers’ coping strategies for dealing with textbook shortages in urban Zambia AU - Lee, J. AU - Zuilkowski, S.S. T2 - Teaching and Teacher Education DA - 2015/// PY - 2015 DO - 10.1016/j.tate.2015.02.008 VL - 48 SP - 117 EP - 128 UR - https://doi.org/10.1016/j.tate.2015.02.008. ER - TY - BLOG TI - Making Kolibri an All-Around Inclusive EdTech AU - Matic, Radina T2 - Medium AB - Interactive Components, Documentation and Beyond DA - 2018/12/03/T23:18:48.963Z PY - 2018 LA - en UR - https://blog.learningequality.org/kolibri-an-all-around-inclusive-edtech-8601afb4da9 Y2 - 2021/02/03/13:54:38 ER - TY - BOOK TI - Making mobile learning work: case studies of practice AU - Traxler, J. AU - Wishart, J. T2 - Discussions in education CY - Bristol DA - 2011/04// PY - 2011 SP - 46 PB - ESCalate, HEA Subject Centre for Education, University of Bristol SN - 978-1-907207-30-3 UR - http://escalate.ac.uk/8250 ER - TY - RPRT TI - Making pedagogical practices visible in discussions of educational quality AU - Hardman, Frank DA - 2015/// PY - 2015 UR - http://unesdoc.unesco.org/images/0023/002324/232449e.pdf ER - TY - JOUR TI - Making progress with the automation of systematic reviews: principles of the International Collaboration for the Automation of Systematic Reviews (ICASR) AU - Beller, Elaine AU - Clark, Justin AU - Tsafnat, Guy AU - Adams, Clive AU - Diehl, Heinz AU - Lund, Hans AU - Ouzzani, Mourad AU - Thayer, Kristina AU - Thomas, James AU - Turner, Tari AU - Xia, Jun AU - Robinson, Karen AU - Glasziou, Paul AU - Adams, Clive AU - Ahtirschi, Olga AU - Beller, Elaine AU - Clark, Justin AU - Christensen, Robin AU - Diehl, Heinz AU - Elliott, Julian AU - Glasziou, Paul AU - Graziosi, Sergio AU - Kuiper, Joel AU - Lund, Hans AU - Moustgaard, Rasmus AU - O’Connor, Annette AU - Ouzzani, Mourad AU - Riis, Jacob AU - Robinson, Karen AU - Soares-Weiser, Karla AU - Thayer, Kris AU - Thomas, James AU - Turner, Tari AU - Tsafnat, Guy AU - Vergara, Camilo AU - Wedel-Heinen, Ida AU - Xia, Jun AU - On behalf of the founding members of the ICASR group T2 - Systematic Reviews AB - Systematic reviews (SR) are vital to health care, but have become complicated and time-consuming, due to the rapid expansion of evidence to be synthesised. Fortunately, many tasks of systematic reviews have the potential to be automated or may be assisted by automation. Recent advances in natural language processing, text mining and machine learning have produced new algorithms that can accurately mimic human endeavour in systematic review activity, faster and more cheaply. Automation tools need to be able to work together, to exchange data and results. Therefore, we initiated the International Collaboration for the Automation of Systematic Reviews (ICASR), to successfully put all the parts of automation of systematic review production together. The first meeting was held in Vienna in October 2015. We established a set of principles to enable tools to be developed and integrated into toolkits. DA - 2018/05/19/ PY - 2018 DO - 10.1186/s13643-018-0740-7 DP - Springer Link VL - 7 IS - 1 SP - 77 J2 - Syst Rev LA - en SN - 2046-4053 ST - Making progress with the automation of systematic reviews UR - https://doi.org/10.1186/s13643-018-0740-7 Y2 - 2024/01/18/22:16:36 KW - Automation KW - Collaboration KW - Systematic review KW - _TBC for use ailr-2024 ER - TY - BOOK TI - Making Schools Work: New Evidence on Accountability Reforms AU - Bruns, Barbara AU - Filmer, Deon AU - Patrinos, Harry P. CY - Washington, DC DA - 2011/// PY - 2011 PB - World Bank ER - TY - BOOK TI - Making Sense of MOOCs A Guide for Policy-Makers in Developing Countries AU - Patru, M AU - Balaji, V DA - 2016/// PY - 2016 PB - UNESCO, Commonwealth of Learning SN - 978-92-3-100157-4 ER - TY - BLOG TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures AU - Kerwin, Author Jason T2 - Jason Kerwin AB - I’m very happy to announce that my paper with Rebecca Thornton, “Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures”, has been accepted by the Review of Economics and Statistics. An un-gated copy of the final pre-print is available here. Here’s the abstract of the paper: This paper demonstrates … Continue reading "Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures" DA - 2020/03/31/T21:11:39-06:00 PY - 2020 LA - en-US ST - Making the Grade UR - https://jasonkerwin.com/nonparibus/2020/03/31/making-grade-sensitivity-education-program-effectiveness-input-choices-outcome-measures/ Y2 - 2022/11/29/18:51:16 ER - TY - JOUR TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures AU - Kerwin, Jason T. AU - Thornton, Rebecca L. T2 - The Review of Economics and Statistics AB - This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version. DA - 2020/03/06/ PY - 2020 DO - 10.1162/rest_a_00911 DP - MIT Press Journals SP - 1 EP - 45 SN - 0034-6535 ST - Making the Grade UR - https://doi.org/10.1162/rest_a_00911 Y2 - 2020/07/21/20:12:59 KW - NULP KW - interesting ER - TY - JOUR TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures AU - Kerwin, Jason T. AU - Thornton, Rebecca L. T2 - The Review of Economics and Statistics DA - 2020/03/06/ PY - 2020 DO - 10.1162/rest_a_00911 DP - docs.edtechhub.org SP - 1 EP - 45 LA - en-GB SN - 0034-6535 ST - Making the Grade UR - https://direct.mit.edu/rest/article-abstract/103/2/251/97681/Making-the-Grade-The-Sensitivity-of-Education Y2 - 2024/03/04/14:04:34 KW - Final_citation ER - TY - JOUR TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures AU - Kerwin, Jason T. AU - Thornton, Rebecca L. T2 - The Review of Economics and Statistics AB - This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version. DA - 2021/05/10/ PY - 2021 DO - 10.1162/rest_a_00911 DP - Silverchair VL - 103 IS - 2 SP - 251 EP - 264 J2 - The Review of Economics and Statistics SN - 0034-6535 ST - Making the Grade UR - https://doi.org/10.1162/rest_a_00911 Y2 - 2023/10/26/14:18:46 ER - TY - JOUR TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures AU - Kerwin, Jason AU - Thornton, Rebecca L. T2 - SSRN Electronic Journal DA - 2018/// PY - 2018 DO - 10.2139/ssrn.3002723 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 ST - Making the Grade UR - https://www.ssrn.com/abstract=3002723 Y2 - 2020/06/18/12:41:56 KW - _C:Australia AUS KW - _C:Chad TCD KW - _C:Ecuador ECU KW - _C:India IND KW - _C:Kenya KEN KW - _C:Mexico MEX KW - _C:Spain ESP KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United States USA KW - __C:scheme:1 KW - interesting ER - TY - BLOG TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures [blog post] AU - Kerwin, Jason AU - Thornton, Rebecca T2 - Jason Kerwin DA - 2020/03/31/T21:11:39+00:00 PY - 2020 LA - en-US ST - Making the Grade UR - https://jasonkerwin.com/nonparibus/2020/03/31/making-grade-sensitivity-education-program-effectiveness-input-choices-outcome-measures/ Y2 - 2020/07/21/20:21:21 KW - C:Uganda KW - NULP KW - interesting ER - TY - CONF TI - Malaria Management on the Go among Nigerian Fulani Nomads AU - Akogun, O.B. AU - S, Njobdi AU - Adesina, Adedoyin C1 - Melbourne, Australia C3 - Abstract ID: ABSLT-KLBXB-UBSZ4-48WD2 International Conference of Parasitology DA - 2010/// PY - 2010 LA - zu KW - ⛔ No DOI found ER - TY - JOUR TI - Malawi Social Action Fund: Third Beneficiary Assessment of the Public Works Programme AU - Mvula, P. M. AU - Zgovu, E. K. AU - Chirwa, E. W. AU - Kadzamira, Esme T2 - report by Wadonda Consult prepared for the Malawi Social Action Fund, Lilongwe: MASAF DA - 2000/// PY - 2000 DP - Google Scholar ST - Malawi Social Action Fund KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - Malawi: Study of Non-state providers of basic services AU - Kadzamira, Esme AU - Moran, Dominique AU - Mulligan, Jo AU - Ndirenda, Nebert AU - Reed, B. AU - Rose, P. T2 - DFID Policy division DA - 2004/// PY - 2004 DP - Google Scholar ST - Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - Management Accounting and Control in Higher Education Institutions: A Systematic Literature Review AU - Vale, José AU - Amaral, Joana AU - Abrantes, Luís AU - Leal, Carmem AU - Silva, Rui T2 - Administrative Sciences AB - The new public management reforms have led to significant changes in higher education institutions (HEIs) regarding the management accounting and control (MAC) of these organizations. Therefore, this paper provides an overview of the main studies on MAC in these types of organizations through a systematic literature review (SLR). The PRISMA guidelines were followed, and data were collected from the Web of Science and Scopus databases. The final sample encompassed 50 articles, published between 1981 and 2020. The results show that MAC research tends to focus on management control systems and performance evaluation systems. They also suggest that, although the development and implementation of various MAC tools are crucial for HEIs, such implementation often is partial. This is due to the stakeholders’ perceptions/attitudes regarding the importance of such tools. The results also indicate that institutional theory is the most addressed one. Most of the time, HEIs implement MAC tools due to external pressures. By synthesizing the main trends in MAC, this SLR intends to provide a theoretical contribution to the literature in this research field. Several themes for further research are suggested, such as assessing the relationship between MAC and the management of “knowledge” and intellectual capital in these institutions, and addressing sustainability issues. From a practical viewpoint, HEI managers can obtain important insights to apply the most appropriate tools to their institutions. DA - 2022/03// PY - 2022 DO - 10.3390/admsci12010014 DP - www.mdpi.com VL - 12 IS - 1 SP - 14 LA - en SN - 2076-3387 ST - Management Accounting and Control in Higher Education Institutions UR - https://www.mdpi.com/2076-3387/12/1/14 Y2 - 2022/04/05/20:27:32 KW - accounting theories KW - higher education institutions KW - management accounting KW - management control KW - systematic literature review ER - TY - JOUR TI - Management control system, organizational processes and institutional performance of technical training institutions in Kenya AU - Mbore, Clement Karani AU - School of Business and Economics, Moi University, Nairobi, Kenya AU - Sang, Jane AU - Komen, Joyce A2 - Mbore, Clement Karani; School of Business and Economics, Moi University, Nairobi, Kenya T3 - Feature AB - The purpose of this study was to determine the Moderating Effect of Management Control System (MCS) in the relationship between Organizational Processes and Institutional Performance of Technical Training Institutions (TTIs) in Kenya. The study was a cross-sectional survey in nature and used explanatory research design with the population obtained from the TTIs that were registered with the Ministry of Education, Science and Technology ßiOEST) and Technical and Vocational Education and Training Authority (TVETA) by 2015. The main research instrument was a closed-ended questionnaire. The hypotheses in this study were tested using Hierarchical Moderated Multiple Regression ĢMMR) and the study found that Organizational Processes had a significant positive influence on the institutional performance of TTIs in Kenya. The study findings indicated that the estimated coefficient was 0.555 indicating that Organizational Processes had a significant influence on institutional performance. Further, the study found evidence that (i) MCS moderates the relationship between organizational processes and institutional performance, (ii)) MCS had a moderating effect on the relationship between organizational processes and institutional performance of Technical Training Institutions (TTIs) in Kenya. DA - 2019/// PY - 2019 DO - 10.20525/ijrbs.v8i6.539 ER - TY - JOUR TI - Managerial practices and school efficiency: a data envelopment analysis across OECD and MENA countries using TIMSS 2019 data AU - Bhutoria, Aditi AU - Aljabri, Nayyaf T2 - Large-scale Assessments in Education DA - 2022/// PY - 2022 DO - 10.1186/s40536-022-00147-3 DP - Google Scholar VL - 10 IS - 1 SP - 1 EP - 25 ST - Managerial practices and school efficiency ER - TY - JOUR TI - Managing database overlap in systematic reviews using Batch Citation Matcher: case studies using Scopus AU - Sampson, Margaret AU - McGowan, Jessie AU - Cogo, Elise AU - Horsley, Tanya T2 - Journal of the Medical Library Association DA - 2006/10// PY - 2006 DP - PubMed Central VL - 94 IS - 4 SP - 461 EP - e219 J2 - J Med Libr Assoc SN - 1536-5050 ST - Managing database overlap in systematic reviews using Batch Citation Matcher UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1629443/ Y2 - 2021/04/17/19:26:42 ER - TY - RPRT TI - Managing Overlap of Primary Studies Results Across Systematic Reviews: Practical Considerations for Authors of Overviews of Reviews AU - Lunny, Carole AU - Pieper, Dawid AU - Thabet, Pierre AU - Kanji, Salmaan AB - Background: In overviews, inclusion of the same primary study in multiple systematic review gives undue weight to this study. Using a study result multiple times in the same analysis overstates its sample size and number of events, falsely leading to greater precision in the analysis. This paper aims to: (a) describe types of overlapping data that arise from the same primary studies reported across multiple reviews, (b) describe methods to identify and explain overlap of primary study data, and (c) present six case studies illustrating different approaches to manage overlap. Methods: We rst updated the search in PubMed for methods from the MOoR framework relating to overlap of primary studies. One author screened the studies titles and abstracts, and any full-text articles retrieved, extracted methods data relating to overlap of primary studies and mapped it to the overlap methods from the MOoR framework. We also describe six case studies as examples of overviews that use speci c methods across the steps in the conduct of an overview. For each case study, we discuss potential implications in terms of methodological limitations, e ciency, usability, and resource use. Results: Eight studies were mapped to the methods identi ed by the MOoR framework to address overlap. Several overlap methods mapped across four steps in the conduct of an overview – the eligibility criteria step, the data extraction step, the assessment of risk of bias step, and the synthesis step. Our overview case studies used multiple methods to reduce overlap at different steps in the conduct of an overview. Conclusions: Our study underlines that there is currently no standard methodological approach to deal with overlap in primary studies across reviews. The level of complexity when dealing with overlap can vary depending on the yield, trends and patterns of the included literature and the scope of the overview question. Choosing a method might be dependent on the number of included reviews and their primary studies. Gaps in in evaluation of methods to address overlap were found and further investigation in this area is needed. DA - 2021/01/20/ PY - 2021 DP - DOI.org (Crossref) LA - en M3 - preprint PB - In Review ST - Managing Overlap of Primary Studies Results Across Systematic Reviews UR - https://www.researchsquare.com/article/rs-145573/v1 Y2 - 2021/04/17/19:28:53 ER - TY - JOUR TI - Managing the human–chatbot divide: how service scripts influence service experience AU - Sands, Sean AU - Ferraro, Carla AU - Campbell, Colin AU - Tsao, Hsiu-Yuan T2 - Journal of Service Management DA - 2020/// PY - 2020 DO - 10.1108/JOSM-06-2019-0203 DP - Google Scholar ST - Managing the human–chatbot divide ER - TY - JOUR TI - Managing Transitions from Mother Tongue Instruction to English as the Medium Instruction AU - Boateng, Pearl AB - International evidence is clear that there is no best practice in transitioning from mother tongue to English as the medium of instruction in low and middle-income countries. Many studies found in the development of this helpdesk report provided in-depth analysis on the complex colonial histories of mother tongue language policies, nation building, implementation realities and challenges, as well as the importance of a cohesive mother tongue policy. Other papers found for this report provided useful policy considerations for governments, donors and programme staff. Much of the research addresses wider enablers to promote better quality inclusive education at a systemic level through mother tongue language policies. Some authors suggest that we are quite a way from a ‘global’ understanding of the aims and purposes of EMI because it appears to be a phenomenon which is being introduced ‘top-down’ by policy makers and education managers, rather than through consultation with the key stakeholders. Likewise there is a lack of understanding of the wider consequences or the outcomes of EMI (Clegg, 2005; Pinnock, 2009; Dearden, 2014). The benefits of mother tongue instruction (MTI) are well established in literature. The literature describes three main language of instruction models, namely: ‘early-exit’ (1-4 years of MTI), ‘late-exit’ (1-6 years of MTI), and ‘very late-exit’ (1-8 years or beyond in MTI). Results from early-exit policies show low learning outcomes, and this model is often fraught with implementation challenges from political will to resourcing. The sudden transition in early-exit policies does not allow learners to develop adequate cognitive, linguistic and academic skills in their mother tongues prior to the switch. The effective transfer of cognitive and academic competences from the mother tongue to the second language is possible only when the learners have acquired adequate linguistic and academic competence in their mother tongues. The weight of current evidence strongly suggests that if the academic benefits of MTI are to be achieved, then initial MTI needs to be a minimum of six years. DA - 2019/01/21/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14346 Y2 - 2022/12/18/18:15:56 KW - ⛔ No DOI found ER - TY - JOUR TI - Manipulative apps to support students with disabilities in mathematics AU - Bouck, Emily C. AU - Working, Christopher AU - Bone, Erin T2 - Intervention in School and Clinic DA - 2018/// PY - 2018 DO - 10.1177/1053451217702115 DP - Google Scholar VL - 53 IS - 3 SP - 177 EP - 182 KW - __C:filed:1 ER - TY - JOUR TI - Many children left behind? Textbooks and test scores in Kenya AU - Glewwe, P. AU - Kremer, M. AU - Moulin, S. T2 - American Economic Journal: Applied Economics DA - 2009/// PY - 2009 DO - 10.1257/app.1.1.112 VL - 1 IS - 1 SP - 112 EP - 135 UR - https://doi.org/10.1257/app.1.1.112. ER - TY - RPRT TI - Mapeo y análisis de programas EdTech en América Latina y el Caribe AU - Myers, Christina AU - Wyss, Natalie AU - Villavicencio Peralta, Xuzel AU - Coflan, Caitlin AB - Este documento se elaboró ​​en respuesta a una solicitud de la Oficina Regional de UNICEF para América Latina y el Caribe al Servicio de Asistencia de EdTech Hub en octubre de 2021. El equipo de UNICEF solicitó una lista seleccionada de programas de EdTech en la región de América Latina y el Caribe (ALC) y un análisis de un conjunto de programas preseleccionados con la intención de explorar su potencial para la implementación y el impacto a escala. Este informe no pretende cubrir todos los programas EdTech innovadores en la región de ALC. Más bien, presenta una lista de programas EdTech prometedores y analiza su diseño e implementación con el fin de explorar su relevancia y potencial para lograr un impacto a gran escala. An output of the EdTech Hub, https://edtechhub.org CN - 0132 DA - 2022/11/30/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://docs.edtechhub.org/lib/XIIQ4FSE KW - _r:AddedByZotZen ER - TY - ELEC TI - Mapped: The Median Age of the Population on Every Continent AU - Desjardins, Jeff T2 - Visual Capitalist AB - This chart takes a look at the median age of every continent, while also breaking down the youngest and oldest countries in the world. DA - 2019/02/15/T12:36:58-08:00 PY - 2019 LA - en-US ST - Mapped UR - https://www.visualcapitalist.com/mapped-the-median-age-of-every-continent/ Y2 - 2020/08/01/14:38:20 ER - TY - BOOK TI - Mapping: A Critical Introduction to Cartography and GIS AU - Crampton, Jeremy W. AB - Mapping: A Critical Introduction to Cartography and GIS is an introduction to the critical issues surrounding mapping and Geographic Information Systems (GIS) across a wide range of disciplines for the non-specialist reader. Examines the key influences Geographic Information Systems (GIS) and cartography have on the study of geography and other related disciplines Represents the first in-depth summary of the “new cartography” that has appeared since the early 1990s Provides an explanation of what this new critical cartography is, why it is important, and how it is relevant to a broad, interdisciplinary set of readers Presents theoretical discussion supplemented with real-world case studies Brings together both a technical understanding of GIS and mapping as well as sensitivity to the importance of theory DA - 2011/09/09/ PY - 2011 DP - Google Books SP - 253 LA - en PB - John Wiley & Sons SN - 978-1-4443-5673-1 ST - Mapping KW - Science / Earth Sciences / Geography ER - TY - RPRT TI - Mapping and Analysing Digital Learning Platforms in Latin America and the Caribbean AU - Myers, Christina AU - Wyss, Natalie AU - Villavicencio Peralta, Xuzel AU - Coflan, Caitlin AB - This document was produced in response to a request from the UNICEF Latin America and Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in October 2021. The UNICEF team requested a curated list of digital learning platforms in the Latin America and Caribbean (LAC) region and an analysis of a shortlisted series of platforms intending to explore their potential for at-scale implementation and impact. This report does not aim to cover every leading and innovative digital learning platform in the LAC region. Rather, it presents a list of promising platforms and discusses their design and implementation to explore their relevance and potential for at-scale impact. An output of the EdTech Hub, https://edtechhub.org CN - 0111 DA - 2022/08/31/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 47 UR - https://docs.edtechhub.org/lib/VINQBTJ5 KW - _r:AddedByZotZen ER - TY - SLIDE TI - Mapping education data in sub-Saharan Africa: Our experience from the Unlocking Data campaign and Sierra Leone A2 - Unlocking Data DA - 2021/11// PY - 2021 UR - https://docs.google.com/presentation/d/1WEUyqVEnxjx53eF-X4thxv8Gy2wWLvEdbN4aBuZiPbk Y2 - 2022/05/10/10:17:01 KW - _C:Sierra Leone SLE ER - TY - CONF TI - Mapping in Education and International Development AU - Haßler, Björn T2 - Missing Maps Cambridge C1 - Cambridge, UK DA - 2017/06// PY - 2017 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Mapping Magic in Markets of Africa AU - Ajadi, S.B. T2 - Scroope: Cambridge Journal of Architecture A2 - F., Mhmood A2 - H, Mitcheltree DA - 2023/// PY - 2023 LA - en UR - https://www.arct.cam.ac.uk/aboutthedepartment/scroope-journal/current-issue KW - ⛔ No DOI found ER - TY - RPRT TI - Mapping National Digital Learning Platforms: Full Dataset AU - Rui, Tingting AU - Chuang, Rachel AU - Thinley, Sangay AU - AlSheikh Theeb, Thaer AU - Villavicencio, Xuzel AU - Hasiniavo, Rasolohery AB - The dataset provided here as a link to a spreadsheet presents raw data from a global mapping exercise of 471 national digital platforms across 184 countries conducted by EdTech Hub as part of a Helpdesk request from UNICEF. The mapping exercise examined three key areas of availability, usability, and inclusivity of national digital learning platforms. Analysis from the dataset was used to generate a report on national digital learning platforms. The datasheet includes the authors’ organisation of the dataset under key indicators. Readers can use the datasheet to replicate or conduct their own analysis. An output of the EdTech Hub, https://edtechhub.org CN - 0178 DA - 2023/12/08/ PY - 2023 LA - en M3 - Helpdesk response PB - EdTech Hub SN - 45a UR - https://docs.edtechhub.org/lib/SPWJF5UR KW - _r:AddedByZotZen ER - TY - RPRT TI - Mapping Non-formal Education at Post-primary Educational Level in Uganda AU - Bananuka, T AU - Katahoire, AR AB - 1. This paper explores various cases of non-formal education at post-primary education level in Uganda with special focus on the analysis of the context of NFE provision and the curriculum. Other issues explored included educator training, materials development, teaching and learning methods, policy development and implementation, the relationship with formal education, linkages with work and employment and issues of sustainability and continuity. 2. The study findings suggest that Non-formal Education at post-primary education level is run on a rather ad hoc basis without clearly defined structures save for the recent initiatives in Community Polytechnics. Much as various policy documents and statements advocate for the integration of Non-Formal Education into the PPE level and the education system as a whole, the policy statements lack proper follow up and coherence. This is a contrast to government’s commitment to international protocols and proclamations on EFA – a position that would have seen NFE clearly streamlined in the entire education system. 3. Despite the lack of a policy framework to direct Non-Formal Education at PPE level, a number of advancements in terms of policies have been made. These include the draft Education Bill for educationally disadvantaged children at primary level and the adoption of a modularized curriculum for Community Polytechnics. These advancements however have not come easy as government has over time backtracked on the issue of Non-Formal Education particularly at PPE level. 4. Notable challenges still facing Non-Formal Education in Uganda include lack of specialized training for trainers, limited funding for the education sector which renders NFE a none priority and lack of policy framework to regulate and inform NFE as an alternative route to PPE in the country among others. DA - 2008/// PY - 2008 LA - en M3 - Working document UR - http://cees.mak.ac.ug/sites/default/files/publications/Session.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - Q:PhD KW - Q:community education KW - Q:primary education KW - T:TVET KW - T:company-based training KW - _C:Uganda UGA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Mapping of Lineaments for Sustainable Groundwater Prospecting In Kano Metropolis, Kano State Nigeria AU - Tudnwada, I.Y. AU - Badamasi, M.M. AU - Atakpa, A. T2 - Techno Science Africana Journal DA - 2018/// PY - 2018 VL - 15 IS - 2 SP - – EP - 2273 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Mapping research in student engagement and educational technology in higher education: a systematic evidence map AU - Bond, Melissa AU - Buntins, Katja AU - Bedenlier, Svenja AU - Zawacki-Richter, Olaf AU - Kerres, Michael T2 - International Journal of Educational Technology in Higher Education AB - Digital technology has become a central aspect of higher education, inherently affecting all aspects of the student experience. It has also been linked to an increase in behavioural, affective and cognitive student engagement, the facilitation of which is a central concern of educators. In order to delineate the complex nexus of technology and student engagement, this article systematically maps research from 243 studies published between 2007 and 2016. Research within the corpus was predominantly undertaken within the United States and the United Kingdom, with only limited research undertaken in the Global South, and largely focused on the fields of Arts & Humanities, Education, and Natural Sciences, Mathematics & Statistics. Studies most often used quantitative methods, followed by mixed methods, with little qualitative research methods employed. Few studies provided a definition of student engagement, and less than half were guided by a theoretical framework. The courses investigated used blended learning and text-based tools (e.g. discussion forums) most often, with undergraduate students as the primary target group. Stemming from the use of educational technology, behavioural engagement was by far the most often identified dimension, followed by affective and cognitive engagement. This mapping article provides the grounds for further exploration into discipline-specific use of technology to foster student engagement. DA - 2020/01/22/ PY - 2020 DO - 10.1186/s41239-019-0176-8 DP - BioMed Central VL - 17 IS - 1 SP - 2 J2 - International Journal of Educational Technology in Higher Education SN - 2365-9440 ST - Mapping research in student engagement and educational technology in higher education UR - https://doi.org/10.1186/s41239-019-0176-8 Y2 - 2022/04/06/00:26:54 KW - Educational technology KW - Evidence map KW - Higher education KW - Student engagement KW - Systematic review KW - _genre:LR-literature_review ER - TY - JOUR TI - Mapping schools' NAPLAN results: a spatial inequality of school outcomes in Australia AU - Smith, Crichton AU - Parr, Nick AU - Muhidin, Salut T2 - Geographical Research AB - This article identifies spatial dimensions of educational outcomes using maps of the 2016 Grade 5 reading results for Australia’s National Assessment Program–Literacy and Numeracy for all Australian schools. A geographical information system (GIS) was used to overlay schools’ results onto suburbs’ advantage or disadvantage to visualise spatial patterns. We then examined the extent to which school results “cluster” in socio-economically advantaged and disadvantaged suburbs and considered the consistency of spatial patterns for results across major cities. That work illustrates both how GIS can foreground educational inequality and how “the spatial” is more than corollary for student socio-economic status. Results show substantial differences between urban and remote areas and towns of different size. Maps of cities visualise spatial “clustering” patterns of school results, with most schools in advantaged suburbs having high results and almost no schools in disadvantaged suburbs having high results. Educational outcomes strongly align to local sociodemographic characteristics, and parallel host communities’ levels of advantage or disadvantage. Differences between public and private schools are less significant than within-sector differences for schools in advantaged or disadvantaged locales. Patterns in all cities are consistent—schools in advantaged suburbs predominantly have high results, whereas non-government schools generally perform better than government schools in disadvantaged suburbs. Most concerning is the persistent and increasing trajectory of results in advantaged, and more so in disadvantaged suburbs, of all cities since the first National Assessment Program–Literacy and Numeracy in 2008. Ameliorating spatial inequality between primary schools is one of the greatest challenges for Australians. DA - 2019/05// PY - 2019 DO - 10.1111/1745-5871.12317 DP - DOI.org (Crossref) VL - 57 IS - 2 SP - 133 EP - 150 J2 - Geographical Research LA - en SN - 1745-5863, 1745-5871 ST - Mapping schools' NAPLAN results UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/1745-5871.12317 Y2 - 2021/03/07/17:37:49 KW - Lebanon_event_2021 KW - _C:Australia AUS KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BLOG TI - Mapping Schools with Artificial Intelligence AU - Altaweel, Mark T2 - GIS Lounge AB - Researchers are using AI to map schools in countries where many schools are undocumented so as to connect children with schools. DA - 2021/04/07/T17:46:17-07:00 PY - 2021 LA - en-US UR - https://www.gislounge.com/mapping-schools-with-artificial-intelligence/ Y2 - 2021/05/08/17:44:13 ER - TY - CONF TI - Mapping Teacher Distribution Analysis with Digitation Technology Implementation to Improve Education Management in Bengkulu City AU - Nirwana, Nirwana AU - Vatresia, Arie AU - Utama, F. P. T2 - International Conference on Educational Sciences and Teacher Profession (ICETeP 2018) AB - Embedded technology in education management is one of the most important things as an aid for Education Department. Not only help in learning process, the use of technology has been also used in many part of education to improve learning process. In this paper, we proposed the idea of mapping the digitation of High School (SMA) in Bengkulu city to manage... DA - 2019/04// PY - 2019 DO - 10.2991/icetep-18.2019.49 DP - www.atlantis-press.com SP - 197 EP - 202 LA - en PB - Atlantis Press SN - 978-94-6252-695-2 UR - https://www.atlantis-press.com/proceedings/icetep-18/55915514 Y2 - 2021/03/07/17:45:04 KW - _C:France FRA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Italy ITA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CONF TI - Mapping the African research evidence base for educational policy and practice AU - Mitchell, Rafael AU - Rose, Pauline C3 - CIES Conference, Mexico City DA - 2018/// PY - 2018 DP - Google Scholar KW - ⛔ No DOI found ER - TY - RPRT TI - Mapping the education data ecosystem in Sierra Leone AU - McBurnie, Chris AU - Beoku-Betts, Iman DA - 2021/// PY - 2021 M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/EE9QCGHI KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Mapping the education data ecosystem in Sierra Leone AU - McBurnie, Chris AU - Beoku-Betts, Iman AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/12/10/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/EE9QCGHI KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - Mapping the education data ecosystem in Sierra Leone AU - McBurnie, Chris AU - Beoku-Betts, Iman DA - 2021/12/10/ PY - 2021 LA - en PB - EdTech Hub KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Mapping the field of research on African higher education: a review of 6483 publications from 1980 to 2019 AU - Zavale, Nelson Casimiro AU - Schneijderberg, Christian T2 - Higher Education AB - Following a global trend, higher education (HE) in Africa has also become a complex enterprise, potentially demanding specific expertise in higher education research. However, despite this, there is a dearth of analysis into the state of research on African HE. This paper seeks to fill this gap by mapping and analysing African HE research. We undertake a systematic review of 6483 articles and books focusing on African HE published from 1980 to 2019 in indexed and non-indexed journals and book-publishers. We particularly examine the evolution of publications, the journals and book publishers, the authors’ affiliations, the researched countries, the publications’ thematic classification, the most prolific authors, and the most influential publications. Based on this analysis, we draw four main conclusions. First, research on African HE is a rather recent phenomenon or has witnessed a recent rise or renewal. Second, a few selected journals and book-publishers, particularly those with a strong regional or international reputation, dominate the field. Third, four communities of researchers are more represented: the community researching teaching and learning issues, the community focusing on structural transformation of HE, the community focusing on the internal organisation of HE and the community focusing on societal engagement of HE. Four, South Africa dominates the field both as home to most of the authors (including the most prolific) and the empirical field of most publications (including the most influential). If South Africa is excluded, African HE research is weak, but some communities are emerging, particularly in West, East and Southern Africa. DA - 2022/01/01/ PY - 2022 DO - 10.1007/s10734-020-00649-5 DP - Springer Link VL - 83 IS - 1 SP - 199 EP - 233 J2 - High Educ LA - en SN - 1573-174X ST - Mapping the field of research on African higher education UR - https://doi.org/10.1007/s10734-020-00649-5 Y2 - 2022/04/18/11:21:48 KW - Africa KW - Higher education research KW - Mapping the field KW - Systematic review ER - TY - RPRT TI - Mapping the landscape of education research by scholars based in sub-Saharan Africa Insights from the African Education Research Database AU - Rose, Pauline AU - Downing, Pheobe AU - Asare, Samuel AU - Mitchell, Rafael AB - This report outlines key features of education research undertaken by scholars based in sub-Saharan Africa, as represented in the African Education Research Database. The database catalogues social science research with implications for education policy and practice in sub-Saharan Africa, published in reputable journals and written by at least one researcher based in the region. In exclusively cataloguing research conducted by researchers based in sub-Saharan Africa, the African Education Research Database is a unique resource for educational development research and policy in the region. DA - 2019/06/10/ PY - 2019 DP - DOI.org (Datacite) LA - en PB - Zenodo UR - https://zenodo.org/record/3242314 Y2 - 2021/03/18/19:14:38 KW - ⛔ No DOI found ER - TY - GEN TI - Marrakesh Treaty (MT) in Summary for Rwanda and its Organisations of Persons with Disabilities AU - Rwanda Union of the Blind DA - 2022/// PY - 2022 UR - https://rubrwanda.org/wp-content/uploads/2022/04/Marrakesh-Treaty-MT-in-Summary-for-Rwanda-and-its-Organisations-of-Persons-with-Disabilities.pdf Y2 - 2022/10/21/12:51:18 ER - TY - JOUR TI - Massive Open Online Courses (MOOCs) for Professional Teacher and Teacher Educator Development: A Case of TESSA MOOC in Kenya. AU - Wambugu, Patriciah W. T2 - Universal Journal of Educational Research DA - 2018/// PY - 2018 DO - 10.13189/ujer.2018.060604 DP - Google Scholar VL - 6 IS - 6 SP - 1153 EP - 1157 ST - Massive Open Online Courses (MOOCs) for Professional Teacher and Teacher Educator Development KW - _C:China CHN KW - _C:Kenya KEN KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Mastery of Active and Shared Learning Processes for Techno-Pedagogy (MASLEPT): A Model for Teacher Professional Development on Technology Integration AU - Ndongfack, Michael Nkwenti T2 - Creative Education DA - 2015/// PY - 2015 DO - 10.4236/ce.2015.61003 DP - DOI.org (Crossref) VL - 06 IS - 01 SP - 32 EP - 45 J2 - CE SN - 2151-4755, 2151-4771 ST - Mastery of Active and Shared Learning Processes for Techno-Pedagogy (MASLEPT) UR - http://www.scirp.org/journal/doi.aspx?DOI=10.4236/ce.2015.61003 Y2 - 2020/04/28/11:12:29 ER - TY - JOUR TI - Matching couples with Scarf’s algorithm AU - Biró, Péter AU - Fleiner, Tamás AU - Irving, Robert W. T2 - Annals of Mathematics and Artificial Intelligence AB - Scarf’s algorithm [18] provides fractional core elements for NTU-games. Biró and Fleiner [3] showed that Scarf’s algorithm can be extended for capacitated NTU-games. In this setting agents can be involved in more than one coalition at a time, cooperations may be performed with different intensities up to some limits, and the contribution of the agents can also differ in a coalition. The fractional stable solutions for the above model, produced by the extended Scarf algorithm, are called stable allocations. In this paper we apply this solution concept for the Hospitals Residents problem with Couples (HRC). This is one of the most important general stable matching problems due to its relevant applications, also wellknown to be NP-hard. We show that if a stable allocation yielded by the Scarf algorithm turns outto be integral then it provides a stable matching for an instance of HRC, so this method can be used as a heuristic. In an experimental study, we compare this method with other heuristics constructed for HRC that are applied in practice in the American and Scottish resident allocation programs, respectively. Our main finding is that the Scarf algorithm outperforms all the other known heuristics when the proportion of couples is high. DA - 2016/08// PY - 2016 DO - 10.1007/s10472-015-9491-5 DP - DOI.org (Crossref) VL - 77 IS - 3-4 SP - 303 EP - 316 J2 - Ann Math Artif Intell LA - en SN - 1012-2443, 1573-7470 UR - http://link.springer.com/10.1007/s10472-015-9491-5 Y2 - 2021/03/07/13:58:47 KW - _C:Hungary HUN KW - _C:Ireland IRL KW - _C:Spain ESP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Matching practices of teachers to Schools – France – Matching in Practice AU - Terrier, Camille DA - 2014/06// PY - 2014 LA - en-US M3 - MiP Country Profile SN - 20 UR - https://www.matching-in-practice.eu/matching-practices-of-teachers-to-schools-france/ Y2 - 2021/03/07/13:25:04 KW - Lebanon_event_2021 KW - _C:Belgium BEL KW - _C:Estonia EST KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Hungary HUN KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Spain ESP KW - _C:Ukraine UKR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Math acceleration in elementary school: Access and effects on student outcomes AU - Hemelt, S.W. AU - Lenard, M.A. T2 - Economics of Education Review AB - This paper examines curricular acceleration in mathematics during elementary school using administrative data from a large, diverse school district that recently implemented a targeted, test-based acceleration policy. We first characterize access to advanced math and then estimate effects of acceleration in math on measures of short-run academic achievement as well as non-test-score measures of grit, engagement with schoolwork, future plans, and continued participation in the accelerated track. Experiences and effects of math acceleration differ markedly for girls and boys. Girls are less likely to be nominated for math acceleration and perform worse on the qualifying test, relative to boys with equivalent baseline performance. We find negative effects of acceleration on short-run retention of math knowledge for girls, but no such performance decay for boys. After initial exposure to accelerated math, girls are less likely than boys to appear in the accelerated track during late elementary school and at the start of middle school. © 2019 Elsevier Ltd DA - 2020/// PY - 2020 DO - 10.1016/j.econedurev.2019.101921 VL - 74 J2 - Econ. Educ. Rev. LA - English SN - 02727757 (ISSN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071876059&doi=10.1016%2fj.econedurev.2019.101921&partnerID=40&md5=a67efc57b99b1cc61d4df944fcb615c8 DB - Scopus KW - Curricular acceleration KW - Elementary school KW - Gifted KW - I21 KW - I24 KW - I28 KW - Mathematics KW - _AcademicRecoveryOECS KW - academic performance KW - content KW - curriculum KW - education policy KW - educational development KW - mathematics KW - primary education KW - student ER - TY - BOOK TI - Math, Class 07, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745212 Y2 - 2020/06/28/13:47:12 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 07, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745214 Y2 - 2020/06/28/13:47:14 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 07, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745216 Y2 - 2020/06/28/13:47:18 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 08, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745218 Y2 - 2020/06/28/13:47:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 08, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745220 Y2 - 2020/06/28/13:47:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 08, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745222 Y2 - 2020/06/28/13:47:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 09, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745224 Y2 - 2020/06/28/13:47:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 09, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745226 Y2 - 2020/06/28/13:47:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 09, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745228 Y2 - 2020/06/28/13:48:09 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Mathematical knowledge for teaching in Africa 2014–2021: A review of literature AU - Mosvold, Reidar T2 - African Journal of Teacher Education and Development DA - 2022/// PY - 2022 DO - 10.4102/ajoted.v1i1.10 DP - Google Scholar ST - Mathematical knowledge for teaching in Africa 2014–2021 UR - https://uis.brage.unit.no/uis-xmlui/handle/11250/3061672 Y2 - 2023/11/14/15:45:52 ER - TY - JOUR TI - Mathematical modelling in teacher education: dealing with institutional constraints AU - Barquero, Berta AU - Bosch, Marianna AU - Romo, Avenilde T2 - ZDM: The International Journal on Mathematics Education AB - Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem--the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity--and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for teacher education" (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints--most of them beyond the scope of action of teachers and students and not approached by previous research--hindering the integration of mathematical modelling in current secondary schools. DA - 2018/04// PY - 2018 DO - 10.1007/s11858-017-0907-z VL - 50 IS - 1-2 SP - 31 EP - 43 LA - English SN - 1863-9690, 1863-9690 UR - https://www.researchgate.net/publication/322397290_Mathematical_modelling_in_teacher_education_Dealing_with_institutional_constraints AN - 2101593199; EJ1177097 KW - Barriers KW - Case Studies KW - Distance Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Ecological Factors KW - Foreign Countries KW - Inservice Teacher Education KW - Instructional Design KW - Mathematical Models KW - Mathematics Teachers KW - Mexico KW - Online Courses KW - Prediction KW - Regression (Statistics) KW - Social Media KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095891 KW - __finaldtb ER - TY - JOUR TI - Mathematical problem solving and mathematical connections abilities of students with accelerated learning cycle AU - Amelia, S. T2 - International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia AB - This quasi-experimental research examines the abilities of mathematical problem solving and mathematical connections through the application of Accelerated Learning Cycle. The samples of research were 63 students of seventh grade students in Riau Province, which were divided into an experimental group and a control group. The research instruments were mathematical problem solving and mathematical connection abilities test, and the data were analyzed using Mann-Whitney and two ways ANOVA test. The results of this study indicate that there was a significant effect of Accelerated Learning Cycle on the overall students’ mathematical problem solving and connection skills (p = 0,000; p <0.050) and in all categories of KAM, except both of two categories on mathematical connections ability, high (p = 0.349; p <0.050) and middle (p = 0.100; p <0.050), did not significantly differ. In the problem solving and mathematical connections abilities of students, there was no difference between the categories of KAM and there was no interaction betw een learning and mathematical ability. DA - 2018/12/01/ PY - 2018 DP - science.conference.upi.edu VL - 3 SP - 573 EP - 577 LA - en SN - 2655-3252 UR - http://science.conference.upi.edu/proceeding/index.php/ICMScE/article/view/31 Y2 - 2020/06/19/05:43:26 KW - Experimental KW - HQ KW - LMIC KW - Math KW - _AcademicRecoveryOECS KW - content KW - pedagogy KW - quant KW - quasi-experimental KW - ⛔ No DOI found ER - TY - BOOK TI - Mathematical Thinking in the lower secondary school AU - Hopkins, C AU - Mostert, I AU - Anghileri,, J. AU - AIMSSEC AB - This book is for teachers and educators who want to develop their maths teaching skills where English is the language of instruction. It has been written by the international group of educators based at AIMSSEC, The African Institute for Mathematical Sciences Schools Enrichment Centre. The book provides practical classroom activities underpinned by sound pedagogy and recent research findings. The activities are designed for teachers working alone or in ‘self-help’ teachers’ workshops. They are designed to develop mathematical thinking and offer immediate practical tools to help deliver this approach. All of the content in the book has been trialled by teachers around the world and is written by experienced maths teachers and subject matter experts, so you can be confident that the tools can be used to help deliver successful teaching and learning in your classroom, wherever you might be in the world. This book: provides practical support for mathematics teachers in the 11-15 lower secondary classroom, includes activities that exemplify ways of teaching and learning the most important parts of any national curriculum, and offer material that is universally relevant is written by an experienced international writing team, all of whom have worked as teacher educators in more than one country. Focuses on problem solving activities and identifying powerful ways of approaching the curriculum. Offers teachers ideas for introducing mathematical concepts through enquiry based learning draws on the activities on the NRICH website (www.nrich.maths.org) which has been built up over the last eighteen years. DA - 2016/// PY - 2016 PB - Cambridge University Press SN - 978-1-316-50362-1 UR - https://www.cambridge.org/za/education/subject/mathematics/aimssec-maths-teacher-support-series/aimssec-maths-teacher-support-series-mathematical-thinking-lower-secondary-classroom?isbn=9781316503621 ER - TY - BOOK TI - Mathematics Education in East Africa: Towards Harmonization and Enhancement of Education Quality A3 - Halai, Anjum A3 - Tennant, Geoff AB - *THIS BOOK WILL SOON BE AVAILABLE AS OPEN ACCESS BOOK* This book is a valuable resource for policymakers and practitioners as it brings insights mainly from developing countries where relatively less research activity takes place. It is also a valuable resource for courses in mathematics education in the teacher education colleges, and departments of education in the sub-Saharan Africa region. In the increasingly global and technological world mathematics is seen as a significant gatekeeper of opportunities for social and economic advancement and mobility. Hence, countries and development agencies in the broader sub-Saharan Africa region are looking towards increasing access to relevant and high-quality secondary education as a lever towards economic development. Policy makers and other key decision makers in education look towards improvement in mathematics teaching and learning as a key focus in education reform. In the East Africa region also a number of initiatives have been taken at the national level in the respective countries to improve the quality of mathematics education. This book provides an in-depth comparative analysis of the developments and issues in mathematics education in Kenya, Tanzania, Rwanda and Uganda, and advances our understanding of the state of secondary mathematics education in East Africa. DA - 2016/// PY - 2016 DP - library.oapen.org LA - English PB - Springer Nature ST - Mathematics Education in East Africa UR - https://library.oapen.org/handle/20.500.12657/42553 Y2 - 2023/02/15/18:14:32 KW - Central / national / federal government policies KW - Challenges in teaching and learning mathematics KW - Education KW - Education Policy KW - Harmonizing mathematics education in diverse settings KW - International and Comparative Education KW - Mathematics KW - Mathematics Education KW - Mathematics curriculum developmen KW - Mathematics education in sub-Saharan Africa KW - Pitfalls in sub-Saharan African math education KW - Potentials in sub-Saharan African math education KW - State of mathematics education in sub-Saharan Africa KW - Teaching of a specific subject KW - bic Book Industry Communication::J Society & social sciences::JN Education KW - bic Book Industry Communication::J Society & social sciences::JN Education::JNU Teaching of a specific subject KW - bic Book Industry Communication::J Society & social sciences::JP Politics & government::JPQ Central government::JPQB Central government policies ER - TY - RPRT TI - Mathematics education in Sub-Saharan Africa : status, challenges, and opportunities AU - World Bank AB - This study on Assessment of mathematics education in Sub Saharan African countries is in support of the efforts to improve mathematics education in the countries of Sub-Saharan Africa (SSA). The study is in response to a growing recognition that countries in SSA will need to boost performance in the Science Technology, Engineering and Mathematics (STEM) subjects if they are to realize their full potential in a competitive global market increasingly shaped by the use of new technologies. Chapter 1 of this report lists the constituent countries of SSA and describes the study’s research questions and methods. Chapter 2 explores the economic and social arguments for making the improvement of mathematics education in the region a priority. Chapter 3 presents evidence as to current levels of numeracy and mathematical competence in the countries of SSA from a wide range of assessments. Chapter 4 looks at factors which have the potential to raise mathematical achievement indirectly by improving the quality of schooling in general. Chapter 5 considers the effectiveness of various interventions targeted specifically at improving mathematical outcomes. Chapter 6 and Chapter 7 are dedicated to issues concerning the capacities of serving teachers of mathematics and the pre-service training arrangements for those preparing to teach mathematics in schools. Chapter 8 describes assessment practices and their potential roles in improving learning outcomes. Chapter 9 gives an overview of a range of more recent initiatives designed to improve mathematics education both in SSA and beyond. Chapter 10 summarizes the study’s main findings and sets out some suggestions for overcoming barriers to progress. Finally, Appendix A sets out the findings of the in-country surveys. DA - 2016/10/01/11:32:05 PY - 2016 DP - documents.worldbank.org SP - 1 EP - 212 LA - en PB - The World Bank SN - ACS19117 UR - http://documents.worldbank.org/curated/en/538251476977591230/main-report Y2 - 2020/04/28/10:39:47 ER - TY - RPRT TI - Mathematics education in Sub-Saharan Africa : status, challenges, and opportunities (Vol. 2) : main report (English) AU - Bethell, George CY - Washington, DC DA - 2016/// PY - 2016 PB - The World Bank Group SN - ACS19117 UR - http://documents.worldbank.org/curated/en/538251476977591230/main-report KW - Cited KW - RRQ1:High ER - TY - JOUR TI - Mathematics teacher education curriculum at a university in Zambia: student teachers’ acquisition of appropriate competencies for teaching mathematics in secondary school. AU - Changwe, Robert AU - Mulenga, Innocent Mutale DA - 2018/// PY - 2018 DP - Google Scholar ST - Mathematics teacher education curriculum at a university in Zambia UR - http://dspace.unza.zm/handle/123456789/6588 Y2 - 2023/12/06/15:21:54 KW - ⛔ No DOI found ER - TY - BOOK TI - Maths, Class 01, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745088 Y2 - 2020/06/28/11:20:10 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 01, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745090 Y2 - 2020/06/28/11:20:13 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 01, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745092 Y2 - 2020/06/28/11:20:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 02, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745094 Y2 - 2020/06/28/11:20:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 02, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745096 Y2 - 2020/06/28/11:20:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 02, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745098 Y2 - 2020/06/28/11:20:29 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 03, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745100 Y2 - 2020/06/28/11:20:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 03, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745102 Y2 - 2020/06/28/11:20:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 03, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745104 Y2 - 2020/06/28/11:20:36 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 04, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745106 Y2 - 2020/06/28/11:20:40 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 04, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745108 Y2 - 2020/06/28/11:20:47 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 04, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745110 Y2 - 2020/06/28/11:20:54 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 05, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745112 Y2 - 2020/06/28/11:20:59 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 05, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745114 Y2 - 2020/06/28/11:21:06 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 05, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745116 Y2 - 2020/06/28/11:21:10 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 06, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745118 Y2 - 2020/06/28/11:21:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 06, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745120 Y2 - 2020/06/28/11:21:18 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 06, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745122 Y2 - 2020/06/28/11:21:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 07, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745175 Y2 - 2020/06/28/13:42:11 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 07, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745177 Y2 - 2020/06/28/13:42:13 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 07, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745179 Y2 - 2020/06/28/13:42:14 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 08, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745181 Y2 - 2020/06/28/13:42:18 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 08, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745183 Y2 - 2020/06/28/13:42:20 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 08, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745185 Y2 - 2020/06/28/13:42:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 09, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745187 Y2 - 2020/06/28/13:42:28 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 09, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745189 Y2 - 2020/06/28/13:42:30 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 09, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745192 Y2 - 2020/06/28/13:42:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1 Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745362 Y2 - 2020/06/28/14:08:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1 Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745364 Y2 - 2020/06/28/14:08:02 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1 Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745366 Y2 - 2020/06/28/14:08:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 1 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745418 Y2 - 2020/06/28/14:12:58 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745340 Y2 - 2020/06/28/14:05:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745272 Y2 - 2020/06/28/13:53:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 2 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745420 Y2 - 2020/06/28/14:13:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745342 Y2 - 2020/06/28/14:05:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745274 Y2 - 2020/06/28/13:53:08 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 3 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745422 Y2 - 2020/06/28/14:13:03 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745344 Y2 - 2020/06/28/14:05:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745276 Y2 - 2020/06/28/13:53:12 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2 Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745368 Y2 - 2020/06/28/14:08:08 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2 Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745370 Y2 - 2020/06/28/14:08:12 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2 Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745372 Y2 - 2020/06/28/14:08:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 1 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745424 Y2 - 2020/06/28/14:13:09 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745346 Y2 - 2020/06/28/14:05:31 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745278 Y2 - 2020/06/28/13:53:17 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 2 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745426 Y2 - 2020/06/28/14:13:11 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745348 Y2 - 2020/06/28/14:05:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745280 Y2 - 2020/06/28/13:53:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 3 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745428 Y2 - 2020/06/28/14:13:13 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745350 Y2 - 2020/06/28/14:05:37 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745282 Y2 - 2020/06/28/13:53:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3 Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745374 Y2 - 2020/06/28/14:08:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3 Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745376 Y2 - 2020/06/28/14:08:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3 Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745378 Y2 - 2020/06/28/14:08:30 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 1 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745430 Y2 - 2020/06/28/14:13:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745352 Y2 - 2020/06/28/14:05:41 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745284 Y2 - 2020/06/28/13:53:29 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 2 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745432 Y2 - 2020/06/28/14:13:16 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745354 Y2 - 2020/06/28/14:05:44 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745286 Y2 - 2020/06/28/13:53:33 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 3 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745434 Y2 - 2020/06/28/14:13:18 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745356 Y2 - 2020/06/28/14:05:47 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745288 Y2 - 2020/06/28/13:53:38 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4 Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745380 Y2 - 2020/06/28/14:08:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4 Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745382 Y2 - 2020/06/28/14:08:38 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 1 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745436 Y2 - 2020/06/28/14:13:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745358 Y2 - 2020/06/28/14:05:51 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745290 Y2 - 2020/06/28/13:53:45 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 2 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745438 Y2 - 2020/06/28/14:13:24 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745360 Y2 - 2020/06/28/14:05:54 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745292 Y2 - 2020/06/28/13:53:48 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths WAEC BECE Exam Syllabus AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745442 Y2 - 2020/06/28/14:10:03 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - GEN TI - Mauritius Qualifications Authority Regulations AU - Government of Mauritius DA - 2009/// PY - 2009 UR - http://www.mqa.mu/English/Documents/Regulation%20Framework/MQA%20_Registration_%20Regulations%202009.pdf Y2 - 2018/11/28/01:08:22 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Mauritius KW - Qualification Framework KW - publicImportV1 ER - TY - ELEC TI - Maverick Citizen: Access to water and sanitation in South Africa: A renewed call for more action AU - Mudombi, Shakespear T2 - Daily Maverick AB - While the main discourse in accessing basic services such as water and sanitation focuses on universal access, in reality such access – as highlighted so starkly as the country attempts to halt the spread of the coronavirus – is not equitable. DA - 2020/04/02/ PY - 2020 LA - en ST - Maverick Citizen UR - https://www.dailymaverick.co.za/article/2020-04-02-access-to-water-and-sanitation-in-south-africa-a-renewed-call-for-more-action/ Y2 - 2020/04/20/21:13:46 ER - TY - RPRT TI - Maximizing the Shared Benefits of Legal Migration Pathways: Lessons from Germany’s Skills Partnerships AU - Clemens, Michael AU - Dempster, Helen AU - Gough, Kate AB - Germany is one country piloting and implementing projects that can help alleviate such demographic pressures and maximize the potential mutual benefits of legal labor migration. DA - 2019/// PY - 2019 LA - en ST - Maximizing the Shared Benefits of Legal Migration Pathways UR - https://www.cgdev.org/publication/maximizing-shared-benefits-legal-migration-pathways Y2 - 2022/05/03/13:18:57 ER - TY - ELEC TI - Meaningful Connectivity — unlocking the full power of internet access AU - A4AI T2 - Alliance for Affordable Internet AB - Meaningful Connectivity — unlocking the full power of internet access 4G-like speed Our internet speeds make or break our online experience. We all know DA - 2022/// PY - 2022 LA - en-US UR - https://a4ai.org/meaningful-connectivity/ Y2 - 2022/12/26/03:44:16 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers’ valueadded scores AU - Grossman, P. AU - Loeb, S. AU - Cohen, J. AU - Wyckoff, J. T2 - American Journal of Education DA - 2013/// PY - 2013 DO - 10.1086/669901 VL - 119 IS - 3 SP - 445 EP - 470 ER - TY - THES TI - Measured and Perceived Conditions of Indoor Environmental Qualities (IEQ) of University Learning Environments in Semi-arid Tropics: a Field Study in Kano-Nigeria AU - Ali, Sani Muhammad AB - This study investigates the conditions and the levels of satisfaction with indoor environmental quality (IEQ) in naturally ventilated (NV) learning environments in Bayero University, Kano and compares the results to international comfort standards’ thresholds. It examines the thermal and visual comfort, acoustic quality as well as the indoor air quality of six learning environments in the University consisting of four lecture theatres and two laboratories. Researches in IEQ have shown that good quality indoor environment enhances occupants’ comfort, wellbeing, raises their productivity, and most importantly for this research, it raises students’ performances, reduces absenteeism, and reduces stress and fatigue among teachers. IEQ researches are mostly being undertaken in the four most advanced continents that are situated in the temperate regions of the world, but not in subSaharan Africa. Using both measurement and survey methods, internal and external physical parameters (air and radiant temperatures, air velocity, relative humidity, background noise, sound pressure level, horizontal and vertical illumination level, carbon dioxide concentration and particulate matter) were evaluated. The assessments were undertaken three times covering ten months, August 2016 to May 2017, which coincided with the three distinct seasons (warm and wet; cool and dry & hot and dry) in Kano. PMV model, as always, failed to predict the thermal conditions of the learning environments. Similarly some of the measured and calculated IEQ parameters, have not met the thresholds specified by the adaptive components of ASHRAE-55, but were in agreement with EN 15251, the respondents expressed their acceptance of their learning environments, subjectively. This is not surprising as these standards were often based on experiments implemented in developed countries, where the severity of the climatic conditions and the culture are dissimilar to sub Saharan Africa. The outcome of the research is hoped to raise awareness of IEQ potentialities among the academia, building industry professionals, building owners, university managers and other education policy makers in the region. DA - 2018/06// PY - 2018 DP - Zotero LA - en M3 - Doctor of Philosophy PB - University of Portsmouth KW - C:Nigeria KW - _z:class:countries KW - _z:class:themes KW - openalex:n:0 KW - ⛔ No DOI found ER - TY - GEN TI - Measured and perceived visual qualities of learning AU - Ali, S.M. DA - 2021/// PY - 2021 LA - en ER - TY - JOUR TI - Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS) AU - Wolf, Sharon AU - Raza, Mahjabeen AU - Kim, Sharon AU - Aber, J. Lawrence AU - Behrman, Jere AU - Seidman, Edward T2 - Early Childhood Research Quarterly AB - © 2018 Elsevier Inc. In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System©(TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed. DA - 2018/// PY - 2018 DO - 10.1016/j.ecresq.2018.05.003 LA - en AN - LOCAL-SCOPUS_ID:85047071258 KW - -FullBiblioUHMLgen KW - -RRQ:LOW KW - A:Sub-Saharan Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:middle-income country KW - F:access KW - F:learning KW - F:outcomes KW - F:policy KW - P:culture KW - P:measurement KW - P:nature KW - P:social KW - P:teacher education KW - P:teachers KW - R:observation KW - T:Training KW - Z:Pre-primary school KW - Z:Process quality KW - Z:School readiness KW - Z:Sub-Saharan Africa KW - Z:Teacher education KW - Z:Teacher-child interactions KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences AU - Jin, Kuan-Yu AU - Reichert, Frank AU - Cagasan Jr, Louie P. AU - de La Torre, Jimmy AU - Law, Nancy T2 - Computers & Education DA - 2020/// PY - 2020 DO - 10.1016/j.compedu.2020.103968 DP - Google Scholar VL - 157 SP - 103968 ST - Measuring digital literacy across three age cohorts UR - https://www.sciencedirect.com/science/article/pii/S0360131520301664?casa_token=8NNACL2uAqAAAAAA:xTEEVONLn0eZl9KpRdd6ZNgFznT92U0bnL9322fWfN6HoAehC0i6IN2MpiKWX1xRds7ZHHfh4KC9 Y2 - 2023/11/01/20:26:49 ER - TY - RPRT TI - Measuring Human Capital. Policy Research Working Paper AU - Angrist, N. AU - Djankov, S. AU - Goldberg, P.K. AU - Patrinos, H.A. DA - 2019/// PY - 2019 M3 - Policy Research Working Paper UR - http://documents1.worldbank.org/curated/en/540801550153933986/pdf/Measuring-Human-Capital.pdf ER - TY - JOUR TI - Measuring menstruation-related absenteeism among adolescents in low-income countries AU - Benshaul-Tolonen, Anja AU - Zulaika, Garazi AU - Sommer, Marni AU - Phillips-Howard, Penelope A. T2 - The Palgrave handbook of critical menstruation studies DA - 2020/// PY - 2020 DO - 10.1007/978-981-15-0614-7_52 DP - Google Scholar SP - 705 EP - 723 KW - _yl:b ER - TY - JOUR TI - Measuring teacher classroom management skills: a comparative analysis of distance trained and conventional trained teachers AU - Henaku, Christina Bampo AU - Pobbi, Michael Asamani T2 - Journal of Education and Practice AB - Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country. The general aim of the study is compare the classroom management skills exhibited by distance trained teachers to that of conventional trained teachers in their field of work. Teacher classroom management was classified into two multidimensional constructs consisting of effective behavior management skills and instructional learning format skills. A quantitative design strategy was adapted for the study. Primary data was collected using a questionnaire from 500 teachers-consisting of 250 conventional and 250 distance trained teachers--and 60 head teachers selected from basic schools across 10 regions in Ghana. Head teachers assessment of teachers served as a means of triangulating results obtained. Data obtained during survey was coded and entered into a SPSS statistical software and subsequently analysed using both descriptive and inferential methods. Results from the study reveal that there were no significant differences in all nineteen (19) items used in measuring teacher classroom control mechanism. Recommendations were made based on the findings of the study. DA - 2017/// PY - 2017 VL - 8 IS - 10 SP - 54 EP - 64 LA - English SN - 2222-1735, 2222-1735 UR - https://files.eric.ed.gov/fulltext/EJ1139812.pdf AN - 1913354475; EJ1139812 KW - Behavior Change KW - Classroom Techniques KW - Comparative Analysis KW - Conventional Instruction KW - Distance Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Elementary Education KW - Elementary School Teachers KW - Foreign Countries KW - Ghana KW - Intermode Differences KW - Multidimensional Scaling KW - Questionnaires KW - Statistical Analysis KW - Teacher Surveys KW - Teaching Skills KW - Training Methods KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096069 KW - __finaldtb KW - ⛔ No DOI found ER - TY - RPRT TI - Measuring the creation of a participatory and respectful environment for children provides AU - Lansdown, Gerison AU - O’Kane, Claire T2 - A Toolkit for Monitoring and Evaluating Children’s Participation AB - Booklet 2: Measuring the creation of a participatory and respectful environment for children provides a framework and practical tools to measure children’s participation in their community and society. CY - London, UK DA - 2014/// PY - 2014 PB - Save the Children SN - 2 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_2.pdf AN - 503888:CQ8AUL7B KW - CitedIn:eCubed KW - _yl:b KW - eCubed ER - TY - JOUR TI - Measuring the impacts of teachers II: Teacher valueadded and student outcomes in adulthood AU - Chetty, R. AU - Friedman, J.N. AU - Rockoff, J.E. T2 - The American Economic Review DA - 2014/// PY - 2014 DO - 10.1257/aer.104.9.2633 VL - 104 IS - 9 SP - 2633 EP - 2679 ER - TY - RPRT TI - Measuring the Information Society Report 2018 AU - Johannes Bauer AU - Benavente, Daniela AU - Gillet, Josh AU - Helsper, Ellen AU - Van Deursen, Alexander DA - 2018/// PY - 2018 PB - International Telecommunication Union UR - https://www.itu.int/en/ITU-D/Statistics/Pages/publications/misr2018.aspx ER - TY - JOUR TI - Measuring the Unmeasurable in Education: edited by Elaine Unterhalter, Oxon, Routledge, 2019, 169 pp., ISBN 978-0-367-00103-2 AU - Waziri, Nafisa T2 - Journal of Human Development and Capabilities DA - 2021/01/02/ PY - 2021 DO - 10.1080/19452829.2020.1866267 DP - DOI.org (Crossref) VL - 22 IS - 1 SP - 182 EP - 184 J2 - Journal of Human Development and Capabilities LA - en SN - 1945-2829, 1945-2837 ST - Measuring the Unmeasurable in Education UR - https://www.tandfonline.com/doi/full/10.1080/19452829.2020.1866267 Y2 - 2023/10/30/18:29:40 ER - TY - JOUR TI - Mechanism Experiments and Policy Evaluations AU - Ludwig, Jens AU - Kling, Jeffrey R. AU - Mullainathan, Sendhil T2 - Journal of Economic Perspectives AB - Randomized controlled trials are increasingly used to evaluate policies. How can we make these experiments as useful as possible for policy purposes? We argue greater use should be made of experiments that identify the behavioral mechanisms that are central to clearly specified policy questions, what we call "mechanism experiments." These types of experiments can be of great policy value even if the intervention that is tested (or its setting) does not correspond exactly to any realistic policy option. DA - 2011/09// PY - 2011 DO - 10.1257/jep.25.3.17 DP - www.aeaweb.org VL - 25 IS - 3 SP - 17 EP - 38 LA - en SN - 0895-3309 UR - https://www.aeaweb.org/articles?id=10.1257/jep.25.3.17 Y2 - 2023/10/31/13:35:32 KW - Design of Experiments: General, Microeconomic Policy: Formulation KW - Evaluation, Policy Objectives KW - Implementation KW - Policy Coordination KW - Policy Designs and Consistency ER - TY - CHAP TI - Medien im naturwissenschaftlichen Unterricht AU - Nerdel, Claudia T2 - Grundlagen der Naturwissenschaftsdidaktik DA - 2017/// PY - 2017 DP - Google Scholar SP - 189 EP - 212 PB - Springer KW - __C:filed:1 ER - TY - JOUR TI - Meeting agenda matters: promoting reflective dialogue in teacher communities AU - Dogan, Selcuk AU - Yurtseven, Nihal AU - Tatık, Ramazan Şamil T2 - Professional Development in Education AB - (2018). Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education. Ahead of Print. DA - 2018/05/29/ PY - 2018 DP - www.tandfonline.com LA - en SN - 10.1080/19415257.2018.1474484 ST - Meeting agenda matters UR - https://www.tandfonline.com/doi/abs/10.1080/19415257.2018.1474484 AN - world Y2 - 2018/06/08/19:36:48 KW - _C:Australia AUS KW - _C:Lebanon LBN KW - _C:Pakistan PAK KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Meeting the Academic and Social-Emotional Needs of Nigeria’s Out-of-School Children | INEE AU - Miheretu, Adane AB - As part of their response to number of out-of-school children in Nigeria, with the support from UK Aid, the International Rescue Committee (IRC) and Creative Associates International developed the Accelerated Learning Program (ALP) model in Nigeria. ALPs are flexible, age-appropriate educational programs which aim to address the needs of OOS children and youth by preparing them for entry or re-entry into the mainstream educational system. By enrolling these students, ALPs strive to make up for lost time and shore up the essential skills these students may have never developed or lost after their educations were derailed. DA - 2019/12/17/ PY - 2019 PB - International Rescue Committee UR - https://inee.org/resources/meeting-academic-and-social-emotional-needs-nigerias-out-school-children Y2 - 2021/02/11/16:33:15 KW - _C:Nigeria NGA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Meeting the data challenge in education: a knowledge and innovation exchange AU - Crouch, Luis AB - The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment. DA - 2019/// PY - 2019 DP - www.globalpartnership.org LA - en PB - Global Partnership for Education UR - https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper Y2 - 2020/08/06/13:49:16 KW - ___working_potential_duplicate ER - TY - BOOK TI - Meeting the Learning Needs of Historically Underserved Students during and after California School Closures. Crisis Response Resource AU - Bowman, Alicia AU - Jallow, Shelley AB - School closures intended to slow the spread of the new coronavirus have been forcing California's public-school leaders to apply their crisis-management skills to the enormous task of delivering instruction to some 6.2 million students across the state who, for an indefinite period, must engage in some type of distance learning. Even under normal conditions, many of California's districts and schools struggle to adequately serve the full range of their highly diverse student populations. Today's extraordinary circumstances only add to the challenge. In doing so, they serve as a call to action for rethinking how to meet the learning needs of student groups that have been on the wrong side of long-standing opportunity gaps. DA - 2020/05// PY - 2020 DP - ERIC LA - en PB - WestEd UR - https://eric.ed.gov/?id=ED606108 Y2 - 2020/08/12/17:25:13 KW - Access to Computers KW - Access to Education KW - At Risk Students KW - Barriers KW - Communicable Diseases KW - Crisis Management KW - Disease Control KW - Distance Education KW - Family Environment KW - Food KW - Internet KW - Online Courses KW - Planning KW - Public Schools KW - Readiness KW - School Closing KW - Student Needs KW - Teacher Competencies KW - Teacher Role ER - TY - ELEC TI - Members of the UNESCO Global Network of Learning Cities AU - UNESCO Institute for Lifelong Learning DA - 2017/09/15/T00:20:56+02:00 PY - 2017 LA - en UR - https://uil.unesco.org/lifelong-learning/learning-cities/members Y2 - 2020/08/07/16:45:41 ER - TY - JOUR TI - Menstruation, sanitary products, and school attendance: Evidence from a randomized evaluation AU - Oster, Emily AU - Thornton, Rebecca T2 - American Economic Journal: Applied Economics DA - 2011/// PY - 2011 DO - 10.1257/app.3.1.91 VL - 3 ER - TY - JOUR TI - Mental health and Psychosocial Support and Social and Emotional Learning support for Learning Outcomes in Conflict-Affected Settings AU - Gallagher, Emma AB - This rapid review synthesises findings on the importance of provision of mental health and psychosocial support interventions (MHPSS) and social and emotional learning (SEL) support for protecting or promoting the general psychosocial wellbeing of individuals and the treatment of more serious mental health issues, particularly in conflict or post-conflict situations. In conducting the literature search for this report, several papers which discuss how education can have a positive impact on psychosocial wellbeing were identified. However, the evidence showing the link in the other direction - on the effect of psychosocial support interventions on education outcomes - is sparse. Of the three studies identified which do attempt to show this link between MHPSS and education, one measured school attendance and classroom behaviour only (not learning), while another included academic performance as one element of a multi-component ‘school wellbeing’ metric. It was therefore impossible to ascertain the extent to which the programme had actually improved learning. The third study identified no effect of the intervention on education outcomes. It is therefore impossible to draw any conclusions about MHPSS and their effects on learning other than that a research link may have been established, which is based on evidence from a small number of studies, and often using less objectively verifiable research methods such as self-reported feedback or qualitative interviewing. The review finds body of evidence indicating direct links between SEL and learning is more established than MHPSS; however, given the context-specific nature of both MHPSS and SEL it will not be sufficient to rely on this body of evidence alone. Therefore, there is learning to be had from the US-based studies and the small number of LMICs studies which do exist and can draw a clear link between SEL and learning outcomes. However, further empirical research is needed in order to understand if and how such programmes will work in conflict-affected settings. Aber et al. (2016a; 2016b) makes a useful first step with this but more evidence is required in order to ensure the benefits are transferable. DA - 2018/10/23/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14209 Y2 - 2022/12/18/18:15:58 KW - ⛔ No DOI found ER - TY - JOUR TI - Mental health and wellbeing outcomes of climate change mitigation and adaptation strategies: A systematic review AU - Flores, Elaine C. AU - Brown, Laura J. AU - Kakuma, Ritsuko AU - Eaton, Julian AU - Dangour, Alan D. T2 - Environmental Research Letters AB - Abstract Climate change has already impacted the health and wellbeing of ∼5 billion people globally. However, the potential influence of climate change mitigation and adaptation strategies on mental health and wellbeing outcomes in low-and-middle-income countries (LMICs) remains insufficiently understood. We aimed to determine the effect of these strategies on mental health and wellbeing outcomes among LMIC beneficiaries. We carried out a systematic review to identify intervention and case studies published from 2013 to 2022, searching OVID Medline, Embase, PsycINFO, Global Health, Cochrane Library, GreenFile, Web of Science, and a subset of studies from the ‘Global Adaptation Mapping Initiative’ database. We included controlled, quasi-experimental, pilot, and focussed case studies reporting mental health or wellbeing outcomes assessments of climate change mitigation and adaptation strategies. We categorised studies by design, geographic region, target population, setting, environmental hazard, strategy type and primary outcomes. PROSPERO registry: CRD42021262711. A total of 9532 studies were initially retrieved, and 15 studies involving 12 255 participants met the inclusion criteria. Among these, twelve studies described evidence from single-adaptation strategies in nine LMICs, while three reported mitigation programmes. Only two randomised evaluations assessed common mental disorders such as depression, trauma or anxiety using validated scales. Most studies evaluated broader wellbeing at the community and individual levels. Nine studies (53.3%) reported significant beneficial changes in mental health or wellbeing outcomes among beneficiaries, while six (46.7%) obtained mixed results linked to local and sociocultural factors. The interventions ‘practical significance and overall impact remained unclear due to the heterogeneous reporting in program effectiveness, gaps in effect size assessments or qualitative insights. Our review highlights the scarcity and limited nature of the current evidence, underscoring the need for further equitable research. The ongoing global climate and mental health crises press us to fully understand and address these strategies’ psychosocial impacts and translate these findings into effective policy and transdisciplinary action as an opportunity to prevent and ameliorate significant, long-term problems in the population’s mental health and wellbeing. CN - openalex: W4389660070 DA - 2023/12/20/ PY - 2023 DO - 10.1088/1748-9326/ad153f VL - 19 IS - 1 SP - 014056 EP - 014056 SN - 1748-9326 UR - https://doi.org/10.1088/1748-9326/ad153f KW - openalex:citedBy KW - openalex:import KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - RPRT TI - Messaging Apps, SMS, and Social Media: A Rapid Evidence Review AU - Jordan, Katy AU - Mitchell, Joel DA - 2020/09/29/ PY - 2020 LA - en PB - EdTech Hub ST - Messaging Apps, SMS, and Social Media KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Messen beruflicher Kompetenz AU - Rauner, Felix AU - Grollmann, Philipp AU - Martens, Thomas AB - Abstract: Felix Rauner, Philipp Grollmann und Thomas Martens present an approach to the measurement of professional competences, which is based on prior experiences and results from the evaluation of a pilot study on the re-design of vocational profiles within a German auto manufacturer. DA - 2007/// PY - 2007 DP - Zotero LA - de KW - ⛔ No DOI found ER - TY - BOOK TI - Messen beruflicher Kompetenzen: Band III. Drei Jahre KOMET-Testerfahrung AU - Rauner, Felix AU - Heinemann, Lars AU - Maurer, Andrea AU - Ji, Li AU - Zhao, Zhiqun AB - Das KOMET-Konsortium legt nach drei Jahren national und international vergleichender Forschung mit dem dritten KOMET-Band ein empirisch überprüftes und breit erprobtes Verfahren zum Messen beruflicher Kompetenz vor. Das Besondere des KOMET-Forschungsansatzes besteht darin, dass vor allem die Berufbildungspraxis das dem Testverfahren zugrunde liegende Kompetenzmodell auch als eine Anleitung zur Gestaltung und Evaluation beruflicher Bildungprozesse schätzt. Erstmals kann jetzt auch für die berufliche Bildung ein psychometrisch evaluiertes international anschlussfähiges Verfahren der vergleichenden Large-Scale-Kompetenzmessung vorgestellt werden. CY - Berlin DA - 2011/07/20/ PY - 2011 DP - Amazon ET - 1., Aufl. SP - 264 LA - Deutsch PB - LIT SN - 978-3-643-11238-5 ST - Messen beruflicher Kompetenzen ER - TY - JOUR TI - Meta-analysis as a response to the replication crisis. AU - Sharpe, Donald AU - Poets, Sarena T2 - Canadian Psychology/Psychologie Canadienne DA - 2020/// PY - 2020 DO - 10.1037/cap0000215 DP - Google Scholar VL - 61 IS - 4 SP - 377 UR - https://psycnet.apa.org/record/2020-58586-001 Y2 - 2023/11/01/23:24:55 ER - TY - JOUR TI - Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2 AU - Savva, Marilena AU - Higgins, Steve AU - Beckmann, Nadin T2 - Journal of Computer Assisted Learning AB - Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies. DA - 2022/04// PY - 2022 DO - 10.1111/jcal.12623 DP - DOI.org (Crossref) VL - 38 IS - 2 SP - 526 EP - 564 J2 - Computer Assisted Learning LA - en SN - 0266-4909, 1365-2729 ST - UR - https://www.tandfonline.com/doi/full/10.1080/13645579.2016.1252189 Y2 - 2023/11/01/23:21:43 ER - TY - JOUR TI - Methods for estimating the size of Google Scholar AU - Orduña-Malea, Enrique AU - Ayllón, Juan M. AU - Martín-Martín, Alberto AU - López-Cózar, Emilio Delgado T2 - Scientometrics DA - 2015/// PY - 2015 DO - 10.1007/s11192-015-1614-6 DP - Google Scholar VL - 104 IS - 3 SP - 931 EP - 949 ER - TY - JOUR TI - Methods for evidence synthesis in the case of very few studies AU - Bender, Ralf AU - Friede, Tim AU - Koch, Armin AU - Kuss, Oliver AU - Schlattmann, Peter AU - Schwarzer, Guido AU - Skipka, Guido T2 - Research Synthesis Methods AB - In systematic reviews, meta-analyses are routinely applied to summarize the results of the relevant studies for a specific research question. If one can assume that in all studies the same true effect is estimated, the application of a meta-analysis with common effect (commonly referred to as fixed-effect meta-analysis) is adequate. If between-study heterogeneity is expected to be present, the method of choice is a meta-analysis with random effects. The widely used DerSimonian and Laird method for meta-analyses with random effects has been criticized due to its unfavorable statistical properties, especially in the case of very few studies. A working group of the Cochrane Collaboration recommended the use of the Knapp-Hartung method for meta-analyses with random effects. However, as heterogeneity cannot be reliably estimated if only very few studies are available, the Knapp-Hartung method, while correctly accounting for the corresponding uncertainty, has very low power. Our aim is to summarize possible methods to perform meaningful evidence syntheses in the situation with only very few (ie, 2-4) studies. Some general recommendations are provided on which method should be used when. Our recommendations are based on the existing literature on methods for meta-analysis with very few studies and consensus of the authors. The recommendations are illustrated by 2 examples coming from dossier assessments of the Institute for Quality and Efficiency in Health Care. DA - 2018/// PY - 2018 DO - 10.1002/jrsm.1297 DP - Wiley Online Library VL - 9 IS - 3 SP - 382 EP - 392 LA - en SN - 1759-2887 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/jrsm.1297 Y2 - 2023/11/02/20:49:14 KW - common effect KW - evidence synthesis KW - fixed effects KW - meta-analysis KW - random effects KW - very few studies ER - TY - BOOK TI - Methods for the economic evaluation of health care programmes AU - Drummond, M.F. AU - Sculpher, M.J. AU - Torrance, G.W. AU - O'Brien, B.J. AU - Stoddart, G.L. CY - Oxford DA - 2005/// PY - 2005 LA - English PB - Oxford University Press UR - https://bit.ly/3rbtRb1 Y2 - 2021/06/15/16:44:48 ER - TY - JOUR TI - Methods of financing technical and vocational education and training, and entrepreneurship education to support skills development in Lusaka Province, Zambia AU - Mubanga, Philip AU - Hock, Oo Yu AU - Asif, Mahbub Karim AU - Mulenga, Innocent Mutale T2 - International Journal of Research and Scintific Innovation (IJRSI) DA - 2019/// PY - 2019 DP - Google Scholar VL - 4 IS - 4 SP - 96 EP - 107 UR - http://ur.aeu.edu.my/557/ Y2 - 2023/12/06/15:24:18 KW - ⛔ No DOI found ER - TY - BOOK TI - Methods of Meta-Analysis: Correcting Error and Bias in Research Findings AU - Hunter, JE AU - Schmidt, FL CY - Thousand Oaks, CA DA - 2014/// PY - 2014 ET - 2nd LA - en PB - Sage ER - TY - JOUR TI - Middle Eastern post-conflict futures in education: Iraq, Syria and Yemen AU - Sherif, Yasmine T2 - International Journal of Comparative Education and Development DA - 2018/// PY - 2018 DO - 10.1108/IJCED-08-2018-032 DP - Google Scholar ST - Middle Eastern post-conflict futures in education ER - TY - RPRT TI - Midline survey: Transforming teacher education and learning AU - T-TEL DA - 2017/// PY - 2017 UR - https://www.t-tel.org/files/docs/Learning%20Hub/Research%20and%20evidence%20-%20teacher%20education%20in%20Ghana/T-TEL%20MIDLINE%20REPORT.pdf Y2 - 2020/07/03/11:32:57 KW - _C:Ghana GHA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Midterm Report: OECS Learning Hub AU - McBurnie, Chris AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - D’Angelo, Sophia AU - Haßler, Björn DA - 2021/08// PY - 2021 LA - en-GB UR - https://docs.google.com/document/u/1/d/1wJ2ZZfoFG7Kv1grCMQYsgfCUusQP0IK8e5cwUiK5bkw/edit?usp=embed_facebook Y2 - 2021/08/25/20:52:42 KW - Author:OpenDevEd ER - TY - RPRT TI - Migration, Displacement and Education: Building Bridges, Not Walls AU - UNESCO T2 - Global Education Monitoring Report DA - 2019/// PY - 2019 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000265866 ER - TY - RPRT TI - Migration, Education & Development: Databases and Bibliography. Annex G to “Dutch labour market shortages and potential labour supply from Africa and the Middle East” AU - Hoog, Tycho van der AU - Dietz, Ton AU - Düvell, Franck CY - Amsterdam DA - 2018/11/23/ PY - 2018 DP - Google Scholar M3 - SEO Report PB - African Studies Centre Leiden SN - 2019-24 ST - Migration, education & development UR - https://scholarlypublications.universiteitleiden.nl/access/item%3A3075144/view Y2 - 2022/04/18/11:20:45 KW - ⛔ No DOI found ER - TY - ELEC TI - Migration gerecht gestalten AU - Bertelsmann Stiftung (Hrsg.) AB - Wurde Migration früher meist als zusätzliche Bürde für Entwicklungsländer aufgefasst, rücken jetzt stärker ihre Potenziale für Entwicklung in den Blick. Dieser Paradigmenwechsel kann nur erfolgreich sein, wenn er auf allen politischen Handlungsebenen vollzogen und dabei die Perspektive erweitert wird: von den Interessen der Einwanderungsländer auf die der Migranten und der Auswanderungsländer. DA - 2015/// PY - 2015 LA - en UR - https://www.bertelsmann-stiftung.de/en/publications/publication/did/migration-gerecht-gestalten Y2 - 2022/05/03/13:14:35 ER - TY - RPRT TI - Migration Policy Debates AU - OECD-Organisation for Economic Co-operation and Development DA - 2018/05/15/ PY - 2018 PB - OECD UR - https://www.oecd.org/els/mig/migration-policy-debate-15.pdf Y2 - 2022/05/03/13:20:44 ER - TY - JOUR TI - Minding our language: why education and technology is full of bull**** … and what might be done about it AU - Selwyn, Neil T2 - Learning, Media and Technology DA - 2016/07/02/ PY - 2016 DO - 10.1080/17439884.2015.1012523 DP - Taylor and Francis+NEJM VL - 41 IS - 3 SP - 437 EP - 443 SN - 1743-9884 ST - Minding our language UR - https://www.semanticscholar.org/paper/Minding-our-language%3A-why-education-and-technology-Selwyn/a0a187c5de0e7246d58df95e8e9c6f779a5566e3 Y2 - 2019/09/20/13:22:37 KW - ___working_potential_duplicate ER - TY - GEN TI - Minimum Standards for Education: Preparedness, Response, Recovery AU - INEE DA - 2012/// PY - 2012 LA - English PB - Interagency Network for Education in Emergencies UR - https://inee.org/system/files/resources/INEE_Minimum_Standards_Handbook_2010%28HSP%29_EN.pdf ER - TY - JOUR TI - Minister reiterates significance of TVET in addressing Ghana’s employment challenges T3 - News DA - 2019/// PY - 2019 ER - TY - NEWS TI - Ministerial Roundtable - “Digitalizing daily life: government services and content driving digital transformation” – Part 1 - ITU Telecom World AU - ITU DA - 2021/10/14/ PY - 2021 LA - en-US SE - 2021 Highlights October ST - Ministerial Roundtable - “Digitalizing daily life UR - https://digital-world.itu.int/ministerial-roundtable-digitalizing-daily-life-government-services-and-content-driving-digital-transformation-part-1/ Y2 - 2024/02/29/14:55:57 KW - Final_citation ER - TY - ELEC TI - Ministry of Education Proud of Students Steady and Progressive Performance in the West African Senior Secondary Examinations (WASSCE) AU - Ministry of Education, Liberia DA - 2020/11/20/ PY - 2020 UR - https://www.facebook.com/LiberiaMOE/posts/2833515163586124?_rdc=1&_rdr ER - TY - ELEC TI - Ministry of Information and Communications | Home AU - Ministry of Information and Communications (Sierra Leone) DA - 2020/// PY - 2020 UR - https://mic.gov.sl/ Y2 - 2020/06/25/17:37:40 ER - TY - GEN TI - 'Mirror Motion', Off the coast international poetry journal AU - Ajadi, S.B. DA - 2012/// PY - 2012 LA - en PB - Resolute Bear Press UR - http://www.off ER - TY - BLOG TI - Mitigating COVID-19 impacts and getting education systems up and running again: Lessons from Sierra Leone AU - Davis, Edward AU - Berry, Chris T2 - Global Partnership for Education AB - Reflexions on some of the lessons from the Sierra Leone Ebola education response that could be relevant for countries facing shutdowns of their education systems due to the COVID-19 pandemic. DA - 2020/// PY - 2020 LA - en ST - Mitigating COVID-19 impacts and getting education systems up and running again UR - https://www.globalpartnership.org/blog/mitigating-covid-19-impacts-and-getting-education-systems-and-running-again-lessons-sierra Y2 - 2020/08/18/00:49:44 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Mitigating errors and misconceptions among Grade 11 learners in algebra through error analysis AU - Ndemo, Zakaria AU - Ndemo, Osten T2 - African Journal of Teacher Education and Development DA - 2023/07/06/ PY - 2023 DO - 10.4102/ajoted.v2i1.11 DP - DOI.org (Crossref) VL - 2 IS - 1 J2 - African Journal of Teacher Education and Development LA - en SN - 2958-0986 UR - https://ajoted.org/index.php/ajoted/article/view/11 Y2 - 2023/11/14/15:52:21 ER - TY - JOUR TI - Mitigating the wider health effects of covid-19 pandemic response AU - Douglas, Margaret AU - Katikireddi, Srinivasa Vittal AU - Taulbut, Martin AU - McKee, Martin AU - McCartney, Gerry T2 - BMJ DA - 2020/04/27/ PY - 2020 DO - 10.1136/bmj.m1557 DP - DOI.org (Crossref) SP - m1557 J2 - BMJ LA - en SN - 1756-1833 UR - http://www.bmj.com/lookup/doi/10.1136/bmj.m1557 Y2 - 2020/08/12/16:50:30 KW - __C:filed:1 ER - TY - JOUR TI - Mixed method designs in implementation research AU - Palinkas, Lawrence A. AU - Aarons, Gregory A. AU - Horwitz, Sarah AU - Chamberlain, Patricia AU - Hurlburt, Michael AU - Landsverk, John T2 - Administration and Policy in Mental Health and Mental Health Services Research DA - 2011/// PY - 2011 DO - 10.1007/s10488-010-0314-z DP - Google Scholar VL - 38 IS - 1 SP - 44 EP - 53 ER - TY - GEN TI - Mixed methods appraisal tool (MMAT), version 2018 user guide AU - Hong, Q.N. AU - Pluye, P. AU - Fabregues, S. AU - Bartlett, G. AU - Boardman, F. AU - Cargo, M. AU - Dagenais, P. AU - Gagnon, M-P. AU - Griffiths, F. AU - Nicolau, B. AU - O'Cathain, A. AU - Rousseau, M-C. AU - Vedel, I. DA - 2018/// PY - 2018 PB - McGill University Department of Family Medicine UR - http://mixedmethodsappraisaltoolpublic.pbworks.com/w/file/fetch/127916259/MMAT_2018_criteria-manual_2018-08-01_ENG.pdf Y2 - 2019/12/12/15:40:38 KW - ___working_potential_duplicate ER - TY - JOUR TI - Mixed-methods approaches to learning strategies and self-regulation in Physical Education: a literature review AU - Kermarrec, Gilles AU - Regaieg, Ghada AU - Clayton, Rebecca T2 - Physical Education and Sport Pedagogy AB - Introduction Students’ learning strategies and self-regulation processes are considered highly important in academic and Physical Education contexts. Educational researchers have called for mixed-method designs to investigate how students learn and not only what they learn. The aim of this literature review was to analyze the use of mixed-method designs in self-regulated learning research in a physical education setting.Methods The following databases were searched for relevant articles: ERIC, Persee, PsycInfo and Scopus. No date range was specified and keywords for the search included learning strategies, self-regulated learning, Physical Education, mixed-method, qualitative and quantitative analysis. Thirteen articles were selected and classified according to their theoretical framework. The last stage of selection extended the literature review in each theoretical framework.Results The results show that mixed-method design is relevant when researchers need findings on how students learn, and not only on what they learn. The use of mixed methods is well suited to the Information Processing, Self-Regulated Learning and Student Approaches of Learning theoretical traditions. DA - 2022/03/04/ PY - 2022 DO - 10.1080/17408989.2021.1999916 DP - Taylor and Francis+NEJM VL - 27 IS - 2 SP - 172 EP - 185 SN - 1740-8989 ST - Mixed-methods approaches to learning strategies and self-regulation in Physical Education UR - https://doi.org/10.1080/17408989.2021.1999916 Y2 - 2022/04/05/20:28:43 KW - Learning strategies KW - mixed-methods KW - physical education KW - qualitative and quantitative analysis KW - self-regulated learning ER - TY - JOUR TI - Mixed Methods Sampling: A Typology With Examples AU - Teddlie, Charles AU - Yu, Fen T2 - Journal of Mixed Methods Research DA - 2007/01// PY - 2007 DO - 10.1177/2345678906292430 DP - CrossRef VL - 1 IS - 1 SP - 77 EP - 100 LA - en SN - 1558-6898, 1558-6901 ST - Mixed Methods Sampling UR - http://journals.sagepub.com/doi/10.1177/2345678906292430 Y2 - 2017/02/07/14:27:36 KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - eCubed ER - TY - RPRT TI - Mixing and Matching: Using Qualitative Methods to Improve Quantitative Impact Evaluations (IEs) and Systematic Reviews (SRs) of Development Outcomes AU - Jimenez, Emmanuel AU - Waddington, Hugh AU - Goel, Neeta AU - Prost, Audrey AU - Pullin, Andrew T2 - CEDIL-Centre of Excellence for Development Impact and Learning DA - 2018/// PY - 2018 DP - Zotero LA - en UR - https://cedilprogramme.org/mixing-matching-using-qualitative-methods-quantitative-impact-evaluations/ KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - 3ie KW - ___duplicate_item KW - publicImportV1 ER - TY - JOUR TI - Mixing and matching: using qualitative methods to improve quantitative impact evaluations (IEs) and systematic reviews (SRs) of development outcomes AU - Jimenez, Emmanuel AU - Waddington, Hugh AU - Goel, Neeta AU - Prost, Audrey AU - Pullin, Andrew AU - White, Howard AU - Lahiri, Shaon AU - Narain, Anmol T2 - Journal of Development Effectiveness AB - Recent evaluations have begun to use qualitative data in a manner that helps improve the quality and relevance of studies through the inferences that are drawn from them, and their applicability to policy makers and programme implementers. This paper reviews this work and identifies good practices to integrate qualitative methods into quantitative impact evaluations (IEs) and systematic reviews (SRs). Using recent literature on the characteristics of such practices, we developed two tools to assess the methodological rigour and mixed methods integration of 40 IEs and 7 SRs, drawing upon previous approaches. Our findings are that successful mixed methods quantitative impact evaluations: (1) provide a clear rationale for integration of methods; (2) deploy multidisciplinary teams; (3) provide adequate documentation; and (4) acknowledge limitations to the generalisability of qualitative and quantitative findings. Successful integration tended to improve mixed methods impact evaluations by collecting better data to inform the study design and findings, which helped contextualise quantitative findings. Our main observation on the integration of mixed methods in the systematic reviews is that mixed methods systematic reviews bringing together literatures that answer different questions can go beyond the ‘sum of their parts’ to provide holistic answers about development effectiveness. The findings of this study inform several recommendations to improve the conduct and reporting of mixed methods impact evaluations and systematic reviews. DA - 2018/10/02/ PY - 2018 DO - 10.1080/19439342.2018.1534875 DP - DOI.org (Crossref) VL - 10 IS - 4 SP - 400 EP - 421 J2 - Journal of Development Effectiveness LA - en SN - 1943-9342, 1943-9407 ST - Mixing and matching UR - https://www.tandfonline.com/doi/full/10.1080/19439342.2018.1534875 Y2 - 2021/11/12/12:20:41 KW - ___duplicate_item ER - TY - JOUR TI - Mobile augmented reality game-based learning: teacher training using the EduPARK app AU - Pombo, Lúcia AU - Marques, Margarida Morais AU - Carlos, Vânia T2 - Da Investigação às Práticas DA - 2019/// PY - 2019 DP - Google Scholar VL - 9 IS - 2 SP - 3 EP - 30 ST - Mobile augmented reality game-based learning KW - _C:Jordan JOR KW - _C:Portugal PRT KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Mobile learning and the outdoors AU - BEAUCHAMP, GARY AU - YOUNG, NICK AU - PRICE, RUBY T2 - Early Learning in the Digital Age DA - 2019/// PY - 2019 DO - 10.4135/9781526463173.n14 DP - Google Scholar SP - 196 KW - __C:filed:1 ER - TY - JOUR TI - Mobile learning bridging the gap in agricultural extension service delivery: Experiences from Sokoine University of Agriculture, Tanzania AU - Sanga, C AU - Mlozi, M AU - Haug, R AU - Tumbo, S T2 - International Journal of Education and Development using Information and Communication Technology AB - The ubiquitous nature of mobile phones offers a noble environment where farmers can learn informally anywhere, anytime and at any location. This is an innovative way to address some of the weakness of conventional agricultural extension service. Few empirical studies have reported on the development of mobile phone application to support blended learning for smallholder farming communities in developing countries. This study adopted a participatory action research method to develop innovative communication pathways in dissemination of agricultural information, agricultural knowledge and proven agricultural technologies from either extension agents or agricultural research centres or universities to farmers. The respondents who tested the system were selected random from 19 villages in Kilosa District, Tanzania. The developed systems support blended learning using mobile learning (m-learning) and electronic learning (e-learning). The findings from this study show that the systems can provide innovative mobile agricultural extension service to more than 380 smallholder farmers via web- and mobile-phone-based farmers’ advisory information systems. DA - 2016/// PY - 2016 LA - en UR - http://41.73.194.142:8080/xmlui/handle/123456789/1184 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:agricultural KW - P:agriculture KW - P:economy KW - P:services KW - Q:ICT KW - Q:mobile learning KW - T:Training KW - T:continuing education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Mobile Learning for English Language Acquisition: Taxonomy, Challenges, and Recommendations AU - Elaish, Monther M. AU - Shuib, Liyana AU - Ghani, Norjihan Abdul AU - Yadegaridehkordi, Elaheh AU - Alaa, Musaab T2 - IEEE Access DA - 2017/// PY - 2017 DO - 10.1109/access.2017.2749541 DP - Google Scholar VL - 5 SP - 19033 EP - 19047 ST - Mobile Learning for English Language Acquisition KW - __C:filed:1 ER - TY - JOUR TI - Mobile learning for science and mathematics school education: A systematic review of empirical evidence AU - Bano, Muneera AU - Zowghi, Didar AU - Kearney, Matthew AU - Schuck, Sandra AU - Aubusson, Peter T2 - Computers & Education DA - 2018/06// PY - 2018 DO - 10.1016/j.compedu.2018.02.006 DP - DOI.org (Crossref) VL - 121 SP - 30 EP - 58 J2 - Computers & Education LA - en SN - 03601315 ST - Mobile learning for science and mathematics school education UR - https://linkinghub.elsevier.com/retrieve/pii/S0360131518300381 Y2 - 2020/04/28/13:14:36 ER - TY - BOOK TI - Mobile learning in schools: Key issues, opportunities and ideas for practice AU - Wishart, Jocelyn DA - 2017/// PY - 2017 DP - Google Scholar PB - Routledge ST - Mobile learning in schools KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Brunei Darussalam BRN KW - _C:Canada CAN KW - _C:China CHN KW - _C:Denmark DNK KW - _C:Finland FIN KW - _C:France FRA KW - _C:India IND KW - _C:Italy ITA KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Korea XKOR KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Portugal PRT KW - _C:Qatar QAT KW - _C:Singapore SGP KW - _C:Slovenia SVN KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Mobile learning projects–a critical analysis of the state of the art AU - Frohberg, Dirk AU - Göth, Christoph AU - Schwabe, Gerhard T2 - Journal of Computer Assisted Learning DA - 2009/// PY - 2009 DO - 10.1111/j.1365-2729.2009.00315.x VL - 25 IS - 4 SP - 307 EP - 331 ER - TY - JOUR TI - Mobile learning technology based on iOS devices to support students with special education needs AU - Fernández-López, Álvaro AU - Rodríguez-Fórtiz, María José AU - Rodríguez-Almendros, María Luisa AU - Martínez-Segura, María José T2 - Computers & Education DA - 2013/// PY - 2013 DO - 10.1016/j.compedu.2012.09.014 VL - 61 SP - 77 EP - 90 ER - TY - JOUR TI - Mobile learning vs. traditional classroom lessons: a comparative study AU - Furió, D AU - Juan, M-C AU - Seguí, I AU - Vivó, R T2 - Journal of Computer Assisted Learning DA - 2014/// PY - 2014 DO - 10.1111/jcal.12071 ER - TY - JOUR TI - Mobile Lernumgebungen und Handlungsansätze für die internationale Berufsbildungszusammenarbeit AU - Mahrin, Bernd T2 - bwp@ AB - Auf einer Vielzahl von Baustellen in Ländern des mittleren Ostens und Nordafrikas besteht ein erheblicher Bedarf, das bauausführende Personal für die Tätigkeiten, die es aktuell auszuführen hat, anzulernen. Nur so kann erreicht werden, dass die notwendige Arbeit zumindest einigermaßen fachgerecht erfolgt. Denn die nach dem hire and fire Prinzip häufig wechselnden Bauarbeiter verfügen nicht über ausreichende praktische Erfahrung und häufig kaum über erforderliche Basiskompetenzen. DA - 2013/// PY - 2013 DP - Zotero LA - de KW - ⛔ No DOI found ER - TY - CONF TI - Mobile literacy among Syrian refugee women teachers AU - Bradley, Linda AU - Bahous, Rima AU - Albasa, Ali AB - This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.] C3 - CALL and complexity – short papers from EUROCALL 2019 DA - 2019/// PY - 2019 DO - 10.14705/rpnet.2019.38.986 SP - 57 EP - 62 LA - English PB - Research-publishing.net UR - https://research-publishing.net/manuscript?10.14705/rpnet.2019.38.986 AN - 2396830966; ED600884 KW - Career Development KW - Cross Cultural Studies KW - ERIC, Resources in Education (RIE) KW - Faculty Development KW - Females KW - Foreign Countries KW - Handheld Devices KW - Informal Education KW - Information Technology KW - Land Settlement KW - Lebanon KW - Literacy KW - Occupational Aspiration KW - Refugees KW - Second Language Instruction KW - Second Language Learning KW - Sweden KW - Syria KW - Teacher Attitudes KW - Telecommunications KW - Videoconferencing KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095768 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - BOOK TI - Mobile Literacy among Syrian Refugee Women Teachers AU - Bradley, Linda AU - Bahous, Rima AU - Albasa, Ali AB - This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.] DA - 2019/12// PY - 2019 DP - ERIC LA - en PB - Research-publishing UR - https://eric.ed.gov/?q=teacher+learning+circles+refugee&id=ED600884 Y2 - 2021/02/11/11:20:30 KW - Career Development KW - Cross Cultural Studies KW - Faculty Development KW - Females KW - Foreign Countries KW - Handheld Devices KW - Informal Education KW - Information Technology KW - Land Settlement KW - Literacy KW - Occupational Aspiration KW - Refugees KW - Second Language Instruction KW - Second Language Learning KW - Teacher Attitudes KW - Telecommunications KW - Videoconferencing KW - _C:Australia AUS KW - _C:Dominica DMA KW - _C:France FRA KW - _C:Jordan JOR KW - _C:Lebanon LBN KW - _C:Sweden SWE KW - _C:Syrian Arab Republic SYR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Mobile phone data and COVID-19: Missing an opportunity? AU - Oliver, Nuria AU - Letouzé, Emmanuel AU - Sterly, Harald AU - Delataille, Sébastien AU - De Nadai, Marco AU - Lepri, Bruno AU - Lambiotte, Renaud AU - Benjamins, Richard AU - Cattuto, Ciro AU - Colizza, Vittoria AU - de Cordes, Nicolas AU - Fraiberger, Samuel P. AU - Koebe, Till AU - Lehmann, Sune AU - Murillo, Juan AU - Pentland, Alex AU - Pham, Phuong N. AU - Pivetta, Frédéric AU - Salah, Albert Ali AU - Saramäki, Jari AU - Scarpino, Samuel V. AU - Tizzoni, Michele AU - Verhulst, Stefaan AU - Vinck, Patrick T2 - arXiv:2003.12347 [cs] AB - This paper describes how mobile phone data can guide government and public health authorities in determining the best course of action to control the COVID-19 pandemic and in assessing the effectiveness of control measures such as physical distancing. It identifies key gaps and reasons why this kind of data is only scarcely used, although their value in similar epidemics has proven in a number of use cases. It presents ways to overcome these gaps and key recommendations for urgent action, most notably the establishment of mixed expert groups on national and regional level, and the inclusion and support of governments and public authorities early on. It is authored by a group of experienced data scientists, epidemiologists, demographers and representatives of mobile network operators who jointly put their work at the service of the global effort to combat the COVID-19 pandemic. DA - 2020/03/27/ PY - 2020 DP - arXiv.org ST - Mobile phone data and COVID-19 UR - http://arxiv.org/abs/2003.12347 Y2 - 2020/08/12/17:14:21 KW - Computer Science - Computers and Society KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Mobile phone images and video in science teaching and learning AU - Ekanayake, Sakunthala AU - Wishart, Jocelyn T2 - Learning Media and Technology DA - 2014/// PY - 2014 DO - 10.1080/17439884.2013.825628 VL - 39 IS - 2 LA - en UR - https://www.researchgate.net/publication/263764480_Mobile_phone_images_and_video_in_science_teaching_and_learning Y2 - 2020/09/23/12:43:46 ER - TY - CHAP TI - Mobile Technologies and Digital Resources for Learning AU - Churchill, Daniel T2 - Digital Resources for Learning DA - 2017/// PY - 2017 DP - Google Scholar SP - 175 EP - 226 PB - Springer KW - __C:filed:1 ER - TY - JOUR TI - Mobile Technology in a Transnational Project: The Experiences of Teacher Educators and Teachers AU - Naylor, Amanda AU - Gibbs, Janet AU - Igland, Anbjorg AU - Armundson, Monica T2 - Transforming Teacher Education with Mobile Technologies DA - 2020/// PY - 2020 DO - 10.5040/9781350095663.ch-004 DP - Google Scholar SP - 73 ST - Mobile Technology in a Transnational Project KW - __C:filed:1 ER - TY - RPRT TI - Mobiles For Reading: A Landscape Research Review DA - 2014/06//undefined PY - 2014 PB - USAID UR - http://literacy.org/sites/literacy.org/files/publications/wagner_mobiles4reading_usaid_june_14.pdf Y2 - 2015/08/09/23:34:22 ER - TY - CHAP TI - Mobiles Lernen. Auch zu Hause? AU - Prasse, Doreen AU - Egger, Nives AU - Honegger, Beat Döbeli T2 - Tablets in Schule und Unterricht DA - 2017/// PY - 2017 DP - Google Scholar SP - 209 EP - 239 PB - Springer KW - __C:filed:1 ER - TY - RPRT TI - MobiLiteracy-Uganda program phase 1: Endline report AU - Pouezevara, Sarah AU - King, S. DA - 2014/// PY - 2014 PB - RTI International UR - https://ierc-publicfiles.s3.amazonaws.com/public/resources/Mobiliteracy_Endline_Report_final_Rev_SUBMTITED_Jan%206%202014%281%29.pdf KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Mobility-Related Teacher Turnover and the Unequal Distribution of Experienced Teachers in Turkey AU - Özoğlu, Murat T2 - Educational Sciences: Theory & Practice AB - This study investigates the issue of mobility-related teacher turnover in Turkey through both quantitative and qualitative methods. The quantitative findings derived from descriptive and correlational analyses of countrywide teacher-assignment and transfer data indicate that a high rate of mobility-related turnover is observed in the less- developed, eastern provinces of Turkey. The qualitative findings derived from semi-structured, in-depth interviews with school principals suggest that the factors contributing to the issue of mobility-related teacher turnover experienced in eastern Turkey are largely related to the socio-economic and geographic conditions of the region. The qualitative findings further suggest that this turnover issue may have far-reaching negative consequences across school-wide performances and processes. Participants consistently reported that the issue of teacher turnover had negative impacts on student performance, teacher motivation and commitment, instructional planning, administrative processes, and school climate. The study concludes by exploring possible policy implications for alleviating the issue of mobility-related teacher turnover as experienced in the less-developed, eastern regions of Turkey. DA - 2015/08/30/ PY - 2015 DO - 10.12738/estp.2015.4.2619 DP - jestp.com VL - 15 IS - 4 J2 - EDUC SCI-THEOR PRACT LA - en SN - 2148-7561 UR - https://jestp.com/~jestpcom/index.php/estp/article/view/650 Y2 - 2021/03/07/17:52:47 KW - Lebanon_event_2021 KW - Turkey KW - _C:Georgia GEO KW - _C:Italy ITA KW - _C:Turkey TUR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Mode of tele-communication and software used by children with hearing impairment AU - Zahra, Arjamand AU - Khan, Sikander Ghayas AU - Butt, Ayesha Kamal AU - Noreen, Hafsa AU - Saeed, Muhammad Imtiaz AU - Iftikhar, Nayab T2 - Biomedical Research AB - Objective: The study is being conducted to find out mode of tele-communication and software used by children with hearing impairment. Methodology: This cross-sectional study was done at special education centers and schools in Lahore and Sheikhupura. Data was collected from children with hearing impairment by using a questionnaire of 11 items about the modes of tele-communication and software used by children with hearing impairment. Sample size was 362 which was calculated by using online sample size calculator. The population includes male and female children with mild, moderate, severe and profound hearing impairment studying in special education schools of Lahore and Sheikhupura. All these children use hearing aid and have congenital bilateral hearing loss. Results: This study shows that almost 80% population of children with hearing impairment know about computer and mobile. They also have awareness about the use of computer, Facebook, e-mail etc. In addition, 40 to 50% children with hearing impairment use Skype, Facebook and e-mail as a communication tool. Conclusion: The conclusion from this study is that most of the children use computer and mobile on daily basis in schools and homes for communication. Mild to moderate hearing loss children benefit from these devices between the ages of 10 to 20 y. DA - 2018/// PY - 2018 DO - 10.4066/biomedicalresearch.29-17-3494 DP - www.alliedacademies.org VL - 29 IS - 5 LA - en SN - ISSN: 0970-938X (Print) | 0976-1683 (Electronic) UR - https://www.alliedacademies.org/abstract/mode-of-telecommunication-and-software-used-by-children-with-hearing-impairment-9850.html Y2 - 2022/04/16/10:04:40 ER - TY - RPRT TI - Model Education Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1049 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/UC2N9MDX KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Model Education Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education UR - https://docs.opendeved.net/lib/UC2N9MDX Y2 - 2023/12/06/18:17:57 ER - TY - JOUR TI - Modeling the Epidemic Growth of Preprints on COVID-19 and SARS-CoV-2 AU - Vasconcelos, Giovani L. AU - Cordeiro, Luan P. AU - Duarte-Filho, Gerson C. AU - Brum, Arthur A. T2 - Frontiers in Physics AB - The response of the scientific community to the global health emergency caused by the COVID-19 pandemic has produced an unprecedented number of manuscripts in a short period of time, the vast majority of which have been shared in the form of preprints posted on online preprint repositories before peer review. This surge in preprint publications has in itself attracted considerable attention, although mostly in the bibliometrics literature. In the present study we apply a mathematical growth model, known as the generalized Richards model, to describe the time evolution of the cumulative number of COVID-19 related preprints. This mathematical approach allows us to infer several important aspects concerning the underlying growth dynamics, such as its current stage and its possible evolution in the near future. We also analyze the rank-frequency distribution of preprints servers, ordered by the number of COVID-19 preprints they host, and find that it follows a power law in the low rank (high frequency) region, with the high rank (low frequency) tail being better described by a q-exponential function. The Zipf-like law in the high frequency regime indicates the presence of a cumulative advantage effect, whereby servers that already have more preprints receive more submissions. DA - 2021/// PY - 2021 DO - 10.3389/fphy.2021.603502 DP - Frontiers VL - 9 SP - 125 SN - 2296-424X UR - https://www.frontiersin.org/article/10.3389/fphy.2021.603502 Y2 - 2021/10/05/18:36:05 ER - TY - JOUR TI - Modeling the impact of indoor relative humidity on the airborne transmission of several respiratory viruses risk using a modified Wells-Riley model AU - Aganovic, Amar AU - Bi, Yang AU - Bi, Yang AU - Cao, Guangyu AU - Kurnitski, Jarek AU - Wargocki, Pawel T2 - CLIMA 2022 conference AB - There is good evidence supporting the airborne transmission of many respiratory viruses (measles, influenza A, human rhinovirus and the novel SARS-CoV-2). Relative humidity (RH) is an important factor in understanding airborne transmission as it may impact both airborne survival, inactivation by biological decay, and the gravitational settling of the virusladen droplets. This study aimed to estimate and compare the impact of indoor relative humidity on the airborne infection risk caused by these viruses using a novel modified version of the Wells-Riley model. To gain insights into the mechanisms by which relative humidity might impact airborne transmission infection risk, we modeled the size distribution and dynamics of airborne viruses emitted from a speaking person in a typical residential setting over a relative humidity (RH) range of 20–80% at a temperature of 20-21 °C. Besides the size transformation of virus-containing droplets due to evaporation and then removal by gravitational settling, the modified model also considers the removal mechanism by ventilation. The direction and magnitude of RH impact depended on the respiratory virus. Measles showed a highly significant RH impact that was as strong as the ventilation impact, as the infection risk was roughly the same at RH of 13.5 % and 6 ACH compared to a higher RH of 70 % and 0.5 ACH. For other viruses, ventilation dominated over RH. In the case of SARS-CoV-2, a very high RH of 83.5% was needed to reduce the infection risk. For rhinovirus, however, the high RH of 80% increased the infection risk. Within the acceptable range of RH of 20-50% indoors, our modeling showed that RH had practically no impact for SARS-CoV-2 and rhinovirus, while the upper RH significantly reduced the infection risk of influenza A at the lowest ventilation rate of 0.5 ACH. This relative impact of RH on infection risk became very weak at higher ventilation rates of 2-6 ACH independently of the virus types (except measles). In conclusion, we showed that in wellventilated rooms, RH range of 20-50% did not affect the airborne risk of influenza A, SARSCoV-2, and rhinovirus. DA - 2022/05/21/ PY - 2022 DO - 10.34641/CLIMA.2022.363 DP - DOI.org (Datacite) SP - 2022: EP - CLIMA 2022 The 14th REHVA HVAC World Congress LA - en UR - https://proceedings.open.tudelft.nl/clima2022/article/view/363 Y2 - 2022/05/29/15:10:52 KW - BE:RELEVANT ER - TY - RPRT TI - Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock: Actions to (More Than) Mitigate Loss AU - Kaffenberger, Michelle DA - 2020/06/04/ PY - 2020 DP - DOI.org (Crossref) PB - Research on Improving Systems of Education (RISE) ST - Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock UR - https://www.riseprogramme.org/publications/modeling-long-run-learning-impact-covid-19-learning-shock-actions-more-mitigate-loss Y2 - 2020/09/06/17:22:55 ER - TY - JOUR TI - Modelling TVET Colleges as Alternative Centres to Deliver eSkills Training in Rural Communities of Eastern Cape AU - Ngqulu, Ndiyakholwa AU - Gumbo, Sibukele AU - Nogwina, Mnoneleli T2 - 2019 IST-Africa Week Conference, IST-Africa 2019 T3 - Conference Proceeding AB - © 2019 The authors. The National Electronic Media Institute of South Africa (NEMISA) has adopted, among other objectives, a focus and dedication of time and resources in upskilling people to be digitally competent. This objective is delivered through provincial e-Skills CoLabs distributed around South Africa which have the mandate to roll out the necessary digital skills (e-skills) courses for various ICT user groups usually at ICT Centres with adequate infrastructure. This is necessary as it is public knowledge that while people may own ICT devices, they still face challenges utilising them to work, get further training and conduct business. However, many ICT Centres that are either donated or provided by various stakeholders have failed due to sustainability. This study interrogates the potential of Eastern Cape Technical and Vocational Education and Training colleges (TVETs) as ICT centres to deliver e-skills training. Most of these TVET college campuses are located in rural areas; therefore provide a means to bridge the digital gap between and develop the capacity of our rural communities and up skill people. Informed by the brief background above, the research question guiding this study is 'What is the state of readiness of TVET colleges as ICT centres of choice to service communities'? To respond to this question, 6 Eastern Cape TVET colleges of Eastern Cape were sampled. DA - 2019/// PY - 2019 DO - 10.23919/ISTAFRICA.2019.8764849 ER - TY - RPRT TI - Modernisation Of Vocational Education And Training – The International Consultancy Adopted By BIBB AU - Schwarz, Michael AU - Janssen, Bettina AU - Cáceres-Reebs, Diana AU - Medrikat, Ilona DA - 2016/// PY - 2016 DP - Zotero LA - en UR - https://www.bibb.de/dokumente/pdf/ab12_modernisation_of_vet.pdf Y2 - 2018/06/11/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - CC:Germany KW - CLL:en KW - publicImportV1 ER - TY - BOOK TI - Modernisierung beruflicher Bildung: der internationale Beratungsansatz des BIBB AU - Schwarz, Michael AU - Janssen, Bettina AU - Cáceres-Reebs, Diana AU - Medrikat, Ilona CY - Bonn DA - 2016/// PY - 2016 DP - Gemeinsamer Bibliotheksverbund ISBN LA - de PB - Bundesinstitut für Berufsbildung SN - 978-3-945981-23-8 ST - Modernisierung beruflicher Bildung KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - CLL:de KW - publicImportV1 ER - TY - RPRT TI - Module 0. Kick-Off of the EdTech Fellowship AU - Walker, Hannah AU - Lurvink, Anne-Fleur AU - Moustafa, Nariman AU - Macharia, Grace AU - Haßler, Björn AB - This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/. CN - 1000 DA - 2023/// PY - 2023 LA - en M3 - EdTech Fellowship PB - Open Development & Education SN - 2 UR - https://docs.opendeved.net/lib/QXXKBQ36 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Module 1. Defining and understanding your ‘people’ and user base. AU - Walker, Hannah AU - Lurvink, Anne-Fleur AU - Moustafa, Nariman AU - Macharia, Grace AU - Haßler, Björn AB - This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/. CN - 1001 DA - 2023/// PY - 2023 LA - en M3 - EdTech Fellowship PB - Open Development & Education SN - 3 UR - https://docs.opendeved.net/lib/H69XC2JZ KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Module 2: Building a pedagogically effective EdTech intervention AU - Walker, Hannah AU - Lurvink, Anne-Fleur AU - Moustafa, Nariman AU - Macharia, Grace AU - Haßler, Björn AB - This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/. CN - 1002 DA - 2023/// PY - 2023 LA - en M3 - EdTech Fellowship PB - Open Development & Education SN - 4 UR - https://docs.opendeved.net/lib/AJP6VS9V KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Module 3: Assessing readiness for EdTech in your education system AU - Walker, Hannah AU - Lurvink, Anne-Fleur AU - McBurnie, Chris AU - Moustafa, Nariman AU - Macharia, Grace AU - Haßler, Björn AB - This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/. CN - 1003 DA - 2023/// PY - 2023 LA - en M3 - EdTech Fellowship PB - Open Development & Education SN - 5 UR - https://docs.opendeved.net/lib/AWA68B85 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Module 3: Case Study Evidence Pack AU - McBurnie, Chris AU - Walker, Hannah AU - Lurvink, Anne-Fleur AU - Moustafa, Nariman AU - Macharia, Grace AU - Haßler, Björn AB - This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/. CN - 1004 DA - 2023/// PY - 2023 LA - en M3 - EdTech Fellowship PB - Open Development & Education SN - 6 UR - https://docs.opendeved.net/lib/HWZZM9RE KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Module 3: Case Study Scenarios AU - McBurnie, Chris AU - Walker, Hannah AU - Lurvink, Anne-Fleur AU - Moustafa, Nariman AU - Macharia, Grace AU - Haßler, Björn AB - This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/. CN - 1005 DA - 2023/// PY - 2023 LA - en M3 - EdTech Fellowship PB - Open Development & Education SN - 7 UR - https://docs.opendeved.net/lib/5U7R837W KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Module 4: Code of Conduct (For Master Trainers and Trainers) AU - D’Angelo, Sophia AU - Haßler, Björn CY - London, UK DA - 2019/// PY - 2019 M3 - Project Teacher Professional Development PB - Save the Children, Open Development & Education SN - 4 UR - https://docs.opendeved.net/lib/SA3FSUTU KW - Author:OpenDevEd KW - _publish KW - _r:ImportedToMyEducationEvidence KW - _yl:s ER - TY - RPRT TI - Module 4: Diagnosing adaptive challenges AU - Moustafa, Nariman AU - Walker, Hannah AU - Lurvink, Anne-Fleur AU - Macharia, Grace AU - Haßler, Björn AB - This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/. CN - 1006 DA - 2023/// PY - 2023 LA - en M3 - EdTech Fellowship PB - Open Development & Education SN - 8 UR - https://docs.opendeved.net/lib/8XK73WT2 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Module 5: Girls’ Education (For Master Trainers and Trainers) AU - D’Angelo, Sophia AU - Haßler, Björn CY - London, UK DA - 2019/// PY - 2019 M3 - Teacher Professional Development PB - Save the Children, Open Development & Education SN - 5 UR - https://docs.opendeved.net/lib/JFNZD9DC KW - Author:OpenDevEd KW - _publish KW - _r:ImportedToMyEducationEvidence KW - _yl:t ER - TY - RPRT TI - Module 6: Conflict Sensitive Education (For Master Trainers and Trainers) AU - D’Angelo, Sophia AU - Haßler, Björn CY - London, UK DA - 2019/// PY - 2019 M3 - Teacher Professional Development PB - Save the Children, Open Development & Education SN - 6 UR - https://docs.opendeved.net/lib/SGZJVBSV KW - Author:OpenDevEd KW - _publish KW - _r:ImportedToMyEducationEvidence KW - _yl:u ER - TY - BOOK TI - MOLDOVA – DIGITAL EDUCATION READINESS ASSESSMENT 2021-22 AU - Rajasekaran, Subhashini AU - Casap, Lucia CY - Washington, DC DA - 2022/// PY - 2022 DP - Zotero LA - en PB - World Bank Group KW - Final_citation KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Monitoring and Assessment of Indoor Environmental Conditions after the Implementation of COVID-19-Based Ventilation Strategies in an Educational Building in Southern Spain AU - Aguilar, Antonio J. AU - de la Hoz-Torres, María L. AU - Martínez-Aires, Mª AU - Ruiz, Diego P. T2 - Sensors DA - 2021/// PY - 2021 DO - 10.3390/s21217223 DP - Google Scholar VL - 21 IS - 21 SP - 7223 KW - BE:RELEVANT ER - TY - BLOG TI - Monitoring and evaluating radio in education AU - McBurnie, Chris DA - 2020/11/21/ PY - 2020 KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Monitoring and Evaluation Framework AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1048 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/VZNK388V KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Monitoring and Evaluation Framework AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education UR - https://docs.opendeved.net/lib/VZNK388V Y2 - 2023/12/06/18:14:42 ER - TY - BOOK TI - Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries. AU - InfoDev CY - Washington DA - 2005/// PY - 2005 PB - The World Bank UR - http://www.infodev.org/en/Publication.9.htm ER - TY - RPRT TI - Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle Income Countries AU - Kaye, Tom AU - Groeneveld, Caspar AU - Bashir, Amreen AB - On 17 March 2020, Bangladeshi schools were closed to restrict the spread of Covid-19. Overnight, an education system supporting more than 36 million learners pivoted to distance learning (⇡World Bank, no date). The government worked in close collaboration with other stakeholders to deploy print, radio, TV, mobile, and online resources to provide educational continuity. The UK FCDO Bangladesh team requested a topic brief from the EdTech Hub to provide guidance on monitoring distance education in Bangladesh. Specifically, the Hub was requested to provide recommendations, based on lessons learned internationally, on how the government could put in place systems to improve the monitoring of distance learning to support strategic decision-making. The EdTech Hub team conducted a desk review to understand how to best monitor distance education in Bangladesh. Phase one was a rapid review of Bangladesh’s education system. Phase two examined global literature and case studies to identify strategies used to monitor distance education. The review traversed South Asia and other low-income countries globally. This brief focuses solely on monitoring distance learning. It does not attempt to explore modalities for distance education or look at the impact of school closures. DA - 2020/10/27/ PY - 2020 DP - DOI.org (Datacite) LA - en PB - Zenodo ST - Monitoring Distance Education UR - https://zenodo.org/record/4140104 Y2 - 2021/06/07/15:39:52 KW - ___duplicate_item ER - TY - RPRT TI - Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle Income Countries AU - Kaye, Tom AU - Groeneveld, Caspar AU - Bashir, Amreen DA - 2020/11/23/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 30 UR - https://docs.edtechhub.org/lib/XUVA9827 KW - ___duplicate_item KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - JOUR TI - MOOC adaptation and translation to improve equity in participation AU - Wolfenden, Freda AU - Cross, Simon AU - Henry, Fiona T2 - Journal of Learning for Development AB - There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs. DA - 2017/// PY - 2017 VL - 4 IS - 2 SP - 127 EP - 142 LA - English SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/209 AN - 1941337332; EJ1149178 KW - Access to Computers KW - Access to Education KW - Attitude Measures KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Equal Education KW - Foreign Countries KW - Higher Education KW - India KW - International Programs KW - Large Group Instruction KW - Online Courses KW - Partnerships in Education KW - Postsecondary Education KW - Pretests Posttests KW - Program Implementation KW - Questionnaires KW - Surveys KW - Teacher Education Programs KW - Teacher Educators KW - Technology Uses in Education KW - United Kingdom KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096064 KW - ___working_potential_duplicate KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - MOOC adaptation and translation to improve equity in participation AU - Wolfenden, Freda AU - Cross, Simon AU - Henry, Fiona T2 - Journal of Learning for Development DA - 2017/// PY - 2017 DO - 10.56059/jl4d.v4i2.209 VL - 4 IS - 2 SP - 127 EP - 142 LA - en SN - 2311-1550 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - MOOCs and OER in the Global South: Problems and Potential AU - King, Monty AU - Pegrum, Mark AU - Forsey, Martin T2 - The International Review of Research in Open and Distributed Learning AB - This paper examines the problems and potential of Massive Open Online Courses (MOOCs) and Open Education Resources (OER) in the global South. Employing a systematic review of the research into the use of open online learning technologies in Southern contexts, we identify five interrelated themes emerging from the literature: 1) access to the Internet; 2) participant literacies; 3) online pedagogies; 4) the context of content; and 5) the flow of knowledge between North and South. The significance of Southern voice and participation is addressed in the final section, which concludes that on balance, the literature offers a qualified endorsement of the potential and actualities of MOOCs and OER in the global South. The ongoing tendency for the research literature to pay little heed to the agency of the social actors with the most to gain from these innovations is noted, opening up space for further research into the lived experience of online learners in the global South. DA - 2018/11/27/ PY - 2018 DO - 10.19173/irrodl.v19i5.3742 DP - DOI.org (Crossref) VL - 19 IS - 5 J2 - IRRODL LA - en SN - 1492-3831 ST - MOOCs and OER in the Global South UR - http://www.irrodl.org/index.php/irrodl/article/view/3742 Y2 - 2020/08/14/20:07:14 KW - __C:filed:1 ER - TY - JOUR TI - MOOCs and the claim of education for all: A disillusion by empirical data AU - Rohs, Matthias AU - Ganz, Mario T2 - International Review of Research in Open and Distance Learning AB - MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all. DA - 2015/11// PY - 2015 DO - 10.19173/irrodl.v16i6.2033 DP - ProQuest VL - 16 IS - 6 LA - English SN - 14923831 ST - MOOCs and the claim of education for all UR - http://search.proquest.com/docview/1770070648/abstract/28DB32F24ED7450FPQ/1 Y2 - 2016/09/27/14:59:36 KW - Access to education KW - Digital Divide KW - Distance learning KW - Education KW - MOOCs KW - Socioeconomic factors ER - TY - JOUR TI - MOOCs and the claim of education for all: A disillusion by empirical data AU - Rohs, Matthias AU - Ganz, Mario T2 - International Review of Research in Open and Distance Learning AB - MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all. DA - 2015/11// PY - 2015 DO - 10.19173/irrodl.v16i6.2033 DP - ProQuest VL - 16 IS - 6 LA - English SN - 14923831 ST - MOOCs and the claim of education for all UR - http://search.proquest.com/docview/1770070648/abstract/28DB32F24ED7450FPQ/1 Y2 - 2016/09/27/14:59:36 KW - Access to education KW - Digital Divide KW - Distance learning KW - Education KW - Final_citation KW - MOOCs KW - Socioeconomic factors KW - cited KW - existing ER - TY - RPRT TI - MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC AU - Wang, Qiong AU - Chen, Bodong AU - Fan, Yizhou AU - Zhang, Guogang AB - Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher-learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacher-learners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs. CY - Beijing, China DA - 2018/// PY - 2018 DP - Google Scholar PB - Peking University UR - http://dl4d.org/wp-content/uploads/2018/05/China-MOOC.pdf KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425977 KW - __finaldtb KW - tpdsysrev_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC AU - Wang, Qiong AU - Chen, Bodong AU - Fan, Yizhou AU - Zhang, Guogang CY - Beijing, China DA - 2018/// PY - 2018 PB - Peking University ST - MOOCs as an alternative for teacher professional development KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - MOOCs for development: trends, challenges, and opportunities AU - Castillo, Nathan M AU - Lee, Jinsol AU - Zahra, Fatima T AU - Wagner, Daniel A T2 - Information Technologies & International Development AB - The recent rise of massive open online courses (MOOCs) has generated significant media attention for their potential to disrupt the traditional modes of education trough ease of access and free or low-cost content delivery. MOOCs offer the potential to enable access to high-quality education to students, even in the most underserved regions of the world. However, much of the excitement surrounding opportunities for MOOCs in non-OECD contexts remains unproven. Challenges with regard to infrastructure, sustainability, and evaluation have disrupted early attempts to expand inclusion for those least educated. Drawing on proceedings from a recent international conference on MOOCs for Development held at the University of Pennsylvania, this report synthesizes trends, challenges, and opportunities within the growing subfield. DA - 2015/// PY - 2015 DP - Zotero VL - 11 IS - 2 SP - 35 EP - 42 LA - en UR - https://repository.upenn.edu/literacyorg_articles/6 AN - 54052735 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - MOOCs for development: trends, challenges, and opportunities AU - Castillo, Nathan M. AU - Lee, Jinsol AU - Zahra, Fatima T. AU - Wagner, Daniel A. T2 - Information Technologies & International Development DA - 2015/// PY - 2015 VL - 11 IS - 2 LA - en ST - MOOCs for development KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - MOOCs for in-service teachers: the case of Uganda and lessons for Africa AU - Oyo, B. AU - Kalema, B. M. AU - Byabazaire, J. T2 - Revista Española de Pedagogía DA - 2017/// PY - 2017 DO - 10.22550/rep75-1-2017-07 VL - 75 IS - 266 LA - en-US ST - MOOCs for in-service teachers KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - MOOCs for in-service teachers: the case of Uganda and lessons for Africa AU - Oyo, B. AU - Kalema, B.M. AU - Byabazaire, J. T2 - Revista Española de Pedagogía AB - In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa. DA - 2017/// PY - 2017 DO - 10.22550/rep75-1-2017-07 VL - 75 IS - 266 SP - 121 EP - 141 LA - en-US ST - MOOCs for in-service teachers UR - https://revistadepedagogia.org/wp-content/uploads/2016/12/MOOCs-for-in-service-teachers.-The-case-of-Uganda-and-lessons-for-Africa.pdf Y2 - 2019/11/21/12:19:36 KW - _Source:Intuitive KW - _THEME: Education management KW - _THEME: Teacher Professional Development KW - __:import:03 KW - __:match:final KW - __:matched KW - __:study_id:2426079 KW - __finaldtb ER - TY - JOUR TI - MOOCs for Professional Development of Teachers through E-Learning System: The Indian Scenario AU - Kayal, Soumen AU - Kayal, Baisakhi Das T2 - SRELS Journal of Information Management DA - 2020/// PY - 2020 DO - 10.17821/srels/2020/v57i2/151966 DP - Google Scholar VL - 57 IS - 2 SP - 107 EP - 112 ST - MOOCs for Professional Development of Teachers through E-Learning System KW - _C:France FRA KW - _C:India IND KW - _C:Kenya KEN KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - ELEC TI - Moocs struggle to lift rock-bottom completion rates AU - Murray, Seb T2 - Financial Times AB - Business schools are using nudge methods and peer learning to keep students’ attention DA - 2019/03/04/T04:00:31.000Z PY - 2019 LA - en-GB UR - https://www.ft.com/content/60e90be2-1a77-11e9-b191-175523b59d1d Y2 - 2020/01/19/12:23:01 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - MOOCs taken by educated few AU - Emanuel, Ezekiel J. T2 - Nature AB - Remarkably, human immunodeficiency virus (HIV)-1 infects macrophages — immune cells that are equipped to detect pathogens and mediate innate immune responses — without stimulating innate immunity. Greg Towers and colleagues now show that this depends on the recruitment to the HIV-1 capsid of specific cofactors that are involved in orchestrating nuclear entry and targeting. When these capsid–cofactor interactions are prevented either by virus mutation, cofactor depletion or pharmacological inhibition of cofactor recruitment, viral DNA can be detected by innate immune sensors, including cyclic GMP-AMP synthase. DA - 2013/11// PY - 2013 DO - 10.1038/503342a DP - www.nature.com VL - 503 IS - 7476 SP - 342 EP - 342 J2 - Nature LA - en SN - 1476-4687 UR - https://www.nature.com/articles/503342a Y2 - 2020/01/19/11:38:04 KW - Final_citation KW - cited KW - existing ER - TY - CONF TI - More Data, More Relations, More Context and More Openness: A Review and Outlook for Relation Extraction AU - Han, Xu AU - Gao, Tianyu AU - Lin, Yankai AU - Peng, Hao AU - Yang, Yaoliang AU - Xiao, Chaojun AU - Liu, Zhiyuan AU - Li, Peng AU - Zhou, Jie AU - Sun, Maosong T2 - AACL 2020 A2 - Wong, Kam-Fai A2 - Knight, Kevin A2 - Wu, Hua AB - Relational facts are an important component of human knowledge, which are hidden in vast amounts of text. In order to extract these facts from text, people have been working on relation extraction (RE) for years. From early pattern matching to current neural networks, existing RE methods have achieved significant progress. Yet with explosion of Web text and emergence of new relations, human knowledge is increasing drastically, and we thus require “more” from RE: a more powerful RE system that can robustly utilize more data, efficiently learn more relations, easily handle more complicated context, and flexibly generalize to more open domains. In this paper, we look back at existing RE methods, analyze key challenges we are facing nowadays, and show promising directions towards more powerful RE. We hope our view can advance this field and inspire more efforts in the community. C1 - Suzhou, China C3 - Proceedings of the 1st Conference of the Asia-Pacific Chapter of the Association for Computational Linguistics and the 10th International Joint Conference on Natural Language Processing DA - 2020/12// PY - 2020 DP - ACLWeb SP - 745 EP - 758 PB - Association for Computational Linguistics ST - More Data, More Relations, More Context and More Openness UR - https://aclanthology.org/2020.aacl-main.75 Y2 - 2024/02/24/17:40:08 ER - TY - CONF TI - More Than "If Time Allows": The Role of Ethics in AI Education AU - Garrett, Natalie AU - Beard, Nathan AU - Fiesler, Casey T2 - AIES '20: AAAI/ACM Conference on AI, Ethics, and Society C1 - New York NY USA C3 - Proceedings of the AAAI/ACM Conference on AI, Ethics, and Society DA - 2020/02/07/ PY - 2020 DO - 10.1145/3375627.3375868 DP - DOI.org (Crossref) SP - 272 EP - 278 LA - en PB - ACM SN - 978-1-4503-7110-0 ST - More Than "If Time Allows" UR - https://dl.acm.org/doi/10.1145/3375627.3375868 Y2 - 2024/02/24/08:49:16 ER - TY - JOUR TI - 'Morphing the Rules: Advanced Applications of Mud in Nigerian Buildings' AU - Ajadi, S.B. T2 - Procs 4th West Africa Built Environment Research (WABER A2 - Laryea, S. A2 - Agyepong, S. DA - 2012/// PY - 2012 VL - 1 SP - 163 EP - 175 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Mother Language Day 2021 AU - Haßler, Björn AU - Castillejo, Alice AU - Marzotto, Mia AU - El-Serafy, Yomna AU - Khalayleh, Abdullah AU - Koomar, Saalim AU - Langa, Ancha AU - Nyilinkindi, Jacques AU - Saadeddin, Zeina AU - Tegha, Ghislaine AU - Villavicencio Peralta, Xuzel Ana AB - To celebrate International Mother Language Day 2021, Björn spoke with Alice Castillejo and Mia Marzotto at Translators without Borders. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. We also know that 40% of children worldwide are not educated in a language they speak at home. We need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the richness of different languages, we need to collect, share, and visualise the real picture. Having done that, we can then apply this information. Do children who speak a particular language drop out early? We can then develop multilingual educational tools for learners and teachers based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind. We can use language data to take action on three levels: children, teachers, and systems. With children, we can identify which language groups didn’t register for school, dropped out early, or consistently underperform. We can then adjust our communication and programming to meet their needs, leaving no one behind. We can also take action to support teachers. With language data, we can also take action on a system level. If over 40% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, if we don’t gather the data on inequality, we cannot begin to address it. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages and provide the support they need and deserve. DA - 2021/02/21/ PY - 2021 LA - en M3 - Blog post UR - https://docs.edtechhub.org/lib/ZQCX7TX3 KW - Author:OpenDevEd KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:other:ok KW - _r:AddedByZotZen KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoODE KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - BLOG TI - Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes AU - Haßler, Björn AU - Castillejo, Alice AU - Marzotto, Mia AU - El-Serafy, Yomna AU - Khalayleh, Abdullah AU - Koomar, Saalim AU - Langa, Ancha AU - Nyilinkindi, Jacques AU - Saadeddin, Zeina AU - Tegha, Ghislaine AU - Villavicencio Peralta, Xuzel Ana T2 - EdTech Hub AB - To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research… DA - 2021/02/20/T18:48:31+00:00 PY - 2021 LA - en-US M3 - Blog post ST - Mother Language Day 2021 UR - https://edtechhub.org/2021/02/20/mother-language-day-2021-improving-data-on-mother-tongue-languages-for-better-learning-outcomes/ Y2 - 2021/04/21/16:18:34 KW - Author:OpenDevEd KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - NEWS TI - Motor emissions could have fallen by over 30% without SUV trend, report says AU - Horton, Helena AU - reporter, Helena Horton Environment T2 - The Guardian AB - Global fall averaged 4.2% between 2010 and 2022 but would have been far more if vehicle sizes stayed same DA - 2023/11/24/T11:25:49.000Z PY - 2023 DP - The Guardian LA - en-GB SE - Environment SN - 0261-3077 UR - https://www.theguardian.com/environment/2023/nov/24/motor-emissions-could-have-fallen-without-suv-trend-report Y2 - 2023/11/24/22:24:31 KW - Automotive emissions KW - Automotive industry KW - Business KW - Carbon footprints KW - Environment KW - Greenhouse gas emissions KW - Motoring KW - Pollution KW - World news ER - TY - JOUR TI - Moving beyond the predictable failure of Ed-Tech initiatives AU - Sancho-Gil, Juana M. AU - Rivera-Vargas, Pablo AU - Miño-Puigcercós, Raquel T2 - Learning, Media and Technology AB - The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives. DA - 2019/09/17/ PY - 2019 DO - 10.1080/17439884.2019.1666873 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 15 SN - 1743-9884 UR - https://doi.org/10.1080/17439884.2019.1666873 Y2 - 2020/01/23/10:13:42 KW - Educational change KW - digital technology corporations KW - educational challenges KW - educational policies KW - school improvement ER - TY - JOUR TI - Moving education into the digital age: the contribution of teachers’ professional development AU - Twining, P. AU - Raffaghelli, J. AU - Albion, P. AU - Knezek, D. T2 - Journal of Computer Assisted Learning AB - This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally. DA - 2013/// PY - 2013 DO - 10.1111/jcal.12031 VL - 29 IS - 5 SP - 426 EP - 437 LA - en SN - 1365-2729 ST - Moving education into the digital age: the contribution of teachers’ professional development UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12031 KW - ICT KW - IT KW - digital age KW - policy recommendations KW - practitioner research KW - teacher professional development KW - transformation ER - TY - JOUR TI - Moving in circles along a straight path: The elusiveness of inclusive education in early childhood development in Uganda AU - Ejuu, G. T2 - Journal of Childhood & Developmental Disorders DA - 2016/// PY - 2016 DP - Google Scholar VL - 2 IS - 1 SP - 2472 EP - 1786 ST - Moving in circles along a straight path KW - ⛔ No DOI found ER - TY - RPRT TI - Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment AU - Asim, Salman AU - Chimombo, Joseph AU - Chugunov, Dmitry AU - Gera, Ravinder AB - There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives. DA - 2017/11// PY - 2017 LA - en M3 - World Bank Policy Report ST - Moving teachers to Malawi’s remote communities Y2 - 2021/03/07/17:42:34 KW - Data-driven model KW - Deployments KW - Lebanon_event_2021 KW - Malawi KW - Political economy KW - Schools KW - Teachers KW - _C:Brazil BRA KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Italy ITA KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Philippines PHL KW - _C:Singapore SGP KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment AU - Asim, Salman AU - Chimombo, Joseph AU - Chugunov, Dmitry AU - Gera, Ravinder T2 - International Journal of Educational Development AB - There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives. DA - 2019/03/01/ PY - 2019 DO - 10.1016/j.ijedudev.2018.12.002 DP - ScienceDirect VL - 65 SP - 26 EP - 43 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Moving teachers to Malawi’s remote communities UR - https://www.sciencedirect.com/science/article/pii/S0738059318300555 Y2 - 2021/03/07/17:42:34 KW - Data-driven model KW - Deployments KW - Lebanon_event_2021 KW - Malawi KW - Political economy KW - Schools KW - Teachers KW - _C:Brazil BRA KW - _C:Gambia GMB KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Italy ITA KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Norway NOR KW - _C:Philippines PHL KW - _C:Singapore SGP KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Moving toward the automation of the systematic review process: a summary of discussions at the second meeting of International Collaboration for the Automation of Systematic Reviews (ICASR) AU - O’Connor, Annette M. AU - Tsafnat, Guy AU - Gilbert, Stephen B. AU - Thayer, Kristina A. AU - Wolfe, Mary S. T2 - Systematic Reviews AB - The second meeting of the International Collaboration for Automation of Systematic Reviews (ICASR) was held 3–4 October 2016 in Philadelphia, Pennsylvania, USA. ICASR is an interdisciplinary group whose aim is to maximize the use of technology for conducting rapid, accurate, and efficient systematic reviews of scientific evidence. Having automated tools for systematic review should enable more transparent and timely review, maximizing the potential for identifying and translating research findings to practical application. The meeting brought together multiple stakeholder groups including users of summarized research, methodologists who explore production processes and systematic review quality, and technologists such as software developers, statisticians, and vendors. This diversity of participants was intended to ensure effective communication with numerous stakeholders about progress toward automation of systematic reviews and stimulate discussion about potential solutions to identified challenges. The meeting highlighted challenges, both simple and complex, and raised awareness among participants about ongoing efforts by various stakeholders. An outcome of this forum was to identify several short-term projects that participants felt would advance the automation of tasks in the systematic review workflow including (1) fostering better understanding about available tools, (2) developing validated datasets for testing new tools, (3) determining a standard method to facilitate interoperability of tools such as through an application programming interface or API, and (4) establishing criteria to evaluate the quality of tools’ output. ICASR 2016 provided a beneficial forum to foster focused discussion about tool development and resources and reconfirm ICASR members’ commitment toward systematic reviews’ automation. DA - 2018/01/09/ PY - 2018 DO - 10.1186/s13643-017-0667-4 DP - Springer Link VL - 7 IS - 1 SP - 3 J2 - Syst Rev LA - en SN - 2046-4053 ST - Moving toward the automation of the systematic review process UR - https://doi.org/10.1186/s13643-017-0667-4 Y2 - 2024/01/18/22:32:35 KW - Automation KW - Data abstraction KW - Data extraction KW - Evidence synthesis KW - Priority ranking KW - Systematic review KW - Tools ER - TY - CONF TI - Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa AU - Kotze, Janeli AU - Taylor, Stephen AU - Fleisch, Brahm T2 - RISE AB - Structured learning programmes have emerged as a promising way to address the low learning levels observed in many developing countries. The delivery model of these programmes matters, and on-site teacher coaching has been recommended to be highly effective, especially in early grade literacy. In this paper, we report on a series of government-led randomised experiments in South African primary schools that build on each other to test various models of teacher training and coaching. We find that sustained on-site coaching is more cost-effective (0.41 SD increase in test scores per USD 100) than either short coaching interventions (no significant impact) or centralized teacher training workshops (0.23 SD increase in test scores per USD 100). The ability to scale on-site coaching, however, is an open question. In the latest experiment, therefore, a virtual coaching programme was compared to on-site coaching. The focus of this paper is on the midline evaluation results from this experiment. After one year of intervention, virtual coaching was no less effective than on-site coaching at improving both the instructional practice of teachers and the targeted literacy outcomes of children. This points to the potential for technological innovations to enable wider rollout of coaching programmes, even in contexts where teachers are not familiar with new technologies. DA - 2018/// PY - 2018 UR - https://riseprogramme.org/sites/default/files/inline-files/Kotze.pdf KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425920 KW - __finaldtb KW - ⛔ No DOI found ER - TY - CONF TI - Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa AU - Kotze, Janeli AU - Taylor, Stephen AU - Fleisch, Brahm DA - 2018/// PY - 2018 ST - Moving towards cost-effective delivery models of teacher coaching KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - RPRT TI - Moving towards more participatory practice with Open Educational Resources (OER): TESS-India Academic Review AU - Wolfenden, Freda AU - Adinolfi, Lina AU - Cross, Simon AU - Lee, Clare AU - Paranjpe, Sandhya AU - Safford, Kimberly DA - 2017/// PY - 2017 SP - 26 LA - EN PB - The Open University UR - https://www.oerknowledgecloud.org/archive/TESS-India%20Academic%20Review%20Final%20130617_0.pdf KW - C: India KW - _C:India IND KW - __C:filed:1 KW - __C:scheme:1 ER - TY - GEN TI - MQA Act nº42, 2001 - Mauritius Qualifications Authority Act AU - Government of Mauritius DA - 2001/// PY - 2001 LA - English KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Mauritius KW - publicImportV1 ER - TY - JOUR TI - Multi-Criteria Decision Analysis for Primary School Site Selection in Al-Mahaweel district Using GIS Technique AU - Ali, Khalid Ahmed AB - Site selection is the process of finding sites that meet the requirements set by the selection criteria. The long-term and success sustainability of planning school, finding the appropriate school locations is challenging and an important. This study aims to develop a primary school site selection model using Geographic Information Systems (GIS) integrated new approach. It was carried out by Geographic Information Systems and multi-criteria evaluation model (MCEM). Different criteria were used to suggest a number of potential primary school sites using a spatial analysis, which is the new school should be away from existing schools and the major roads, a new site should also be reliably flat land and on certain types of land use. The population factor of the age group less than 14 years was included as a factor to choose the suitable location. As a result, the final suitability map indicates that 18 % of the study area is suitable for a primary school site, 73% moderately suitable, and 9% of the study area under unsuitable. DA - 2018/// PY - 2018 DP - Zotero VL - 16 SP - 9 LA - en ER - TY - CONF TI - Multi-Stage Prompting for Knowledgeable Dialogue Generation AU - Liu, Zihan AU - Patwary, Mostofa AU - Prenger, Ryan AU - Prabhumoye, Shrimai AU - Ping, Wei AU - Shoeybi, Mohammad AU - Catanzaro, Bryan T2 - Findings 2022 A2 - Muresan, Smaranda A2 - Nakov, Preslav A2 - Villavicencio, Aline AB - Existing knowledge-grounded dialogue systems typically use finetuned versions of a pretrained language model (LM) and large-scale knowledge bases. These models typically fail to generalize on topics outside of the knowledge base, and require maintaining separate potentially large checkpoints each time finetuning is needed. In this paper, we aim to address these limitations by leveraging the inherent knowledge stored in the pretrained LM as well as its powerful generation ability. We propose a multi-stage prompting approach to generate knowledgeable responses from a single pretrained LM. We first prompt the LM to generate knowledge based on the dialogue context. Then, we further prompt it to generate responses based on the dialogue context and the previously generated knowledge. Results show that our knowledge generator outperforms the state-of-the-art retrieval-based model by 5.8% when combining knowledge relevance and correctness. In addition, our multi-stage prompting outperforms the finetuning-based dialogue model in terms of response knowledgeability and engagement by up to 10% and 5%, respectively. Furthermore, we scale our model up to 530 billion parameters and demonstrate that larger LMs improve the generation correctness score by up to 10%, and response relevance, knowledgeability and engagement by up to 10%. Our code is available at: https://github.com/NVIDIA/Megatron-LM. C1 - Dublin, Ireland C3 - Findings of the Association for Computational Linguistics: ACL 2022 DA - 2022/05// PY - 2022 DO - 10.18653/v1/2022.findings-acl.104 DP - ACLWeb SP - 1317 EP - 1337 PB - Association for Computational Linguistics UR - https://aclanthology.org/2022.findings-acl.104 Y2 - 2024/02/24/17:42:45 ER - TY - BOOK TI - Multigrade teaching in sub-Saharan Africa: lessons from Uganda, Senegal, and the Gambia AU - Mulkeen, Aidan AU - Higgins, Cathal DA - 2009/// PY - 2009 DP - Google Scholar PB - The World Bank ST - Multigrade teaching in sub-Saharan Africa ER - TY - CHAP TI - Multimedia AU - Haßler, Björn T2 - Web Design Guidelines for Low Bandwidth DA - 2007/// PY - 2007 PB - Aptivate KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - CHAP TI - Multimedia learning and games AU - Mayer, Richard E. T2 - Computer games and instruction AB - Many strong claims are made for the educational value of computer games, but there is little strong empirical evidence to back up those claims. For example, in a recent review, Hannifin and Vermillion observed: "Games are very motivating and have tremendous potential in education, but despite a rapidly growing research base, there is yet insufficient evidence to draw definitive conclusions." Similarly, O'Neil and Perez noted: "Computer games were hypothesized to be potentially useful for instructional purposes [but]... there is almost no guidance for game designers and developers on how to design games that facilitate learning." In order to provide guidance to game developers, it would be useful to have research-based principles for how to design educational computer games (i.e., a science of instruction) and a research-based theory of how people learn from educational computer games (i.e., a science of learning). The goal of this chapter is to examine how best to build a scientifically rigorous research base relevant to the design of effective educational computer games. (PsycInfo Database Record (c) 2023 APA, all rights reserved) CY - Charlotte, NC, US DA - 2011/// PY - 2011 DP - APA PsycNet SP - 281 EP - 305 PB - IAP Information Age Publishing SN - 978-1-61735-408-3 978-1-61735-409-0 978-1-61735-410-6 KW - Computer Games KW - Learning KW - Multimedia KW - Research and Development ER - TY - JOUR TI - Multimodal digital classroom assessments AU - Fjørtoft, Henning T2 - Computers & Education DA - 2020/// PY - 2020 DO - 10.1016/j.compedu.2020.103892 DP - Google Scholar SP - 103892 KW - __C:filed:1 ER - TY - JOUR TI - Multimodality and Literacy in School Classrooms AU - Jewitt, Carey T2 - Review of Research in Education DA - 2008/// PY - 2008 DO - 10.3102/0091732x07310586 VL - 32 IS - 1 SP - 241 EP - 267 Y2 - 2021/03/29/00:00:00 ER - TY - ELEC TI - Multiple Agency Coordination in Emergency Response AU - Holsberg, Melissa AB - When establishing, exercising, and implementing emergency plans, coordinating with response participants will improve implementation of plans. DA - 2012/// PY - 2012 LA - en-us UR - https://www.emergency-response-planning.com/blog/bid/53883/multiple-agency-coordination-in-emergency-response Y2 - 2020/07/27/09:11:03 ER - TY - CHAP TI - Multiple Users’ Experiences of an AI-Aided Educational Platform for Teaching and Learning AU - Niu, Shuanghong Jenny AU - Li, Xiaoqing AU - Luo, Jiutong T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - This chapter aims to provide a better understanding of how AI technology can be used to assist in teaching and learning at schools. The Smart Learning Partner (SLP) educational platform is based on AI technology to provide new possibilities for individualized learning and more educational resources. We used a case study approach to investigate how this AI-aided SLP platform helped to assist in teaching and learning from the multiple users’ perspectives of students, teachers, and the principal at a Chinese school. This chapter starts with a description of AI used in education and learning. The AI-aided SLP educational platform is then presented to illustrate in what ways it works to assist in teaching and learning. Based on the users’ self-reported experience, this platform can support students’ learning by providing students with individualized diagnostic feedback and assessments as well as information about the progress of their learning. In addition, students receive recommendations of micro lectures from the platform to aid improvement based on the students’ assessment results. Additionally, students can also access various micro lectures according to their interests. This platform provides teachers with reports of real-time learning situations and progress at the individual or class level. Accordingly, teachers can better adjust their pedagogical decision and teaching according to the students’ needs. The principal used the information to allocate resources and assist in curriculum planning at school. In conclusion, all users positively stated that this AI-aided SLP platform assisted in teaching and learning at school even though there were still certain challenges. At the end of the chapter, recommendations for the future platform design are offered. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 215 EP - 231 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 UR - https://doi.org/10.1007/978-3-031-09687-7_13 Y2 - 2024/02/23/23:57:15 KW - AI-aided educational platform KW - Artificial intelligence (AI) KW - Multiple perspectives KW - Teaching and learning ER - TY - JOUR TI - Muslim Women and The Balancing Act: Planning and Time Management to the Rescue T2 - Journal of Policy and Development Studies DA - 2014/// PY - 2014 VL - 8 IS - 2 LA - en ER - TY - RPRT TI - Narrowing the Digital Divide a case study of “learning by doing” approach to narrowing the Digital Divide in East Africa (Kenya) by Dubai Women's College students AU - Butt, Z AU - Chaudhri, AA AU - Nassiri, N AB - It is globally assumed that improvements in Information Communication Technology (ICT) will enforce a better global communication; improve business processes and commercial activities, thereby leading to superior standards of living for individuals while benefitting society. This paper narrates the experiences of fifteen HCT students who visited Kenya in an attempt to narrow the existing “Digital Divide” by building computer networking labs in some of the vocational institutes in remote East Africa. This paper encapsulates key reflections of the study tour participants who embraced a “learning by doing” model in order to gain valuable international work experience and narrow the digital divide in four educational institutes in Kenya. The success of this initiative mandates that we document the learning from this experience in order to ensure success and sustainability of future projects of similar calibre. We believe the process of conducting “international field-trips” followed by reflections formulating lessons learnt from these trips will be useful for future volunteers. DA - 2013/// PY - 2013 LA - en M3 - Conference proceedings UR - https://ieeexplore.ieee.org/abstract/document/6749487/ KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:access KW - F:learning KW - F:women KW - P:economy KW - Q:digital divide KW - Q:digital technology KW - R:case study KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - National and sub-national variation in patterns of febrile case management in sub-Saharan Africa AU - Alegana, Victor A. AU - Maina, Joseph AU - Ouma, Paul O. AU - Macharia, Peter M. AU - Wright, Jim AU - Atkinson, Peter M. AU - Okiro, Emelda A. AU - Snow, Robert W. AU - Tatem, Andrew J. T2 - Nature Communications AB - Given national healthcare coverage gaps, understanding treatment-seeking behaviour for fever is crucial for the management of childhood illness and to reduce deaths. Here, we conduct a modelling study triangulating household survey data for fever in children under the age of five years with georeferenced public health facility databases (n = 86,442 facilities) in 29 countries across sub-Saharan Africa, to estimate the probability of seeking treatment for fever at public facilities. A Bayesian item response theory framework is used to estimate this probability based on reported fever episodes, treatment choice, residence, and estimated travel-time to the nearest public-sector health facility. Findings show inter- and intra-country variation, with the likelihood of seeking treatment for fever less than 50% in 16 countries. Results highlight the need to invest in public healthcare and related databases. The variation in public sector use illustrates the need to include such modelling in future infectious disease burden estimation. DA - 2018/11/26/ PY - 2018 DO - 10.1038/s41467-018-07536-9 DP - www.nature.com VL - 9 IS - 1 SP - 4994 LA - en SN - 2041-1723 UR - https://www.nature.com/articles/s41467-018-07536-9 Y2 - 2021/03/18/19:09:03 ER - TY - GEN TI - National Credit and Qualifications Framework AU - Government of Botswana DA - 2016/// PY - 2016 UR - https://www.bqa.org.bw/sites/default/files/documents/botswana_qualifications_authority_1_ncqf_act_0.pdf Y2 - 2018/12/09/19:47:28 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - Qualification Framework KW - publicImportV1 ER - TY - GEN TI - National Digital Literacy Framework DA - 2023/07// PY - 2023 PB - National Information Technology Development Agency UR - https://www.google.com/url?q=https://ict.go.ke/digital-literacy-programmedlp/&sa=D&source=docs&ust=1705055973568626&usg=AOvVaw0UiZhzvgbLNxHUVBjfUh71 Y2 - 2023/01/12/00:00:00 ER - TY - GEN TI - National Digital Literacy Framework AU - National Information Technology Development Agency DA - 2023/// PY - 2023 UR - https://nitda.gov.ng/wp-content/uploads/2023/07/Digital-Literacy-Framework.pdf ER - TY - RPRT TI - National Education Policy AU - Ministry of Education, Youth and Sports (Sierra Leone) DA - 2010/// PY - 2010 UR - https://mbsse.gov.sl/wp-content/uploads/2020/03/2010-National-Education-Policy.pdf Y2 - 2020/06/25/17:07:02 ER - TY - RPRT TI - National Education Sector Investment Plan 2020-2030 AU - Malawi Ministry of Education DA - 2020/// PY - 2020 UR - https://www.unicef.org/malawi/media/4561/file/National%20education%20sector%20investment%20plan%20.pdf Y2 - 2023/08/28/11:02:45 ER - TY - BOOK TI - National Education Sector Plan, volume one: Basic Education Programme, rationale and approach, 2013/2014–2017/2018 AU - Ministry of Education (MoE), Republic of Kenya CY - Nairobi DA - 2014/// PY - 2014 PB - MoE UR - http://www.globalpartnership.org/content/education-sector-plan-2013-2018-kenya. ER - TY - GEN TI - National Education Standards - primary and secondary education AU - Government of Malawi DA - 2015/// PY - 2015 LA - English UR - http://www.education.gov.mw/phocadownload/NATIONAL%20EDUCATION%20STANDARS.pdf Y2 - 2018/12/07/19:22:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Malawi KW - Qualification Framework KW - publicImportV1 ER - TY - RPRT TI - National Frequency Allocation Table 2017_1622727105.pdf CY - Tanzania DA - 2017/// PY - 2017 UR - https://www.tcra.go.tz/uploads/text-editor/files/National%20Frequency%20Allocation%20Table%202017_1622727105.pdf Y2 - 2023/05/07/09:13:28 ER - TY - RPRT TI - National guidelines for school re-entry in early learning and basic education AU - Ministry of Education DA - 2020/12/01/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - Population Council UR - https://knowledgecommons.popcouncil.org/departments_sbsr-rh/1323 Y2 - 2021/07/16/19:06:03 ER - TY - RPRT TI - National ICT Policy of Sierra Leone AU - Ministry of Information and Communications DA - 2009/10/28/ PY - 2009 DP - Zotero SP - 63 LA - en PB - Government of Sierra Leone UR - https://www.ellipsis.co.za/wp-content/uploads/2016/07/SierraLeone.pdf KW - _C:Sierra Leone SLE KW - ⛔ No DOI found ER - TY - GEN TI - National Industrial Training Standards AU - Government of Kenya DA - 2015/// PY - 2015 LA - en UR - https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=49 Y2 - 2018/09/11/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - Qualification Framework KW - publicImportV1 ER - TY - JOUR TI - National innovation systems—analytical concept and development tool AU - Lundvall, Bengt-Åke T2 - Industry and innovation DA - 2007/// PY - 2007 DO - 10.1080/13662710601130863 DP - Google Scholar VL - 14 IS - 1 SP - 95 EP - 119 ER - TY - JOUR TI - National Institutes of Health approaches to dissemination and implementation science: current and future directions AU - Glasgow, Russell E. AU - Vinson, Cynthia AU - Chambers, David AU - Khoury, Muin J. AU - Kaplan, Robert M. AU - Hunter, Christine T2 - American journal of public health DA - 2012/// PY - 2012 DO - 10.2105/AJPH.2012.300755 DP - Google Scholar VL - 102 IS - 7 SP - 1274 EP - 1281 ST - National Institutes of Health approaches to dissemination and implementation science ER - TY - GEN TI - National Learning Assessment 2014 test Booklet AU - Uwezo Kenya DA - 2014/// PY - 2014 PB - Twaweza UR - http://www.uwezo.net/wp-content/uploads/2016/06/2014-TEST-BOOKLET-Final.pdf Y2 - 2021/03/12/00:00:00 ER - TY - GEN TI - National Policy on Community Education and Training Colleges AU - Government of South Africa DA - 2015/// PY - 2015 LA - en KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:South Africa KW - publicImportV1 ER - TY - JOUR TI - National population mapping from sparse survey data: A hierarchical Bayesian modeling framework to account for uncertainty AU - Leasure, Douglas R. AU - Jochem, Warren C. AU - Weber, Eric M. AU - Seaman, Vincent AU - Tatem, Andrew J. T2 - Proceedings of the National Academy of Sciences AB - Population estimates are critical for government services, development projects, and public health campaigns. Such data are typically obtained through a national population and housing census. However, population estimates can quickly become inaccurate in localized areas, particularly where migration or displacement has occurred. Some conflict-affected and resource-poor countries have not conducted a census in over 10 y. We developed a hierarchical Bayesian model to estimate population numbers in small areas based on enumeration data from sample areas and nationwide information about administrative boundaries, building locations, settlement types, and other factors related to population density. We demonstrated this model by estimating population sizes in every 10- m grid cell in Nigeria with national coverage. These gridded population estimates and areal population totals derived from them are accompanied by estimates of uncertainty based on Bayesian posterior probabilities. The model had an overall error rate of 67 people per hectare (mean of absolute residuals) or 43% (using scaled residuals) for predictions in out-of-sample survey areas (approximately 3 ha each), with increased precision expected for aggregated population totals in larger areas. This statistical approach represents a significant step toward estimating populations at high resolution with national coverage in the absence of a complete and recent census, while also providing reliable estimates of uncertainty to support informed decision making. DA - 2020/09/29/ PY - 2020 DO - 10.1073/pnas.1913050117 DP - www.pnas.org VL - 117 IS - 39 SP - 24173 EP - 24179 J2 - PNAS LA - en SN - 0027-8424, 1091-6490 ST - National population mapping from sparse survey data UR - https://www.pnas.org/content/117/39/24173 Y2 - 2021/03/18/19:02:57 KW - Bayesian statistics KW - demography KW - geographic information systems KW - international development KW - remote sensing ER - TY - RPRT TI - National Sustainable Development Plan-2020-2035 AU - MoFPEPD DA - 2019/// PY - 2019 PB - Ministry of Finance, Planning, Economic, and Physical Development UR - https://gov.gd/sites/default/files/docs/Documents/others/nsdp-2020-2035.pdf Y2 - 2020/11/13/07:33:15 ER - TY - GEN TI - National Sustainable Development Plan 2020-2035 AU - National Plan Secretariat DA - 2019/// PY - 2019 LA - English PB - Ministry of Finance, Planning, Economic, and Physical Development, Grenada UR - https://gov.gd/sites/default/files/docs/Documents/others/nsdp-2020-2035.pdf KW - _publish ER - TY - JOUR TI - National systems of production, innovation and competence building AU - Lundvall, Bengt-Åke AU - Johnson, Björn AU - Andersen, Esben Sloth AU - Dalum, Bent T2 - Research policy DA - 2002/// PY - 2002 DO - 10.1016/S0048-7333(01)00137-8 DP - Google Scholar VL - 31 IS - 2 SP - 213 EP - 231 ER - TY - ELEC TI - National Tutoring Programme: Nimble RCTs AU - EEF T2 - EEF AB - The EEF is an independent charity dedicated to breaking the link between family income and educational achievement. DA - 2021/// PY - 2021 LA - en ST - National Tutoring Programme UR - https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/national-tutoring-programme-nimble-rcts Y2 - 2022/12/28/17:09:46 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Nature and type of government and NGO interventions in curbing unemployment and underemployment of urban youth in Kenya AU - Simiyu, John AU - Sambu, Lenah T2 - Journal of Emerging Trends in Educational Research and Policy Studies AB - This paper examines nature and type of Government and NGO interventions in curbing youth unemployment and underemployment based on a study of the youth in Nairobi and Kisumu cities in Kenya. The study was descriptive in nature with a stratified sample from a population comprising respondents selected from slums of two major cities in Kenya where youth unemployment is rampant: Kibera slums in Nairobi and Manyatta slums in Kisumu. Questionnaires and interviews were the main research instruments used to gather data from the field for analysis. The sample size was determined by the number of registered youth groups in the slums. Data was analyzed by using descriptive statistics. Youth unemployment and underemployment is a crucial concern throughout the developing world, but it is a particularly acute problem in Africa where young people comprise a large proportion of the economically active population. Suffice to say, youth unemployment is highly dependent on the overall status of the economy. Economic activity, measured by GDP growth is probably the single factorthat most influences the chances of young people finding a job. In order to find a decent job in a globalized world, young people need to develop a range of skills and knowledge that are typically gained through formal education and training. African governments are implementing various policies and schemes to promote employment opportunities for young people, including skills training and entrepreneurship funds. Even if properly designed, however, the implementation of these interventions is constrained by cost and the lack of capacity among governments to evaluate the impact of policies. The study is useful to scholars and employment institutions in supplementing efforts by NGOs and the Government in dealing with the impact of youth unemployment and underemployment. DA - 2012/10/01/ PY - 2012 DP - journals.co.za VL - 3 IS - 5 SP - 730 EP - 736 LA - en SN - 2141-6990 UR - https://journals.co.za/content/sl_jeteraps/3/5/EJC127683 Y2 - 2020/02/02/16:11:44 KW - ⛔ No DOI found ER - TY - THES TI - Nature island tourism: Applying an eco-tourism sustainability framework to the island of Dominica AU - Lambert, Esther DA - 2009/// PY - 2009 DP - Google Scholar M3 - Master's Thesis PB - University of Waterloo ST - Nature island tourism ER - TY - RPRT TI - Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone AU - McBurnie, Chris DA - 2021/02// PY - 2021 M3 - Working Paper PB - EdTech Hub SN - 12 ST - Navigating the ‘Data Revolution’ UR - https://docs.edtechhub.org/lib/FEXGB4IJ KW - Author:OpenDevEd KW - _C:Sierra Leone SLE KW - _DOILIVE KW - _EdTechHub_Output KW - _cover:v3 KW - _zenodoETH KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - GEN TI - Need for more and better implementation science in global health AU - Ridde, Valéry DA - 2016/// PY - 2016 DP - Google Scholar PB - BMJ Specialist Journals ER - TY - RPRT TI - Needs assessment: Current state of Comprehensive Sexual Education for Young People with Disabilities in the East and Southern African region. AU - UNESCO DA - 2021/// PY - 2021 UR - https://unesdoc.unesco.org/ark:/48223/pf0000380376?locale=en Y2 - 2023/08/28/11:08:04 ER - TY - JOUR TI - Needs for In-service Professional Development of Teachers to Improve Students’ Academic Performance in Sub-Saharan Africa AU - Ayodele Ajani, Oluwatoyin T2 - Arts and Social Sciences Journal DA - 2018/// PY - 2018 DO - 10.4172/2151-6200.1000330 DP - DOI.org (Crossref) VL - 09 IS - 02 J2 - Arts Social Sci J SN - 21516200 UR - https://www.omicsonline.org/open-access/needs-for-inservice-professional-development-of-teachers-to-improve-students8217-academic-performance-in-subsaharan-africa-2151-6200-1000330-99235.html Y2 - 2023/03/11/12:34:11 ER - TY - JOUR TI - NEEV: An education informational chatbot AU - Khan, Aysha AU - Ranka, Sakshi AU - Khakare, Chaitali AU - Karve, Subodh T2 - International Research Journal of Engineering and Technology DA - 2019/// PY - 2019 DP - Google Scholar VL - 6 IS - 4 SP - 492 EP - 495 ST - NEEV KW - ⛔ No DOI found ER - TY - JOUR TI - Negotiating a Better Future: How Interpersonal Skills Facilitate Intergenerational Investment* AU - Ashraf, Nava AU - Bau, Natalie AU - Low, Corinne AU - McGinn, Kathleen T2 - The Quarterly Journal of Economics AB - Abstract Using a randomized controlled trial, we study whether a negotiation skills training can improve girls’ educational outcomes in a low-resource environment. We find that a negotiation training given to eighth-grade Zambian girls significantly improved educational outcomes over the next three years, and these effects did not fade out. To better understand mechanisms, we estimate the effects of two alternative treatments. Negotiation had much stronger effects than an informational treatment, which had no effect. A treatment designed to have more traditional girls’ empowerment effects had directionally positive but insignificant educational effects. Relative to this treatment, negotiation increased enrollment in higher-quality schooling and had larger effects for high-ability girls. These findings are consistent with a model in which negotiation allows girls to resolve incomplete contracting problems with their parents, yielding increased educational investment for those who experience sufficiently high returns. We provide evidence for this channel through a lab-in-the-field game and follow-up survey with girls and their guardians. DA - 2020/05/01/ PY - 2020 DO - 10.1093/qje/qjz039 DP - DOI.org (Crossref) VL - 135 IS - 2 SP - 1095 EP - 1151 LA - en SN - 0033-5533, 1531-4650 ST - Negotiating a Better Future UR - https://academic.oup.com/qje/article/135/2/1095/5698825 Y2 - 2022/04/19/21:21:37 ER - TY - RPRT TI - Nepal “Ask me anything” Session: Responses to audience questions AU - Kaye, Tom AU - Groeneveld, Caspar AU - Moss, Caitlin AU - Haßler, Björn AB - On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal).  The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal.  This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions. DA - 2020/05// PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 13 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - C:Nepal KW - F: Helpdesk response KW - LP: English KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Liberia LBR KW - _C:Nepal NPL KW - _C:Pakistan PAK KW - _C:Singapore SGP KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - CONF TI - Networked shaping–a perspective for international vocational education and further education of vocational educators AU - Eicker, Friedhelm AU - Fiedler, Kai-Arne AU - Haseloff, Gesine A2 - Kaiser, Franz A2 - Krugmann, Susann C3 - Social Dimension and Participation in Vocational Education and Training DA - 2017/// PY - 2017 DP - Google Scholar KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CONF TI - Neural sequence learning models for word sense disambiguation AU - Raganato, A. AU - Bovi, CD AU - Navigli, R. C1 - Copenhagen, Denmark C3 - Proceedings of the conference on empirical methods in natural language processing DA - 2017/// PY - 2017 SP - 1156 EP - 1167 LA - en KW - ⛔ No DOI found ER - TY - BLOG TI - New Hub Aims to Help Schools Find the Right Ed-Tech Products During COVID-19 AU - Bradley, Brian T2 - Market Brief AB - The World Bank-supported project offers a growing database of ed-tech platforms meant to help schools use technology more effectively. DA - 2020/06/24/T16:49:00-04:00 PY - 2020 LA - en-US UR - https://marketbrief.edweek.org/marketplace-k-12/new-database-features-ed-tech-products-help-schools-improve-learning-covid-19/ Y2 - 2020/07/06/21:03:49 KW - __C:filed:1 ER - TY - JOUR TI - New Look at Habits and the Habit-Goal Interface AU - Wood, Wendy AU - Neil, David T2 - Psychological Review DA - 2007/// PY - 2007 DO - 10.1037/0033-295X.114.4.843 VL - 114 IS - 4 SP - 843 EP - 863 LA - en UR - https://www.researchgate.net/publication/5936907_A_New_Look_at_Habits_and_the_Habit-Goal_Interface Y2 - 2020/08/20/15:34:22 ER - TY - RPRT TI - New methodology shows 258 million children adolescents and youth are out school AU - UNESCO DA - 2019/09// PY - 2019 M3 - Fact Sheet SN - 56 UR - http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf Y2 - 2021/05/29/12:54:50 ER - TY - CHAP TI - New modes of teacher pre-service training and professional support AU - Anamuah-Mensah, Jophus AU - Banks, Frank AU - Moon, Bob AU - Wolfenden, Freda T2 - Teacher education and the challenge of development: a global analysis A2 - Moon, Bob CY - Abingdon DA - 2012/// PY - 2012 SP - 201 EP - 211 PB - Routledge SN - 978-1-136-20580-4 UR - http://oro.open.ac.uk/31520/ KW - Economic development -- Effect of education on -- Developing countries. KW - Teachers -- Training of -- Developing countries. KW - Teaching -- Developing countries. ER - TY - JOUR TI - New product development process: The case of selected technical and vocational colleges in Nigeria AU - Oyebola, Abiodun Isaac AU - Olaposi, Titilayo Olubunmi AU - Adejuwon, Olawale Oladapo AU - Akarakiri, Joshua Babatunde T2 - African Journal of Science, Technology, Innovation and Development AB - © 2017 African Journal of Science, Technology, Innovation and Development. An examination of the literature reveals that studies on new product development processes have been carried out mostly in western contexts using sequential models. This study was conducted using the innovation systems approach and a sequential model to analyze new product development processes in selected technical and vocational colleges in Nigeria. Using a questionnaire survey method, the sequential model revealed that most of the respondents (91%) conceived of their products through job experience and only 4.9% conceived of product ideas through R&D, showing a weakness in science-based enquiries in the invention stages. In addition, 73.9% developed prototypes while 82.2%, 80.4%, and 69.2% conducted feasibly studies, business analyses and market surveys, respectively. These results imply capability in the commercialization stages of the sequential model. The systems of innovation approach however revealed very weak linkages with universities and R&D institutes which could have complemented lack of R&D activities in the technical and vocational colleges. While some useful and beneficial technological products have been developed in the colleges, we conclude that the use of sequential models and systems of innovation approach may bring a fresh perspective to the product development process. DA - 2018/// PY - 2018 DO - 10.1080/20421338.2017.1381458 LA - en AN - LOCAL-SCOPUS_ID:85041364745 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:measurement KW - P:technology KW - R:questionnaire KW - R:survey KW - T:TVET KW - T:vocational college KW - Z:innovation KW - Z:process KW - Z:product development KW - Z:technical and vocational education KW - Z:technological products KW - publicImportV1 ER - TY - BLOG TI - New report on TVET in Sub-Saharan Africa – Open Development & Education DA - 2019/12/06/ PY - 2019 LA - en-GB UR - https://opendeved.net/2019/12/06/new-report-on-tvet-in-sub-saharan-africa/ Y2 - 2020/04/03/20:52:38 KW - _r:ImportedToMyEducationEvidence ER - TY - CONF TI - Nigeria AU - University, Kano C1 - London C3 - Windsor Conference DA - 2018/04// PY - 2018 LA - da ER - TY - BLOG TI - Nine takeaways from our reviews of COVID-19 education responses AU - Chuang, Rachel AU - Moss Coflan, Caitlin AU - Kaye, Thomas AU - Koomar, Saalim AU - McBurnie, Chris DA - 2020/// PY - 2020 UR - https://edtechhub.org/2020/08/31/nine-takeaways-from-helpdesk-reviews-of-covid-19-education-responses/ ER - TY - RPRT TI - NMC/CoSN horizon report: 2017 K AU - Freeman, Alex AU - Becker, Samantha Adams AU - Cummins, Michele DA - 2017/// PY - 2017 DP - Google Scholar PB - The New Media Consortium ST - NMC/CoSN horizon report UR - https://www.learntechlib.org/p/182003/ Y2 - 2024/03/04/14:17:29 KW - Final_citation ER - TY - BOOK TI - NMC Horizon Report: 2014 Library Edition AU - Johnson, L. AU - Adams Becker, S. AU - Estrada, V. AU - Freeman, A. DA - 2014/// PY - 2014 DP - Google Scholar PB - Austin, Texas: The New Media Consortium ST - NMC Horizon Report UR - http://privacytools.seas.harvard.edu/files/privacytools/files/2014-nmc-horizon-report-library-en.pdf Y2 - 2014/10/22/10:14:05 ER - TY - JOUR TI - 'No Air: Microenvironment and Vogue as Morticians of Visual Art Education in Nigeria' AU - Ajadi, S.B. AU - Nyikgwah, R. T2 - The CAPS Journal of Vocational Studies DA - 2012/// PY - 2012 VL - 2 IS - 1 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - No teacher is an island AU - Lurvink, Anne-Fleur AU - Godwin, Katie AU - Mason-Sesay, Miriam AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1059 DA - 2022/10/31/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/7374M339 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - No Teacher is an Island: A case study on the enablers and barriers for effective school-based teacher professional development in Sierra Leone AU - Lurvink, Anne-Fleur AU - Bangura, Zainab AU - Fortune, Alhaji AU - George, Alex H. AU - Godwin, Katie AU - Mason-Sesay, Miriam AU - Moseray, David AU - Tholley, Ibrahim AU - Turay, Emmanuel B. AU - Haßler, Björn CN - 0284 DA - 2022/08/18/ PY - 2022 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/N665IBBE KW - Author:OpenDevEd KW - _bjoern_cv KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - BLOG TI - No teacher is an Island - Open Development & Education AU - Lurvink, Anne-Fleur AU - Bokamba, Tania Elena Megogo AU - Mason, Miriam AU - Godwin, Katie AU - Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie AB - When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive their rice DA - 2022/10/31/T11:48:36+00:00 PY - 2022 LA - en-GB UR - https://opendeved.net/2022/10/31/no-teacher-is-an-island/, https://opendeved.net/2022/10/31/no-teacher-is-an-island/ Y2 - 2023/11/09/19:29:49 ER - TY - JOUR TI - Nomadic Fulani communities manage malaria on the move AU - Akogun, O.B. AU - Adesina, Adedoyin AU - Njobdi, S. AU - Ogundahunsi, O. T2 - International Health DA - 2012/// PY - 2012 DO - 10.1016/j.inhe.2011.09.001 VL - 4 IS - 1 SP - 10 EP - 19 LA - zu ER - TY - JOUR TI - Non-formal vocational education in Uganda: Practical empowerment through a workable alternative AU - Blaak, M. AU - Zeelen, J. AU - Openjuru, G.L., T2 - International Journal of Educational Development AB - This article reflects on the potential of non-formal vocational education in Uganda to improve the quality of life of those excluded from formal education. Based on an exploration of humanizing development theorists Sen, Freire and Nyerere, together with two case studies, practical empowerment is described as a desirable outcome of education for development. Practical empowerment includes acquiring marketable skills as well as capabilities to critically give direction to one's life. Although education leading to this outcome is desirable for all, non-formal vocational education can reach those currently excluded from formal education, thus enhancing their empowerment by equipping them with useful skills and knowledge. © 2012 Elsevier Ltd. DA - 2013/// PY - 2013 DO - 10.1016/j.ijedudev.2012.02.002 LA - en UR - http://www.sciencedirect.com/science/article/pii/S0738059312000211?via%3Dihub KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:outcomes KW - HDR25 KW - R:case study KW - T:TVET KW - Z:Alternative provision KW - Z:Drop-out KW - Z:Employment skills KW - Z:Poverty KW - Z:Vocational education and training KW - _C:Uganda UGA KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Non-linear density wave solutions for different models of galaxies AU - Vukcevic, M. T2 - Monthly Notices of the Royal Astronomical Society DA - 2014/// PY - 2014 DO - 10.1093/mnras/stu592 DP - Google Scholar VL - 441 IS - 1 SP - 565 EP - 570 ER - TY - JOUR TI - Non-state education provision; access and quality for the marginalised AU - Aslam, Monazza AB - This report undertakes a rapid review of some recent, high quality syntheses and reports to summarise the evidence on the effectiveness of different types of non-state schools in reaching the marginalised and providing quality education to them. Non-state provision has risen dramatically over the last few decades especially across South and West Asia and the Latin America and Caribbean region and provides opportunities in Sub-Saharan Africa and elsewhere. The all-encompassing term ‘non-state’ constitutes a spectrum of providers with different characteristics, scope and scale. Overall, the evidence is indicative of potential improvements in learning outcomes in certain types of non-state provision but this is caveated by the very low overall learning outcomes across education systems, as well as by the extent to which non-state provision is aligned with human rights. There is evidence of certain types of non-state providers being able to reach the marginalised and disadvantaged more effectively but questions exist with regards to their sustainability. Whilst different types of arrangements may work in different contexts, the critical factor remains the governments’ ability to both foster an enabling environment but also combine it with effective legislation, monitoring and regulation to ensure quality education provision. DA - 2017/08/11/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13202 Y2 - 2022/12/18/18:16:00 KW - ⛔ No DOI found ER - TY - BLOG TI - not all literature ‘reviews’ are the same AU - Thomson, Pat T2 - patter AB - I was trying to explain to a doctoral researcher the other day that the literature work that you do at the beginning of the doctorate is not the same as the literature work for the actual, final th… DA - 2013/05/23/T08:30:26+00:00 PY - 2013 LA - en UR - https://patthomson.net/2013/05/23/not-all-literature-reviews-are-the-same/ Y2 - 2021/04/17/19:28:44 ER - TY - JOUR TI - Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information AU - Saito, Eisuke AU - Khong, Thi Diem Hang T2 - Reflective Practice AB - Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. [ABSTRACT FROM PUBLISHER] DA - 2017/12// PY - 2017 DO - 10.1080/14623943.2017.1361921 DP - EBSCOhost VL - 18 IS - 6 SP - 837 EP - 851 J2 - Reflective Practice SN - 14623943 UR - https://www.researchgate.net/publication/319067859_Not_just_for_special_occasions_supporting_the_professional_learning_of_teachers_through_critical_reflection_with_audio-visual_information KW - ADULTS KW - AUDIOVISUAL aids in education KW - AUDIOVISUAL materials KW - CRITICAL thinking studies KW - DATA analysis software KW - DESCRIPTIVE statistics KW - EDUCATION KW - FOCUS groups KW - INTERVIEWING KW - PROFESSIONAL education KW - PROFESSIONAL employee training KW - REFLECTION (Philosophy) KW - RESEARCH funding KW - Reflective practice KW - SCHOOL administrators KW - TEACHER training KW - TEACHING KW - THEMATIC analysis KW - VIETNAM KW - Vietnam KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099873 KW - __finaldtb KW - critical reflection KW - professional learning KW - teacher professional development KW - vide-flection ER - TY - JOUR TI - Notes from the Field: 'Nurses International' Uses OER to Support Nurse Educators AU - Ewing, Helen AU - Chickering, Miriam AU - Burner, Lindsay AU - Keating, Stacen A. AU - Berland, Alex AU - Frank, Erica T2 - Journal of Learning for Development AB - Educating nurses in developing countries is challenging due to limited resources. Nurses International advances nursing education through the use of Open Educational Resources which provides a unique model to teach and mentor nurse educators globally. Using current resources and materials that are free online and teacher-facing, an innovative program has been established that can be employed to scale up education of the healthcare workforce through teaching the teachers and enhancing the education of nurses. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 459 EP - 466 LA - en SN - 2311-1550 ST - Notes from the Field UR - https://jl4d.org/index.php/ejl4d/article/view/425 Y2 - 2020/11/21/13:31:53 KW - Open Educational Resources KW - educator development KW - nurse education KW - ⛔ No DOI found ER - TY - JOUR TI - Nouvelles formes d’apprentissage en Afrique de l’Ouest: Vers une meilleure insertion professionnelle des jeunes AU - Walther, Richard DA - 2008/// PY - 2008 DP - Zotero LA - fr KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Benin KW - C:Mali KW - C:Senegal KW - C:Togo KW - CLL:fr KW - publicImportV1 KW - ⛔ No DOI found ER - TY - GEN TI - NQF Act nº67, 2008 - National Qualifications Framework AU - Government of South Africa AB - To provide for the National Qualifications Framework; to provide for the responsibilities of the Minister of Education and the Minister of Labour; to provide for the South African Qualifications Authority; to provide for Quality Councils; to provide for transitional arrangements; to repeal the South African Qualifications Authority Act, 1995; and to provide for matters connected therewith. DA - 2009/// PY - 2009 LA - English UR - https://www.gov.za/sites/default/files/31909_167.pdf Y2 - 2018/11/28/12:46:21 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:South Africa KW - Qualification Framework KW - publicImportV1 ER - TY - GEN TI - NTVETQF - National Technical and Vocational Education and Training Qualifications Framework AU - Government of Ghana DA - 2012///estimated PY - 2012 UR - http://www.dhet.gov.za/Archive%20Manuals/Ghana/Appendix%202_National%20TVET%20Qualifications%20Framework.pdf Y2 - 2018/12/19/09:24:37 KW - FullBiblioUHMLgen KW - GeneralCitations KW - Ghana KW - Qualification Framework ER - TY - RPRT TI - Nudges to Improve Learning and Gender Parity: Preliminary findings on supporting parent-child educational engagement during Covid-19 using mobile phones AU - Aurino, Elisabetta AU - Tsinigo, Edward AU - Wolf, Sharon DA - 2022/02/18/ PY - 2022 LA - en PB - EdTech Hub ST - Nudges to Improve Learning and Gender Parity KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Nutiseadmete kasutamise profiilid loodusainete ja matemaatika õppimise kontekstis AU - Pedaste, Margus AU - Must, Olev AU - Leijen, Äli AU - Mäeots, Mario AU - Siiman, Leo AU - Kori, Külli AU - Adov, Liina T2 - Eesti Haridusteaduste Ajakiri DA - 2017/// PY - 2017 DP - Google Scholar VL - 5 IS - 1 SP - 99 KW - _C:Estonia EST KW - _C:Luxembourg LUX KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - O Uso Pedagógico do Tablet no Instituto Federal de Educação, Ciência e Tecnologia de Rondônia (IFRO) AU - Pereira, Dauster Souza AU - Bueno, José Lucas Pedreira T2 - EDUCA-Revista Multidisciplinar em Educação DA - 2015/// PY - 2015 DO - 10.26568/2359-2087.2015.1628 DP - Google Scholar VL - 2 IS - 4 SP - 130 EP - 144 KW - _C:Canada CAN KW - _C:Portugal PRT KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - (obsolete) CN - opendeved.1061 DA - 2023/12/11/T00:00:00.000Z PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/FMUF8C73 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - ‘Obuntu Bulamu’–Development and Testing of an Indigenous Intervention for Disability Inclusion in Uganda AU - Bannink Mbazzi, Femke AU - Nalugya, Ruth AU - Kawesa, Elizabeth AU - Nambejja, Harriet AU - Nizeyimana, Pamela AU - Ojok, Patrick AU - Van Hove, Geert AU - Seeley, Janet T2 - Scandinavian Journal of Disability Research DA - 2020/// PY - 2020 DO - 10.16993/sjdr.697 DP - Google Scholar VL - 22 IS - 1 SP - 403 EP - 416 ER - TY - JOUR TI - Occupants’ responses to window views, daylighting and lighting in buildings: A critical review AU - Vasquez, Natalia Giraldo AU - Rupp, Ricardo Forgiarini AU - Andersen, Rune Korsholm AU - Toftum, Jørn T2 - Building and Environment DA - 2022/// PY - 2022 DO - 10.1016/j.buildenv.2022.109172 DP - Google Scholar SP - 109172 ST - Occupants’ responses to window views, daylighting and lighting in buildings KW - BE:RELEVANT ER - TY - JOUR TI - ODL Embedded with Innovative Communication and Digital Media to Empower All Levels of Farm Sectors to be Smart Farmers AU - Intaratat, Kamolrat T2 - Journal of Learning for Development AB - This research shows how innovative communication and digital media could help empower any level of farm sector in Thailand and be embedded into ODL to serve their most effective demands.  Qualitative research was used via case-based studies among eight key farm leaders from four success farms with data mapping and an interview form. Content analysis was also used. Tangible results of how ODL embedded with innovative communication and digital media can empower all levels of farm sectors under “SDGs” is described. The main findings are “ODL embedded with Innovative communication and digital media must be: 1) undertaken for the right reasons; 2) sensitive to real demands and problems; 3) fit with the existing context such as existing infrastructure, i.e., farms and ICT; 4) best engaged among all stakeholders with all kinds of participatory processes; and 5) an appropriate design to fit with all farmers’ contexts, i.e., friendly relationships, pedagogical, administrative, and all kinds of participatory channels and opportunities. DA - 2022/03/15/ PY - 2022 DP - jl4d.org VL - 9 IS - 1 SP - 117 EP - 128 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/578 Y2 - 2022/04/05/12:27:19 KW - Innovative Communication & Digital Media KW - ODL KW - Smart Farmer Thailand KW - ⛔ No DOI found ER - TY - GEN TI - OECD Directorate for Education and Skills DA - 2023/// PY - 2023 LA - en UR - https://one.oecd.org/document/EDU/EDPC/SR(2023)2/en/pdf KW - Final_citation KW - anystyle KW - existing ER - TY - GEN TI - OECD Legal Instruments AU - OECD DA - 2021/05/13/ PY - 2021 LA - en UR - https://legalinstruments.oecd.org/en/instruments/OECD-LEGAL-0389%20 Y2 - 2022/12/28/13:52:15 KW - Final_citation KW - anystyle KW - existing ER - TY - RPRT TI - OECD Reviews of Vocational Education and Training - Key Messages and Country Summaries AU - OECD AB - Full country policy reviews have been conducted, as part of the two OECD studies on VET, in Australia, Austria, Chile, China, Costa Rica, Czech Republic, Denmark, Egypt, Germany, Hungary, Ireland, Israel, Kazakhstan, Korea, Mexico, the Netherlands, Norway, South Africa, Sweden, Switzerland, the United Kingdom (England and Wales), and the United States (with case studies of Florida, Maryland and Washington State) and also the U.S states of South Carolina and Texas. DA - 2015/// PY - 2015 LA - English ST - OECD Reviews of VET KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - CC:Australia KW - CC:Austria KW - CC:Chile KW - CC:China KW - CC:Costa Rica KW - CC:Czech Republic KW - CC:Denmark KW - CC:Egypt KW - CC:Germany KW - CC:Kazakhstan KW - CC:Korea KW - CC:Mexico KW - CC:Netherlands KW - CC:Norway KW - CC:South Africa KW - CC:Sweden KW - CC:Switzerland KW - CC:UK KW - CC:United States KW - CLL:en KW - Hungary KW - publicImportV1 ER - TY - RPRT TI - OECS Academic Recovery Programme - Outputs Register AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/30/ PY - 2021 M3 - OECS Academic Recovery Programme Report PB - Open Development & Education SN - 7 UR - https://docs.opendeved.net/lib/S8XPYA4I KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:o ER - TY - RPRT TI - OECS Declaration on Education Statement AU - Gonsalves, Sarah-Lee AU - Regis, Callista AU - Theeb, Thaer AlSheikh AU - Haßler, Björn CN - 0261 CY - St. Lucia DA - 2022/02// PY - 2022 M3 - Academic Recovery Programme Phase II PB - Organisation of Eastern Caribbean States SN - 6 UR - https://docs.opendeved.net/lib/79LLTCAU KW - Author:OpenDevEd KW - _bjoern_cv ER - TY - RPRT TI - OECS Education Forum Meeting Report AU - Gonsalves, Sarah-Lee AU - Regis, Callista AU - Haßler, Björn CN - 0260 CY - St. Lucia DA - 2022/02// PY - 2022 M3 - Academic Recovery Programme Phase II PB - Organisation of Eastern Caribbean States SN - 5 UR - https://docs.opendeved.net/lib/EQ69UM4U KW - Author:OpenDevEd ER - TY - RPRT TI - OECS Education Sector Response and Recovery Strategy to COVID-19 AU - OECS DA - 2020/// PY - 2020 LA - English PB - Organisation of Eastern Caribbean States UR - https://www.oecs.org/en/our-work/knowledge/library/oecs-education-sector-response-strategy-to-covid-19/viewdocument/2115 Y2 - 2020/07/26/11:27:54 ER - TY - RPRT TI - OECS Education Sector Strategy (2012-2021) AU - OECS Secretariat DA - 2012/// PY - 2012 UR - https://www.globalpartnership.org/sites/default/files/2012-2021-oecs-education-sector-strategy_0.pdf Y2 - 2021/08/25/19:02:25 ER - TY - SLIDE TI - OECS Instructional Content and Engagement Framework A2 - OECS Commission A2 - McBurnie, Chris A2 - Megha-Bongnkar, Ghislaine DA - 2021/08// PY - 2021 UR - https://docs.google.com/presentation/d/1_LhgcqiRV0aib-iGcQ0lUviq4_LwqM6ty1tKu8H_rGc Y2 - 2021/08/25/20:50:08 KW - Author:OpenDevEd ER - TY - MGZN TI - OECS PD Magazine AU - OECS Commission DA - 2019/// PY - 2019 UR - https://camdu.edu.lc/wp-content/uploads/2020/07/OECS-PD-Magazine-NEW.pdf Y2 - 2021/02/20/13:01:29 ER - TY - RPRT TI - OECS Programme for Educational Advancement and Relevant Learning (PEARL) AU - OECS Secretariat DA - 2021/// PY - 2021 UR - https://documentcloud.adobe.com/link/review?uri=urn%3Aaaid%3Ascds%3AUS%3A5382a900-0f51-43a6-8cd5-2eee8c2b435e#pageNum=1 Y2 - 2021/08/25/19:04:27 ER - TY - RPRT TI - OECS Regional Education Statistical Digest 2017-18 AU - OECS DA - 2020/05/01/ PY - 2020 LA - fr UR - https://view.joomag.com/oecs-regional-education-statistical-digest-2017-18/0518281001572275884 Y2 - 2021/02/19/14:21:27 ER - TY - RPRT TI - OECS-Systematic-Regional-Diagnostic-P165001-1.pdf AU - World Bank DA - 2018/// PY - 2018 UR - http://documents1.worldbank.org/curated/en/300861530819875538/pdf/OECS-Systematic-Regional-Diagnostic-P165001-1.pdf Y2 - 2021/03/31/14:55:42 ER - TY - JOUR TI - OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa) AU - Wolfenden, Freda AU - Buckler, Alison Sarah Hemmings AU - Keraro, Fred T2 - Journal of Interactive Media in Education DA - 2012/03/07/ PY - 2012 DO - 10.5334/2012-03 DP - DOI.org (Crossref) VL - 2012 IS - 1 SP - 3 J2 - JIME SN - 1365-893X ST - OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa UR - http://jime.open.ac.uk/articles/10.5334/2012-03/ Y2 - 2020/04/28/10:42:22 ER - TY - JOUR TI - OER Awareness and Use: The Affinity Between Higher Education and K-12 AU - Blomgren, Constance T2 - The International Review of Research in Open and Distributed Learning AB - Educators within Higher Education (HE) and K-12 share in the need for high quality educational resources to assist in the pursuit of teaching and learning. Although there are numerous differences between the two levels of education, there are commonalties in the perceptions of the purpose, practical uses, and challenges that abide in the use of Open Educational Resources (OER). Observations made while producing podcasts and videos for OER awareness, use, and championing, form an exposition of the merits of OER for HE and K-12. Benefits include cost-savings in acquiring resources for teaching and learning as well as user-generated content, instructor creativity, and contextualized and responsively timely learning opportunities. Additionally, the teaching culture of K-12 has historically supported the sharing of learning activities and learning resources. At all levels of education, OER awareness requires a deeper understanding of the changes to teaching and learning borne by open educational practices. DA - 2018/05/01/ PY - 2018 DO - 10.19173/irrodl.v19i2.3431 DP - www.irrodl.org VL - 19 IS - 2 LA - en SN - 1492-3831 ST - OER Awareness and Use UR - https://www.irrodl.org/index.php/irrodl/article/view/3431 Y2 - 2022/12/25/21:32:29 KW - Final_citation KW - HE OER KW - K-12 OER KW - OER awareness KW - OER benefits KW - cited KW - existing KW - open educational practices KW - open pedagogy ER - TY - BOOK TI - OER Guidance for Schools AU - Haßler, Björn AU - Neo, Helen AU - Fraser, Josie DA - 2014/10//undefined PY - 2014 PB - Leicester City Council KW - Author:Haßler KW - Author:OpenDevEd KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:c ER - TY - RPRT TI - OER4Schools - Research Overview AU - Haßler, Björn AB - This report provides a very brief overview of the research that is connected to the OER4Schools programme. The references papers are listed below. DA - 2020/// PY - 2020 UR - https://docs.opendeved.net/lib/LJWIPFRA KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:c ER - TY - BOOK TI - Off the coast international poetry journal AU - Ajadi, S.B. AU - Boy' CY - Robbinston DA - 2012/// PY - 2012 ET - Fall SP - 46 LA - en PB - Resolute Bear Press ER - TY - JOUR TI - Om kvalitet i kvalitativa studier AU - Larsson, Staffan T2 - Nordic Studies in Education DA - 2005/03/18/ PY - 2005 DO - 10.18261/ISSN1891-5949-2005-01-03 DP - idunn.no (Atypon) VL - 25 IS - 1 SP - 16 EP - 35 J2 - Nordisk pedagogik SN - 1891-5914 UR - https://www.idunn.no/doi/abs/10.18261/ISSN1891-5949-2005-01-03 Y2 - 2023/12/22/21:35:13 ER - TY - BOOK TI - On critical pedagogy AU - Giroux, Henry A. DA - 2011/// PY - 2011 DP - Google Scholar PB - Bloomsbury Publishing USA ER - TY - JOUR TI - On Technology Integration: Perspective from Nigeria AU - Ifinedo, Eloho T2 - JYU dissertations DA - 2019/// PY - 2019 DP - Google Scholar ST - On Technology Integration KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Egypt EGY KW - _C:Estonia EST KW - _C:Finland FIN KW - _C:France FRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Kenya KEN KW - _C:Korea, Republic KOR KW - _C:Luxembourg LUX KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Netherlands NLD KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - On the impact of early marriage on schooling outcomes in Sub-Saharan Africa and South West Asia AU - Delprato, Marcos AU - Akyeampong, Kwame AU - Sabates, Ricardo AU - Hernandez-Fernandez, Jimena T2 - International Journal of Educational Development AB - 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. DA - 2015/09/01/ PY - 2015 DO - 10.1016/j.ijedudev.2015.06.001 DP - ScienceDirect VL - 44 SP - 42 EP - 55 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - https://www.sciencedirect.com/science/article/pii/S0738059315000747 Y2 - 2023/01/07/20:45:52 KW - Early marriage KW - Empowerment KW - Instrumental variable KW - South West Asia KW - Sub-Saharan Africa KW - Women education ER - TY - CONF TI - On the Robustness of the Brewer-Dobson Circulation in the Tropical Stratosphere AU - Haßler, Björn AU - McIntyre, M T2 - Millennium 150th Anniversary Conference of the Royal Meteorological Society C1 - Cambridge C3 - Proceedings of the Meteorology at the Millennium 150th Anniversary Conference of the Royal Meteorological Society DA - 2000/// PY - 2000 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - JOUR TI - On the use of computer‐assistance to facilitate systematic mapping AU - Haddaway, Neal R. AU - Callaghan, Max W. AU - Collins, Alexandra M. AU - Lamb, William F. AU - Minx, Jan C. AU - Thomas, James AU - John, Denny T2 - Campbell Systematic Reviews AB - Abstract The volume of published academic research is growing rapidly and this new era of “big literature” poses new challenges to evidence synthesis, pushing traditional, manual methods of evidence synthesis to their limits. New technology developments, including machine learning, are likely to provide solutions to the problem of information overload and allow scaling of systematic maps to large and even vast literatures. In this paper, we outline how systematic maps lend themselves well to automation and computer‐assistance. We believe that it is a major priority to consolidate efforts to develop and validate efficient, rigorous and robust applications of these novel technologies, ensuring the challenges of big literature do not prevent the future production of systematic maps. DA - 2020/12// PY - 2020 DO - 10.1002/cl2.1129 DP - DOI.org (Crossref) VL - 16 IS - 4 SP - e1129 J2 - Campbell Systematic Reviews LA - en SN - 1891-1803, 1891-1803 UR - https://onlinelibrary.wiley.com/doi/10.1002/cl2.1129 Y2 - 2024/03/10/16:13:10 KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - JOUR TI - On the Ventilation performance of low momentum confluent jets supply device in a classroom AU - Andersson, Harald AU - Kabanshi, Alan AU - Cehlin, Mathias AU - Moshfegh, Bahram T2 - Energies DA - 2020/// PY - 2020 DO - 10.3390/en13205415 DP - Google Scholar VL - 13 IS - 20 SP - 5415 KW - BE:RELEVANT ER - TY - RPRT TI - Onder de motorkap: Onderzoek naar EdTech testbeds in Europa AU - Boot, N. AU - Jukema, H. AU - Stappen, E. van der AB - Het onderwijs is voortdurend in ontwikkeling. Studenten hebben behoefte aan afwisselend onderwijs dat aansluit op hun eigen belevingswereld. Terwijl docenten het best mogelijke onderwijs willen DA - 2022/// PY - 2022 LA - nl-NL ST - Onder de motorkap UR - https://www.versnellingsplan.nl/Kennisbank/onder-de-motorkap-onderzoek-naar-edtech-testbeds-in-europa/ Y2 - 2023/01/15/23:50:16 ER - TY - JOUR TI - One Laptop Per Child at Home: Short-Term Impacts from a Randomized Experiment in Peru. AU - Beuermann, Diether W. AU - Cristia, Julian AU - Cueto, Santiago AU - Malamud, Ofer AU - Cruz-Aguayo, Yyannu T2 - American Economic Journal: Applied Economics AB - This paper presents results from a randomized controlled trial whereby approximately 1,000 OLPC XO laptops were provided for home use to children attending primary schools in Lima, Peru. The intervention increased access and use of home computers, with some substitution away from computer use outside the home. Children randomized to receive laptops scored about 0.8 standard deviations higher in a test of XO proficiency but showed lower academic effort as reported by teachers. There were no impacts on academic achievement or cognitive skills as measured by the Raven's Progressive Matrices test. Finally, there was little evidence for spillovers within schools. (JEL I21, I28, J13, O15) DA - 2015/// PY - 2015 DO - 10.1257/app.20130267 DP - DOI.org (Crossref) VL - 7 IS - 2 SP - 53 EP - 80 J2 - American Economic Journal: Applied Economics LA - en SN - 1945-7782, 1945-7790 ST - One Laptop per Child at Home UR - https://pdfs.semanticscholar.org/cbe1/6a88e600b91bb7188584f0d45a8eb32001a2.pdf Y2 - 2021/06/04/17:42:31 KW - ___duplicate_item ER - TY - CONF TI - One Laptop per Child Rwanda: Enabling Factors and Barriers AU - Adam, Taskeen AU - Haßler, Björn AU - Cruickshank, Heather T2 - South Africa International Conference on Educational Technologies C1 - Pretoria, South Africa C3 - Empowering the 21st Century Learner DA - 2016/// PY - 2016 DP - Google Scholar SP - 184 EP - 195 PB - African Academic Research Forum SN - ISBN 978-0-620-70782-4 ST - One Laptop per Child Rwanda UR - http://aa-rf.org/wp-content/uploads/2017/03/SAICET-2016-Proceedings.pdf KW - Author:Haßler KW - Author:OpenDevEd KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Botswana BWA KW - _C:Burkina Faso BFA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Peru PER KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Serbia SRB KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Online initial teacher education: a systematic review of the literature AU - Dyment, Janet E. AU - Downing, Jillian Jane T2 - Asia-Pacific Journal of Teacher Education AB - This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders. DA - 2020/05/26/ PY - 2020 DO - 10.1080/1359866X.2019.1631254 DP - Taylor and Francis+NEJM VL - 48 IS - 3 SP - 316 EP - 333 SN - 1359-866X ST - Online initial teacher education UR - https://doi.org/10.1080/1359866X.2019.1631254 Y2 - 2022/04/05/20:39:12 KW - Online KW - blended KW - initial teacher education KW - pre-service KW - systematic review KW - teacher education ER - TY - JOUR TI - Online Peer-Tutoring: A Renewed Impetus for Autonomous English Learning AU - Herrera Bohórquez, Luis Ignacio AU - Largo Rodríguez, José David AU - Viáfara González, John Jairo AU - Herrera Bohórquez, Luis Ignacio AU - Largo Rodríguez, José David AU - Viáfara González, John Jairo T2 - How DA - 2019/12// PY - 2019 DO - 10.19183/how.26.2.503 DP - SciELO VL - 26 IS - 2 SP - 13 EP - 31 LA - en SN - 0120-5927 ST - Online Peer-Tutoring UR - http://www.scielo.org.co/scielo.php?script=sci_abstract&pid=S0120-59272019000200013&lng=en&nrm=iso&tlng=en Y2 - 2022/12/27/01:36:11 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Online tools supporting the conduct and reporting of systematic reviews and systematic maps: a case study on CADIMA and review of existing tools AU - Kohl, Christian AU - McIntosh, Emma J. AU - Unger, Stefan AU - Haddaway, Neal R. AU - Kecke, Steffen AU - Schiemann, Joachim AU - Wilhelm, Ralf T2 - Environmental Evidence AB - Systematic reviews and systematic maps represent powerful tools to identify, collect, evaluate and summarise primary research pertinent to a specific research question or topic in a highly standardised and reproducible manner. Even though they are seen as the “gold standard” when synthesising primary research, systematic reviews and maps are typically resource-intensive and complex activities. Thus, managing the conduct and reporting of such reviews can become a time consuming and challenging task. This paper introduces the open access online tool CADIMA, which was developed through a collaboration between the Julius Kühn-Institut and the Collaboration for Environmental Evidence, in order to increase the efficiency of the evidence synthesis process and facilitate reporting of all activities to maximise methodological rigour. Furthermore, we analyse how CADIMA compares with other available tools by providing a comprehensive summary of existing software designed for the purposes of systematic review management. We show that CADIMA is the only available open access tool that is designed to: (1) assist throughout the systematic review/map process; (2) be suited to reviews broader than medical sciences; (3) allow for offline data extraction; and, (4) support working as a review team. DA - 2018/02/01/ PY - 2018 DO - 10.1186/s13750-018-0115-5 DP - Springer Link VL - 7 IS - 1 SP - 8 J2 - Environ Evid LA - en SN - 2047-2382 ST - Online tools supporting the conduct and reporting of systematic reviews and systematic maps UR - https://doi.org/10.1186/s13750-018-0115-5 Y2 - 2024/01/18/22:22:57 KW - Evidence synthesis KW - Managing systems KW - Rapid review KW - Review management KW - Systematic review software KW - Text mining KW - Time management KW - _Added-ailr-2024 ER - TY - JOUR TI - Online tutoring works: Experimental evidence from a program with vulnerable children AU - Gortazar, Lucas AU - Hupkau, Claudia AU - Roldán-Monés, Antonio T2 - Journal of Public Economics AB - We provide evidence from a randomized controlled trial on the effectiveness of a novel, 100-percent online math tutoring program, targeted at secondary school students from highly disadvantaged neighborhoods. The intensive, eight-week-long program was delivered in groups of two students during after-school hours, mostly by qualified math teachers. The intervention significantly increased standardized test scores (+0.26 SD) and end-of-year math grades (+0.49 SD), while reducing the probability of repeating the school year. The intervention also raised aspirations, as well as self-reported effort at school. The two-on-one design allows us to significantly reduce costs and improve scalability, while showing similar results as one-on-one tutoring programs. DA - 2024/04/01/ PY - 2024 DO - 10.1016/j.jpubeco.2024.105082 DP - ScienceDirect VL - 232 SP - 105082 J2 - Journal of Public Economics SN - 0047-2727 ST - Online tutoring works UR - https://www.sciencedirect.com/science/article/pii/S0047272724000185 Y2 - 2024/03/19/23:26:16 KW - Child outcomes KW - Final_citation KW - Mathematics KW - Mentoring KW - Online tutoring KW - RCT ER - TY - JOUR TI - Open Access: challenges and opportunities for Low- and Middle- Income Countries and the potential impact of UK policy AU - Harle, Jon AU - Warne, Verity DA - 2020/// PY - 2020 DP - Zotero SP - 69 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Open Access Research: A Review of DFID’s Policy and Practice AU - Fosci, Mattia AU - Johnson, Rob AU - Chiarelli, Andrea DA - 2019/03// PY - 2019 UR - https://assets.publishing.service.gov.uk/media/5d88c88be5274a156810713c/Review_DFID_Open_Access_Reseach_Policy_and_Practice_2019.pdf Y2 - 2020/08/18/16:53:31 ER - TY - JOUR TI - Open access research and policy impact: experiences from developing the African Education Research Database AU - Mitchell, Rafael AU - Rose, Pauline AU - Asare, Samuel T2 - Is Open Research really changing the world DA - 2018/// PY - 2018 DP - Google Scholar ST - Open access research and policy impact KW - ⛔ No DOI found ER - TY - JOUR TI - Open and distance learning for health: supporting health workers through education and training AU - Dodds, T T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - 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. DA - 2011/// PY - 2011 DO - 10.1080/02680513.2011.567757 SP - 5 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/02680513.2011.567757 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Gambia KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:health KW - P:measurement KW - Q:ODEL KW - Q:distance learning KW - Q:e-learning KW - Q:open educational resources KW - Q:open learning KW - T:Ausbildung KW - T:Training KW - T:continuing education KW - publicImportV1 ER - TY - JOUR TI - Open and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique AU - Cossa, Sérgio Paulo AU - Nakala, Lurdes Patrocínia Matavela AU - Cherinda, Nilsa Adelaide Issufo Enoque Pondja T2 - Journal of Learning for Development AB - This case study explores the open and innovative schooling model piloted in fifteen secondary schools across all regions of Mozambique in the period 2018 to 2020. The model involved provision of access to curriculum-based digital Open Educational Resources (OER) using an Aptus device to enable sharing offline. Learning support centres offering access to some ICT as well as opportunities for individual use or structured tutorials were established in fifteen schools around the country. A mixed methods tracer study was designed and implemented using quantitative analysis to ascertain student enrolment, retention and success and then used qualitative focus surveys and focus groups to gauge the satisfaction of students, teachers and managers with the OIS model to inform future planning. While the pilot was generally considered successful in augmenting existing secondary schooling provision, access to devices, teacher development and support and expansion of curriculum coverage were all found to be in critical need of improvement if the model is to be scaled. DA - 2021/11/17/ PY - 2021 DP - jl4d.org VL - 8 IS - 3 SP - 601 EP - 610 LA - en SN - 2311-1550 ST - Open and Innovative Schooling UR - https://jl4d.org/index.php/ejl4d/article/view/580 Y2 - 2022/04/05/12:26:00 KW - Aptus KW - OER KW - _genre:PR-primary_research KW - learing support KW - open schooling KW - secondary schooling KW - tracer study KW - ⛔ No DOI found ER - TY - BOOK TI - Open at the Margins AU - Adam, Taskeen AU - Allen, Nicole AU - Amiel, Tel AU - Asino, Tutaleni AU - Atenas, Javiera AU - Bali, Maha AU - Barnes, Naomi AU - Bourg, Chris AU - Bouterse, Siko AU - Caines, Autumm AU - Campbell, Lorna M. AU - Cangialosi, Karen AU - Collier, Amy AU - Cronin, Catherine AU - Czerniewicz, Laura AU - DeRosa, Robin AU - Ensor, Simon AU - Friedrich, Christian AU - Gilliard, Chris AU - Hare, Sarah AU - Hendricks, Christina AU - Hodgkinson-Williams, Cheryl AU - Jhangiani, Rajiv AU - Mattson, Rachel Jurinich AU - Koseoglu, Suzan AU - H, Caroline Kuhn AU - Luke, Jim AU - Marsh, Jaime AU - Meinke-Lau, Billy AU - Mitchell, Jess AU - Moore, Matthew AU - Morgan, Tannis AU - Pete, Judith AU - Prinsloo, Paul AU - Robertson, Tara AU - Singh, Sava Saheli AU - Spelic, Sherri AU - Stewart, Bonnie AU - Stommel, Jesse AU - Veneruso, Samantha Streamer AU - Vrana, Adele AU - Walji, Sukaina AU - Watters, Audrey DA - 2020/08/17/ PY - 2020 DP - press.rebus.community LA - en PB - Rebus Community SN - 978-1-989014-22-6 UR - https://press.rebus.community/openatthemargins/ Y2 - 2020/08/17/20:21:56 KW - Author:OpenDevEd KW - _C:Austria AUT KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Cuba CUB KW - _C:Egypt EGY KW - _C:Finland FIN KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:India IND KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Jordan JOR KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:State of Palestine PSE KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Venezuela VEN KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence ER - TY - CHAP TI - Open Content AU - Haßler, Björn AU - Mays, Tony T2 - International Encyclopedia of Digital Communication and Society A2 - Hwa Ang, Peng A2 - Mansell, Robin DA - 2015/// PY - 2015 PB - Wiley-Blackwell UR - http://bjohas.de/Publications/Hassler_Mays_OpenContent KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Canada CAN KW - _C:France FRA KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Open Data Readiness Assessment: Prepared for the Government of Sierra Leone AU - Chrzanowski, Pierre AU - Holm, Jeanne AU - Manley, Laura AU - Dodds, Elizabeth AU - Baker, Rob DA - 2016/// PY - 2016 PB - World Bank Group; Open Aid Partnership UR - https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf Y2 - 2020/12/15/17:45:57 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Open Data Readiness Assessment: Sierra Leone AU - World Bank DA - 2015/// PY - 2015 UR - https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf KW - _C:Sierra Leone SLE ER - TY - BLOG TI - Open Development & Education Statement on Black Lives Matter AU - administrator T2 - Open Development & Education AB - Ending racism is a fundamental part of human rights, we unequivocally assert that Black Lives Matter. We at Open Development & Education Reject the discriminatory practices against Black people in the United States of America. We stand in solidarity with those calling for an end to all forms of racial discrimination around the world.  Through […] DA - 2020/06/15/T15:48:22+00:00 PY - 2020 LA - en-GB UR - https://opendeved.net/2020/06/15/open-development-education-statement-on-black-lives-matter/ Y2 - 2020/06/23/20:00:13 ER - TY - BOOK TI - Open development: networked innovations in international development AU - Smith, Matthew L. CY - Cambridge, Mass. DA - 2013/// PY - 2013 DP - Open WorldCat LA - English PB - Mit Press SN - 978-0-262-52541-1 0-262-52541-0 978-1-55250-568-7 1-55250-568-5 ST - Open development ER - TY - JOUR TI - Open education and critical pedagogy AU - Farrow, Robert T2 - Learning, Media and Technology AB - This paper argues for a revaluation of the potential of open education to support more critical forms of pedagogy. Section 1 examines contemporary discourses around open education, offering a commentary on the perception of openness as both a disruptive force in education, and a potential solution to contemporary challenges. Section 2 examines the implications of the lack of consensus around what it means to be open, focusing on the example of commercial and proprietary claims to openness commonly known as ‘openwashing’. Section 3 uses Raymond's influential essay on open source software ‘The Cathedral and the Bazaar’ as a framework for thinking through these issues, and about alternative power structures in open education. In Section 4, an explicit link is drawn between more equal and democratic power structures and the possibility for developing pedagogies which are critical and reflexive, providing examples which show how certain interpretations of openness can raise opportunities to support critical approaches to pedagogy. DA - 2017/04/03/ PY - 2017 DO - 10.1080/17439884.2016.1113991 DP - Taylor and Francis+NEJM VL - 42 IS - 2 SP - 130 EP - 146 SN - 1743-9884 UR - https://doi.org/10.1080/17439884.2016.1113991 Y2 - 2020/01/13/21:52:11 KW - Final_citation KW - MOOC KW - OER KW - cited KW - critical pedagogy KW - critical theory KW - critique KW - discourse analysis KW - evidence KW - existing KW - open education KW - openwashing ER - TY - JOUR TI - Open Education and the Sustainable Development Goals: Making Change Happen AU - Lane, Andy T2 - Journal of Learning for Development - JL4D AB - Education for All has been a concept at the heart of international development since 1990 and has found its latest instantiation within the Sustainable Development Goals (SDGs) as SDG 4, ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Open education, in the form of resources and practices are both seen as contributors to SDG4 as evidenced by the recent 2nd World Open Educational Resources Congress. The ambition for open education to contribute to the SDGs is clear from this and other gatherings but the means to make it happen are not as clear, and many have claimed that little has happened since the SDGs were launched in 2015. To help address this apparent gap, this paper: (1) sets out the scale and scope of the SDGs; (2) reviews the potential contribution of open educational resources and practices to support the SDGs, and (3) uses a framing of power and systems thinking to review the way open education activities might be fostered within tertiary education in all local, national and regional contexts in order to support the SDGs, and not just SDG 4. It will also tentatively propose a theory of change that brings together power relationships, systems thinking and open education as key components and provide a case study of how this might work in practice through a newly funded project proposal. It is hoped that this theory of change and proposal will be a starting point for wider debate and discussion on how to make change happen in this important arena. DA - 2017/11/20/ PY - 2017 DP - jl4d.org VL - 4 IS - 3 LA - en SN - 2311-1550 ST - Open Education and the Sustainable Development Goals UR - http://jl4d.org/index.php/ejl4d/article/view/266 Y2 - 2018/01/21/20:05:08 KW - ⛔ No DOI found ER - TY - JOUR TI - Open educational practices (OEP) in the design of digital competence assessment AU - Maina, Marcelo Fabián AU - Santos-Hermosa, Gema AU - Mancini, Federica AU - Ortiz, Lourdes Guàrdia T2 - Distance Education AB - This article presents the implementation of an assessment model for generic competences in K-12 enabled by open educational practices. It showcases a digital competence assessment model that outlines the design of competence assessment scenarios constructed by means of a collaborative process involving teachers from six European countries, learning designers, and researchers. Our study draws attention to the concept of open educational practices as a broad descriptor of four areas of teacher practice regarding design, content, teaching, and assessment. The process unfolds through three phases, where teachers’ engagement with collaborative processes and network-based tools facilitate the construction of active shared learning. It analyzes the joint creation of open practices, and the production of open educational resources. The scalability, flexibility, and adaptability of competence assessment scenarios underline their transferability to similar contexts. The experience may benefit educational institutions and communities of teachers interested in innovating and opening up education. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757407 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 261 EP - 278 SN - 0158-7919 UR - https://doi.org/10.1080/01587919.2020.1757407 Y2 - 2021/03/24/14:38:49 KW - K-12 assessment KW - collaborative teaching KW - digital competence KW - open educational practices KW - pedagogy of integration ER - TY - JOUR TI - Open educational practices of MOOC designers: embodiment and epistemic location AU - Adam, Taskeen T2 - Distance Education AB - This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757405 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 171 EP - 185 SN - 0158-7919 ST - Open educational practices of MOOC designers UR - https://doi.org/10.1080/01587919.2020.1757405 Y2 - 2020/06/14/11:56:40 KW - Author:OpenDevEd KW - MOOC designer KW - OEP KW - __C:filed:1 KW - critical consciousness KW - embodiment KW - epistemic location KW - positionality ER - TY - JOUR TI - Open educational practices of MOOC designers: embodiment and epistemic location AU - Adam, Taskeen T2 - Distance Education AB - This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757405 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 171 EP - 185 SN - 0158-7919 ST - Open educational practices of MOOC designers UR - https://doi.org/10.1080/01587919.2020.1757405 Y2 - 2020/06/14/11:56:40 KW - Final_citation KW - MOOC designer KW - OEP KW - cited KW - critical consciousness KW - embodiment KW - epistemic location KW - existing KW - positionality ER - TY - JOUR TI - Open Educational Resources: Challenges and Opportunities in Indian Primary Education AU - Ganapathi, Janani T2 - International Review of Research in Open and Distributed Learning DA - 2018/// PY - 2018 DO - 10.19173/irrodl.v19i3.3662 DP - Google Scholar VL - 19 IS - 3 ST - Open Educational Resources KW - _C:Australia AUS KW - _C:India IND KW - _C:Kenya KEN KW - _C:New Zealand NZL KW - _C:Poland POL KW - _C:South Africa ZAF KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - Open Educational Resources Guide for Colleges of Education T2 - T-TEL Professional Development Programme A3 - Haßler, Björn CY - Ghana DA - 2016/12// PY - 2016 ET - Handbook for Professional Development Coordinators VL - 8 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Open Educational Resources in Africa: A Curated Resource List AU - Koomar, Saalim AU - Jull, Stephen CY - London, UK DA - 2020/06/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 20 UR - https://docs.edtechhub.org/lib/10.5281/zenodo.3906041 KW - C: Ghana KW - H: Open resources KW - LP: English KW - __C:filed:1 ER - TY - RPRT TI - Open Government Case Study: Costing Sierra Leone’s Open Data Program AU - Joswiak, Naomi DA - 2017/// PY - 2017 PB - Results for Development UR - https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf Y2 - 2020/12/18/12:18:01 KW - _C:Sierra Leone SLE KW - ___working_potential_duplicate ER - TY - RPRT TI - Open Government Case Study: Costing Sierra Leone’s Open Data Program AU - Joswiak, Naomi DA - 2017/08// PY - 2017 PB - Results for Development UR - https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf Y2 - 2020/12/15/17:44:11 KW - _C:Sierra Leone SLE KW - ___working_potential_duplicate ER - TY - CHAP TI - Open Initiatives for Decolonising the Curriculum AU - Lockley, Pat T2 - Decolonising the University A2 - Bhambra, Gurminder K. A2 - Nişancıoğlu, Kerem A2 - Gebrial, Dalia DA - 2018/// PY - 2018 SP - 145 EP - 173 PB - Pluto Press ER - TY - CHAP TI - Open Initiatives for Decolonising the Curriculum AU - Lockley, Pat T2 - Decolonising the University DA - 2018/// PY - 2018 SP - 145 EP - 173 PB - Pluto Press KW - Final_citation KW - cited KW - existing ER - TY - CHAP TI - Open Issues and Conclusions AU - Mantelero, Alessandro T2 - Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI A2 - Mantelero, Alessandro T3 - Information Technology and Law Series AB - Having discussed in previous chapters the valuable contribution that an assessment model encompassing human rights, ethical and societal issues can provide to the development and regulation of AI, these concluding remarks address some of the challenges we face in implementing this approach in tangible reality. The focus on future global regulatory scenarios in the field of AI shows how the holistic HRESIA model, which includes the contextualisation of human rights and socio-ethical values in a given area, could be an effective answer for both the countries which have a human rights-based AI regulation and those who do not. In addition, holistic assessment and values-oriented design procedures can build trust in the development of AI, addressing the increasing public concern for invasive and pervasive AI applications, as well as the growing attention of policy makers to the side effects of AI use in the presence of concentration of power in digital services. CY - The Hague DA - 2022/// PY - 2022 DP - Springer Link SP - 185 EP - 197 LA - en PB - T.M.C. Asser Press SN - 978-94-6265-531-7 UR - https://doi.org/10.1007/978-94-6265-531-7_5 Y2 - 2024/02/23/23:56:54 KW - AI regulation KW - Data protection KW - Digital ecosystems KW - Human rights KW - Risk assessment KW - Trust ER - TY - RPRT TI - Open Knowledge Repository AU - World Bank DA - 2023/11/08/ PY - 2023 UR - https://openknowledge.worldbank.org/entities/publication/211c4d69-9013-4942-831f-4dbae5ede977?deliveryName=DM209153 Y2 - 2024/02/29/12:33:48 KW - Final_citation ER - TY - JOUR TI - Open Pedagogy: A Systematic Review of Empirical Findings AU - Clinton-Lisell, Virginia T2 - Journal of Learning for Development AB - Open licensing used in open educational resources allows for teaching and learning practices that are not possible with traditional copyright. There is a growing body of empirical research on open pedagogy. However, definitions and instantiations of open pedagogy vary in the literature. The purpose of this review was to systematically search and synthesize empirical findings on open pedagogy. In this, the definitions of open pedagogy across empirical reports were examined. Generally, open pedagogy was defined in the context of open licensing affordances; however, there were exceptions particularly when examining faculty experiences with open pedagogy. Synthesized findings may be used by faculty to inform use of open pedagogy especially when considering issues with student confusion and changing power dynamics. DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 255 EP - 268 LA - en SN - 2311-1550 ST - Open Pedagogy UR - https://jl4d.org/index.php/ejl4d/article/view/511 Y2 - 2022/04/05/12:25:43 KW - open education KW - open pedagogy KW - systematic review KW - ⛔ No DOI found ER - TY - JOUR TI - Open peer-review platform for COVID-19 preprints AU - Johansson, Michael A. AU - Saderi, Daniela T2 - Nature AB - Illustration of paper under a magnifying glass DA - 2020/03/01/ PY - 2020 DO - 10.1038/d41586-020-00613-4 DP - NASA ADS VL - 579 SP - 29 EP - 29 SN - 0028-0836 UR - https://ui.adsabs.harvard.edu/abs/2020Natur.579...29J Y2 - 2021/10/05/18:36:39 KW - _genre:PR-primary_research ER - TY - CHAP TI - Open Praxis: Three Perspectives, One Vision AU - Kuhn, Caroline H. AU - Adam, Taskeen AU - Pete, Judith T2 - Open at the Margins DA - 2020/08/17/ PY - 2020 DP - press.rebus.community LA - en PB - Rebus Community SN - 978-1-989014-22-6 ST - Open Praxis UR - https://press.rebus.community/openatthemargins/chapter/open-praxis-three-perspectives-one-vision/ Y2 - 2020/08/17/20:21:56 KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Open Textbooks and Social Justice: Open Educational Practices to Address Economic, Cultural and Political Injustice at the University of Cape Town AU - Cox, Glenda AU - Masuku, Bianca AU - Willmers, Michelle T2 - Journal of Interactive Media in Education AB - There is currently a clarion call to address social injustice in South African higher education (HE) in order to achieve greater equity in access. Within this context, current social injustices pertain to financial exclusion as well as epistemic marginalisation and are embodied in the predominance of expensive textbooks which are authored in the Global North, meaning that they are unaffordable for many students and do not represent local realities. This paper provides evidence from the Digital Open Textbooks for Development (DOT4D) project at the University of Cape Town (UCT), on the potential of open textbooks to address social injustice in South African HE and the practices utilised by UCT staff to address these challenges. The paper uses Nancy Fraser’s (2005) trivalent lens to examine inequality, specifically as relates to the following dimensions: economic (maldistribution of resources); cultural (misrecognition of culture and identities); and political (misrepresentation or exclusion of voice). This enables the authors to critically analyse the UCT context and the extent to which open textbook production as well as open education practices within the classroom promote social justice through “parity of participation”. The findings presented demonstrate that open textbooks have the potential to disrupt histories of exclusion in South African HE institutions by addressing issues of cost and marginalisation through the creation of affordable, contextually-relevant learning resources. In addition to this, they provide affordances which enable lecturers to change the way they teach, include student voices and create innovative pedagogical strategies. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.556 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 2 LA - en SN - 1365-893X ST - Open Textbooks and Social Justice UR - http://jime.open.ac.uk/articles/10.5334/jime.556/ AN - University lecturers Y2 - 2020/07/11/18:36:12 KW - open textbooks KW - pedagogy KW - social justice ER - TY - JOUR TI - OpenAlex: A fully-open index of scholarly works, authors, venues, institutions, and concepts AU - Priem, Jason AU - Piwowar, Heather A. AU - Orr, Richard T2 - ArXiv AB - OpenAlex is a new, fully-open scientific knowledge graph (SKG), launched to replace the discontinued Microsoft Academic Graph (MAG). It contains metadata for 209M works (journal articles, books, etc); 2013M disambiguated authors; 124k venues (places that host works, such as journals and online repositories); 109k institutions; and 65k Wikidata concepts (linked to works via an automated hierarchical multi-tag classifier). The dataset is fully and freely available via a web-based GUI, a full data dump, and high-volume REST API. The resource is under active development and future work will improve accuracy and coverage of citation information and author/institution parsing and deduplication. DA - 2022/05/04/ PY - 2022 DP - Semantic Scholar ST - OpenAlex UR - https://www.semanticscholar.org/paper/OpenAlex%3A-A-fully-open-index-of-scholarly-works%2C-Priem-Piwowar/88b8569f4c5ea548e8eac6cb68896251e85ca879 Y2 - 2024/03/10/19:41:28 KW - ⛔ No DOI found ER - TY - JOUR TI - OpenCitations Meta AU - Massari, Arcangelo AU - Mariani, Fabio AU - Heibi, Ivan AU - Peroni, Silvio AU - Shotton, David AB - OpenCitations Meta is a new database that contains bibliographic metadata of scholarly publications involved in citations indexed by the OpenCitations infrastructure. It adheres to Open Science principles and provides data under a CC0 license for maximum reuse. The data can be accessed through a SPARQL endpoint, REST APIs, and dumps. OpenCitations Meta serves three important purposes. Firstly, it enables disambiguation of citations between publications described using different identifiers from various sources. For example, it can link publications identified by DOIs in Crossref and PMIDs in PubMed. Secondly, it assigns new globally persistent identifiers (PIDs), known as OpenCitations Meta Identifiers (OMIDs), to bibliographic resources without existing external persistent identifiers like DOIs. Lastly, by hosting the bibliographic metadata internally, OpenCitations Meta improves the speed of metadata retrieval for citing and cited documents. The database is populated through automated data curation, including deduplication, error correction, and metadata enrichment. The data is stored in RDF format following the OpenCitations Data Model, and changes and provenance information are tracked. OpenCitations Meta and its production. OpenCitations Meta currently incorporates data from Crossref, DataCite, and the NIH Open Citation Collection. In terms of semantic publishing datasets, it is currently the first in data volume. DA - 2023/// PY - 2023 DO - 10.48550/ARXIV.2306.16191 DP - Semantic Scholar UR - https://arxiv.org/abs/2306.16191 Y2 - 2024/03/10/19:41:05 KW - Digital Libraries (cs.DL) KW - FOS: Computer and information sciences ER - TY - COMP TI - OpenDevEd/OpenAlex-SDK DA - 2024/02/07/T19:15:08Z PY - 2024 DP - GitHub LA - TypeScript PB - Open Development & Education UR - https://github.com/OpenDevEd/OpenAlex-SDK Y2 - 2024/02/23/21:24:30 ER - TY - CHAP TI - Opening new doors: Community engagement in India AU - Batada, A. AU - Banarjee, S. AU - Subramanian, M. T2 - The Sesame Effect: The Global Impact of the Longest Street in the World A2 - Cole, Charlotte F. A2 - Lee, June H. CY - New York, NY DA - 2016/// PY - 2016 PB - Routledge KW - 01.11.19 KW - Final_citation KW - cited KW - existing KW - tempss_1 ER - TY - JOUR TI - Openness reexamined: teachers’ practices with open educational resources in online language teaching AU - Pulker, Hélène AU - Kukulska-Hulme, Agnes T2 - Distance Education AB - Open educational practices (OEP) as a research field is relatively new. One aspect that has received limited attention is the impact of using open educational resources (OER) on the development of OEP. This article, based on a doctoral study (Pulker, 2019), considers teachers’ activities when reusing and adapting OER, with a view to providing evidence of reuse and understanding whether these activities influence teaching practices. A qualitative study following a constructivist grounded theory methodology was undertaken with 17 part-time online language teachers via semi-structured interviews. The article presents the five-step model of reuse that emerged from the data analysis. We suggest that OER reuse has a positive impact, even though teachers’ practices might not be open as defined up until now. A graphic representation depicts the process that teachers engage with when using and adapting OER. The research brings new understanding of teachers’ experiences of reuse, showing that the principal motivation is enhancing students’ learning. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757412 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 216 EP - 229 SN - 0158-7919 ST - Openness reexamined UR - https://doi.org/10.1080/01587919.2020.1757412 Y2 - 2021/03/24/14:38:46 KW - OEP KW - OER KW - closed spaces KW - distance education KW - language teaching ER - TY - ELEC TI - Opinion: Remember Pergau AU - Mason, Phil T2 - Devex AB - For those politicos tempted to kill off the U.K. Department for International Development, this word alone should warn against it, writes DFID veteran Phil Mason. DA - 2019/06/04/T11:38:23+00:00 PY - 2019 ST - Opinion UR - https://www.devex.com/news/sponsored/opinion-remember-pergau-95026 Y2 - 2020/06/22/12:51:17 ER - TY - GEN TI - OPT: Open Pre-trained Transformer Language Models AU - Zhang, Susan AU - Roller, Stephen AU - Goyal, Naman AU - Artetxe, Mikel AU - Chen, Moya AU - Chen, Shuohui AU - Dewan, Christopher AU - Diab, Mona AU - Li, Xian AU - Lin, Xi Victoria AU - Mihaylov, Todor AU - Ott, Myle AU - Shleifer, Sam AU - Shuster, Kurt AU - Simig, Daniel AU - Koura, Punit Singh AU - Sridhar, Anjali AU - Wang, Tianlu AU - Zettlemoyer, Luke AB - Large language models, which are often trained for hundreds of thousands of compute days, have shown remarkable capabilities for zero- and few-shot learning. Given their computational cost, these models are difficult to replicate without significant capital. For the few that are available through APIs, no access is granted to the full model weights, making them difficult to study. We present Open Pre-trained Transformers (OPT), a suite of decoder-only pre-trained transformers ranging from 125M to 175B parameters, which we aim to fully and responsibly share with interested researchers. We show that OPT-175B is comparable to GPT-3, while requiring only 1/7th the carbon footprint to develop. We are also releasing our logbook detailing the infrastructure challenges we faced, along with code for experimenting with all of the released models. DA - 2022/06/21/ PY - 2022 DO - 10.48550/arXiv.2205.01068 DP - arXiv.org PB - arXiv ST - OPT UR - http://arxiv.org/abs/2205.01068 Y2 - 2024/02/24/17:41:40 KW - Computer Science - Computation and Language KW - Computer Science - Machine Learning ER - TY - JOUR TI - Optimal database combinations for literature searches in systematic reviews: a prospective exploratory study AU - Bramer, Wichor M. AU - Rethlefsen, Melissa L. AU - Kleijnen, Jos AU - Franco, Oscar H. T2 - Systematic Reviews AB - Background: Within systematic reviews, when searching for relevant references, it is advisable to use multiple databases. However, searching databases is laborious and time-consuming, as syntax of search strategies are database specific. We aimed to determine the optimal combination of databases needed to conduct efficient searches in systematic reviews and whether the current practice in published reviews is appropriate. While previous studies determined the coverage of databases, we analyzed the actual retrieval from the original searches for systematic reviews. Methods: Since May 2013, the first author prospectively recorded results from systematic review searches that he performed at his institution. PubMed was used to identify systematic reviews published using our search strategy results. For each published systematic review, we extracted the references of the included studies. Using the prospectively recorded results and the studies included in the publications, we calculated recall, precision, and number needed to read for single databases and databases in combination. We assessed the frequency at which databases and combinations would achieve varying levels of recall (i.e., 95%). For a sample of 200 recently published systematic reviews, we calculated how many had used enough databases to ensure 95% recall. Results: A total of 58 published systematic reviews were included, totaling 1746 relevant references identified by our database searches, while 84 included references had been retrieved by other search methods. Sixteen percent of the included references (291 articles) were only found in a single database; Embase produced the most unique references (n = 132). The combination of Embase, MEDLINE, Web of Science Core Collection, and Google Scholar performed best, achieving an overall recall of 98.3 and 100% recall in 72% of systematic reviews. We estimate that 60% of published systematic reviews do not retrieve 95% of all available relevant references as many fail to search important databases. Other specialized databases, such as CINAHL or PsycINFO, add unique references to some reviews where the topic of the review is related to the focus of the database. Conclusions: Optimal searches in systematic reviews should search at least Embase, MEDLINE, Web of Science, and Google Scholar as a minimum requirement to guarantee adequate and efficient coverage. DA - 2017/12// PY - 2017 DO - 10.1186/s13643-017-0644-y DP - DOI.org (Crossref) VL - 6 IS - 1 SP - 245 J2 - Syst Rev LA - en SN - 2046-4053 ST - Optimal database combinations for literature searches in systematic reviews UR - https://systematicreviewsjournal.biomedcentral.com/articles/10.1186/s13643-017-0644-y Y2 - 2021/04/17/19:26:31 ER - TY - ELEC TI - Optimal Experimental Design for Staggered Rollouts AU - Xiong, Ruoxuan AU - Athey, Susan AU - Imben, Guidi W. AU - Bayati, Mohsen T2 - Stanford Graduate School of Business DA - 2019/// PY - 2019 LA - en UR - https://www.gsb.stanford.edu/faculty-research/working-papers/optimal-experimental-design-staggered-rollouts Y2 - 2022/12/28/17:38:54 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Optimising thermostat settings in school and office buildings for thermal comfort, cognitive performance and energy efficiency AU - Wyon, David P. AU - Wargocki, Pawel DA - 2021/06// PY - 2021 DP - Google Scholar KW - BE:RELEVANT KW - ⛔ No DOI found ER - TY - JOUR TI - Optimising worked example instruction: Different ways to increase germane cognitive load AU - Paas, Fred AU - van Gog, Tamara T2 - Learning and Instruction T3 - Recent Worked Examples Research: Managing Cognitive Load to Foster Learning and Transfer AB - Worked examples are an effective instructional means to teach complex problem-solving skills. It has been argued that worked examples decrease extraneous load, enabling more Working Memory (WM) resources to be directed to activities that facilitate learning and transfer performance. Hence, cognitive load research has started to shift its focus towards finding instructional techniques that impose a germane cognitive load by stimulating the allocation of WM resources to such activities. This special issue provides an overview of recent experimental research on ways to further optimise the design and delivery of worked examples in order to foster learning and transfer. DA - 2006/04/01/ PY - 2006 DO - 10.1016/j.learninstruc.2006.02.004 DP - ScienceDirect VL - 16 IS - 2 SP - 87 EP - 91 J2 - Learning and Instruction LA - en SN - 0959-4752 ST - Optimising worked example instruction UR - http://www.sciencedirect.com/science/article/pii/S0959475206000181 Y2 - 2020/08/20/16:18:16 ER - TY - BOOK TI - Optimization of school network using location-allocation analysis: Case study: Bandung, Indonesia AU - Alifi, Muhammad Riza AU - Hayati, Hashri AU - Supangkat, Suhono DA - 2017/07/01/ PY - 2017 DP - ResearchGate SP - 1 ST - Optimization of school network using location-allocation analysis ER - TY - JOUR TI - Optimizing thermal comfort and energy use for learning environments AU - Taylor, Mary AU - Brown, Nathan C. AU - Rim, Donghyun T2 - Energy and Buildings AB - Thermal comfort is a critical component of indoor environments, especially in schools where learning is the main objective. However, thermal comfort comes at a price that many schools are unable to afford. Therefore, it is critical to determine a method to lower the energy costs of a building while still maintaining occupant thermal comfort. The objective of this study is to investigate how three indoor environmental parameters of air speed, humidity, and air temperature influence energy and thermal comfort in classroom environments. We employed a multi-objective optimization method that considers all three thermal parameters in the design and operation of a classroom. This method is demonstrated for three distinct climate locations (very hot and humid, cold and humid, warm and marine). Overall, our findings demonstrate significant energy savings from 1.3 to 9.1 kWh/year/m2 for cases where energy reduction is achieved. These values are for cases where the total annual number of hours that more than 10% of people are dissatisfied in a space are 0 to 42 in Miami and San Francisco and 26 to 49 in Boston. This translates to a cost savings of $3,000 to $12,800 per year for the entire building at current market rates. Note that for all locations, there were also cases where the number of hours that more than 10% of people were dissatisfied were reduced from the baseline value while still reducing energy use. This optimization framework shows promise for building mechanical designers seeking to maintain increased levels of thermal comfort throughout the year while lowering energy use. DA - 2021/10/01/ PY - 2021 DO - 10.1016/j.enbuild.2021.111181 DP - ScienceDirect VL - 248 SP - 111181 J2 - Energy and Buildings LA - en SN - 0378-7788 UR - https://www.sciencedirect.com/science/article/pii/S0378778821004655 Y2 - 2022/05/31/08:54:43 KW - Air speed KW - BE:RELEVANT KW - Building energy KW - Classroom KW - Humidity KW - Multi-objective optimization KW - Thermal comfort ER - TY - CHAP TI - Oracy and Literacy in the Making: Collaborative Talk and Writing in Grade 6 Mexican Classrooms AU - Rojas-Drummond, Sylvia AU - María, Márquez Ana AU - Riikka, Hofmann AU - Fiona, Maine AU - Luisa, Rubio Ana AU - José, Hernández AU - Kissy, Guzmán T2 - Open Spaces for Interactions and Learning Diversities DA - 2016/// PY - 2016 DP - Google Scholar SP - 69 EP - 108 PB - Springer ST - Oracy and Literacy in the Making KW - __C:filed:1 ER - TY - ELEC TI - Orange Education Portal AU - Orange Sierra Leone DA - 2020/// PY - 2020 LA - en_US UR - /personal/1/101/orange-education-2986.html Y2 - 2020/06/25/18:33:23 ER - TY - CONF TI - ORBIT and OER4Schools: supporting effective primary and secondary school practice through OER AU - Haßler, Björn AU - Hennessy, Sara AU - Jestaz, Caroline C3 - Proceedings of Cambridge 2012: Innovation and Impact - Openly Collaborating to Enhance Education DA - 2012/// PY - 2012 SP - 311 EP - 317 KW - Author:Haßler KW - Author:OpenDevEd KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Bolivia BOL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Costa Rica CRI KW - _C:Cuba CUB KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Ecuador ECU KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Ivory Coast CIV KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Peru PER KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:Slovenia SVN KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - JOUR TI - Orchestrating the XO computer with digital and conventional resources to teach mathematics AU - Diaz, A AU - Nussbaum, M AU - Varela, I T2 - Journal of Computer Assisted Learning DA - 2014/// PY - 2014 DO - 10.1111/jcal.12081 ER - TY - ENCYC TI - Organisation of Eastern Caribbean States AU - Wikipedia T2 - Wikipedia DA - 2020/// PY - 2020 LA - English PB - Wikimedia UR - https://en.wikipedia.org/w/index.php?title=Organisation_of_Eastern_Caribbean_States&oldid=986575417 Y2 - 2020/07/11/00:00:00 ER - TY - RPRT TI - Organizational Agility DA - 2014/// PY - 2014 UR - https://www.pmi.org/-/media/pmi/documents/public/pdf/white-papers/org-agility-where-speed-meets-strategy.pdf?v=a988026a-e41c-42b1-921d-2a8abbd0dabf Y2 - 2021/04/23/19:02:19 ER - TY - JOUR TI - Organizational culture and creativity in entrepreneurship education: A study of secondary education in Nigeria AU - Moses, Chinonye Love AU - Ayodele, Olokundun Maxwell AU - Mosunmola, Akinbode AU - Gbenga, Agboola Mayowa T2 - Research Journal of Applied Sciences AB - © Medwell Journals, 2016. This study was based on an ethnographic research of the culture of entrepreneurship teaching in 2nd Evangelical Church in West Africa (ECWA) Secondary School. Data was collated through the instrument of in depth interview and was analyzed through content analysis. The findings showed that there is positive relationship between organizational culture and creativity in entrepreneurship education. This is an indication that organizational culture impacts heavily on creativity in entrepreneurship teaching. The study concluded with the sections of recommendations for policy implications. DA - 2016/// PY - 2016 LA - en AN - LOCAL-SCOPUS_ID:84991404518 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Nigeria KW - CA:AandC KW - CCZ:Nigeria KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:policy KW - F:teaching KW - P:culture KW - Q:secondary education KW - R:impact KW - R:interview KW - T:entrepreneurship education KW - Z:Creativity KW - Z:Entrepreneurship education KW - Z:Organizational culture KW - Z:Secondary education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Organizing Research and Development at the Intersection of Learning, Implementation, and Design AU - Penuel, William R. AU - Fishman, Barry J. AU - Haugan Cheng, Britte AU - Sabelli, Nora T2 - Educational Researcher AB - This article describes elements of an approach to research and development called design-based implementation research. The approach represents an expansion of design research, which typically focuses on classrooms, to include development and testing of innovations that foster alignment and coordination of supports for improving teaching and learning. As in policy research,implementation is a key focus of theoretical development and analysis. What distinguishes this approach from both traditional design research and policy research is the presence of four key elements: (a) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (b) a commitment to iterative, collaborative design; (c) a concern with developing theory related to both classroom learning and implementation through systematic inquiry; and (d) a concern with developing capacity for sustaining change in systems. DA - 2011/10/01/ PY - 2011 DO - 10.3102/0013189x11421826 DP - CrossRef VL - 40 IS - 7 SP - 331 EP - 337 LA - en SN - 0013-189X, 1935-102X UR - https://doi.org/10.3102/0013189X11421826 Y2 - 2016/08/30/11:42:12 ER - TY - CHAP TI - Os Desafios Das Reformas Na Formação De Professores Na África Subsariana AU - Vieira, Arlindo DA - 2015/// PY - 2015 DP - Zotero LA - pt KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:SSA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Oster and Thornton AU - Chaudhury DA - 2013/// PY - 2013 ER - TY - RPRT TI - Our Rights, Our Lives, Our Future (O3): Making positive sexual and reproductive health and education outcomes a reality for adolescents and young people in sub-Saharan Africa. AU - UNESCO DA - 2020/// PY - 2020 UR - https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000380370&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_86f61dfe-9051-476c-a91d-8b5e4e56506b%3F_%3D380370eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000380370/PDF/380370eng.pdf#%5B%7B%22num%22%3A21626%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C0%2C842%2C0%5D Y2 - 2023/08/28/11:07:00 ER - TY - BOOK TI - Outcome Harvesting: Principles, Steps, and Evaluation Applications AU - Wilson-Grau, Ricardo DA - 2018/// PY - 2018 KW - Final_citation ER - TY - BOOK TI - Outcome Harvesting: Principles, Steps, and Evaluation Applications AU - Wilson-Grau, Ricardo AB - Are you a grant maker, manager or evaluator who must assess your work to improve as well as be accountable for the use of resources and results? Does the project, program or organization you fund, manage or evaluate contend with substantial uncertainty about what to do and what will be the results? Do you thus experience constant change and unexpected and unforeseeable actors and factors in your intervention? Do you need to know what you are achieving and how in real time? And therefore, do you seek an alternative to conventional monitoring and evaluation of social change results? If yes, then you are the audience for this book. Beginning in 2002, working closely with co-evaluators and commissioners of evaluations, the author developed Outcome Harvesting to enable evaluators, grant makers, and managers to identify, formulate, verify, and make sense of changes that interventions have influenced in a broad range of cutting–edge innovation and development projects and programs around the world. Over these years, he led Outcome Harvesting evaluative exercises involving almost 500 non-governmental organizations, networks, government agencies, funding agencies, community-based organizations, research institutes and university programs. In over fifty evaluations, with forty co-evaluators he has harvested thousands of outcomes on six continents. Outcome Harvesting has proven useful in evaluations of a great diversity of initiatives: human rights advocacy, political, economic and environmental advocacy, arts and culture, health systems, information and communication technology, conflict and peace, water and sanitation, taxonomy for development, violence against women, rural development, organic agriculture, participatory democracy, waste management, public sector reform, good governance, eLearning, social accountability, and business competition, amongst others. In this book, the author explains the steps of Outcome Harvesting and how to customize them according to the nine underlying principles. He shares his experience and gives practical advice on how to work with Outcome Harvesting and remain true to its essential features. CY - Charlotte, NC DA - 2018/11/01/ PY - 2018 DP - Amazon SP - 262 LA - English PB - Information Age Publishing SN - 978-1-64113-393-7 ST - Outcome Harvesting ER - TY - ELEC TI - Outcome Mapping: A Basic Introduction AU - in, Copyright © 2022 Research to Action All rights reserved Log T2 - Research to Action AB - Outcome mapping (OM) is a methodology for planning and assessing projects that aim to bring about ‘real’ and tangible change. It has been developed with... DA - 2012/01/20/T13:51:15+00:00 PY - 2012 LA - en-GB ST - Outcome Mapping UR - https://www.researchtoaction.org/2012/01/outcome-mapping-a-basic-introduction/ Y2 - 2022/05/01/16:30:45 ER - TY - BOOK TI - Outcome mapping: building learning and reflection into development programs AU - Earl, Sarah AU - Carden, F. AU - Patton, Michael Quinn AU - Smutylo, Terry CN - HD75.9 .E25 2001 CY - Ottawa DA - 2001/// PY - 2001 DP - Library of Congress ISBN SP - 139 PB - International Development Research Centre SN - 978-0-88936-959-7 ST - Outcome mapping KW - Assistance technique KW - Community development KW - Coopération internationale KW - Développement communautaire KW - Economic development projects KW - Evaluation KW - Evaluation research (Social action programs) KW - International cooperation KW - Projets de développement économique KW - Technical assistance KW - Évaluation KW - Évaluation de programme ER - TY - JOUR TI - Outcomes-based education and educational reform in South Africa AU - Botha, Nico T2 - International Journal of Leadership in Education AB - The outcomes-based education or OBE paradigm (the underlying philosophy behind South Africa's ‘Curriculum’ 2005), which focuses on the outcomes of the educational process, was introduced in South Africa during the last decade as one of the measures to improve the quality of education in post-apartheid South Africa and to address the demands for an increasingly skilled working force. The OBE system (model) was introduced in South Africa on the assumption that it would lead to an increase in the quality of education that South African learners attain in schools. However, questions remain regarding whether OBE will necessarily improve the quality of education and transform South African schools. These questions are addressed, and the introduction of outcomes-based education in South Africa is discussed. DA - 2002/10/01/ PY - 2002 DO - 10.1080/13603120110118831 DP - Taylor and Francis+NEJM VL - 5 IS - 4 SP - 361 EP - 371 SN - 1360-3124 UR - https://doi.org/10.1080/13603120110118831 Y2 - 2020/01/08/14:10:40 ER - TY - JOUR TI - Outcomes for Implementation Research: Conceptual Distinctions, Measurement Challenges, and Research Agenda AU - Proctor, Enola AU - Silmere, Hiie AU - Raghavan, Ramesh AU - Hovmand, Peter AU - Aarons, Greg AU - Bunger, Alicia AU - Griffey, Richard AU - Hensley, Melissa T2 - Administration and Policy in Mental Health and Mental Health Services Research DA - 2011/03// PY - 2011 DO - 10.1007/s10488-010-0319-7 DP - DOI.org (Crossref) VL - 38 IS - 2 SP - 65 EP - 76 J2 - Adm Policy Ment Health LA - en SN - 0894-587X, 1573-3289 ST - Outcomes for Implementation Research UR - http://link.springer.com/10.1007/s10488-010-0319-7 Y2 - 2022/12/29/22:53:43 ER - TY - JOUR TI - Outcomes for Implementation Research: Conceptual Distinctions, Measurement Challenges, and Research Agenda AU - Proctor, Enola AU - Silmere, Hiie AU - Raghavan, Ramesh AU - Hovmand, Peter AU - Aarons, Greg AU - Bunger, Alicia AU - Griffey, Richard AU - Hensley, Melissa T2 - Administration and policy in mental health and mental health services research AB - An unresolved issue in the field of implementation research is how to conceptualize and evaluate successful implementation. This paper advances the concept of “implementation outcomes” distinct from service system and clinical treatment outcomes. This paper proposes a heuristic, working “taxonomy” of eight conceptually distinct implementation outcomes—acceptability, adoption, appropriateness, feasibility, fidelity, implementation cost, penetration, and sustainability—along with their nominal definitions. We propose a two-pronged agenda for research on implementation outcomes. Conceptualizing and measuring implementation outcomes will advance understanding of implementation processes, enhance efficiency in implementation research, and pave the way for studies of the comparative effectiveness of implementation strategies. DA - 2011/// PY - 2011 DO - 10.1007/s10488-010-0319-7 DP - Google Scholar VL - 38 IS - 2 SP - 65 EP - 76 J2 - Adm Policy Ment Health SN - 0894-587X ST - Outcomes for implementation research UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3068522/ ER - TY - JOUR TI - Outdoor thermal comfort and adaptive behaviors in a university campus in China's hot summer-cold winter climate region AU - Huang, Zefeng AU - Cheng, Bin AU - Gou, Zhonghua AU - Zhang, Fan T2 - Building and environment DA - 2019/// PY - 2019 DO - 10.1016/j.buildenv.2019.106414 DP - Google Scholar VL - 165 SP - 106414 KW - BE:RELEVANT ER - TY - RPRT TI - Outputs Register for HLR 3: The Impact of GIS-Supported Teacher Allocation in Sierra Leone AU - Haßler, Björn AU - McBurnie, Chris AU - Beoku-Betts, Iman DA - 2023/// PY - 2023 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/WXBISTFE ER - TY - RPRT TI - Outputs register for HLR3 - Teacher Allocation Sierra Leone AU - Haßler, Björn AU - McBurnie, Chris AU - Beoku-Betts, Iman AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/01/01/ PY - 2022 LA - en M3 - HLR3 Output PB - EdTech Hub UR - https://docs.edtechhub.org/lib/9XJGEX5Z KW - Author:OpenDevEd KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - Outputs register for Tich Me Ar Tich Dem AU - Haßler, Björn CN - 0272 DA - 2022/01/01/ PY - 2022 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/PTGJQVPU KW - Author:OpenDevEd KW - _r:AddedByZotZen ER - TY - RPRT TI - Outputs Register: The impact of GIS-supported teacher allocation in Sierra Leone AU - McBurnie, Chris AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/04/01/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/WXBISTFE KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - CHAP TI - Outreach Activities by Universities as a Channel for Science Communication AU - Davis, Lloyd Spencer T2 - Communicating Science to the Public AB - 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. DA - 2014/// PY - 2014 DP - link.springer.com SP - 161 EP - 181 LA - en PB - Springer, Dordrecht SN - 978-94-017-9096-3 978-94-017-9097-0 UR - https://link.springer.com/chapter/10.1007/978-94-017-9097-0_10 Y2 - 2018/06/09/16:57:10 ER - TY - JOUR TI - Overall effects of temperature steps in hot summer on students' subjective perception, physiological response and learning performance AU - Liu, Jiajing AU - Kang, Jian AU - Li, Zeyu AU - Luo, Hanbin T2 - Energy and Buildings DA - 2021/// PY - 2021 DO - 10.1016/j.enbuild.2021.111124 DP - Google Scholar VL - 247 SP - 111124 KW - BE:RELEVANT ER - TY - JOUR TI - Overcoming the challenges of using automated technologies for public health evidence synthesis AU - Hocking, Lucy AU - Parkinson, Sarah AU - Adams, Avery AU - Molding Nielsen, Emmanuel AU - Ang, Cecilia AU - De Carvalho Gomes, Helena T2 - Eurosurveillance AB - Many organisations struggle to keep pace with public health evidence due to the volume of published literature and length of time it takes to conduct literature reviews. New technologies that help automate parts of the evidence synthesis process can help conduct reviews more quickly and efficiently to better provide up-to-date evidence for public health decision making. To date, automated approaches have seldom been used in public health due to significant barriers to their adoption. In this Perspective, we reflect on the findings of a study exploring experiences of adopting automated technologies to conduct evidence reviews within the public health sector. The study, funded by the European Centre for Disease Prevention and Control, consisted of a literature review and qualitative data collection from public health organisations and researchers in the field. We specifically focus on outlining the challenges associated with the adoption of automated approaches and potential solutions and actions that can be taken to mitigate these. We explore these in relation to actions that can be taken by tool developers (e.g. improving tool performance and transparency), public health organisations (e.g. developing staff skills, encouraging collaboration) and funding bodies/the wider research system (e.g. researchers, funding bodies, academic publishers and scholarly journals). DA - 2023/11/09/ PY - 2023 DO - 10.2807/1560-7917.ES.2023.28.45.2300183 DP - DOI.org (Crossref) VL - 28 IS - 45 LA - en SN - 1560-7917 UR - https://www.eurosurveillance.org/content/10.2807/1560-7917.ES.2023.28.45.2300183 Y2 - 2024/03/12/20:59:16 ER - TY - JOUR TI - Overlapping meta-analyses on the same topic: survey of published studies AU - Siontis, Konstantinos C. AU - Hernandez-Boussard, Tina AU - Ioannidis, John P. A. T2 - BMJ AB - Objective To assess how common it is to have multiple overlapping meta-analyses of randomized trials published on the same topic. Design Survey of published meta-analyses. Data sources PubMed. Study selection and methods Meta-analyses published in 2010 were identified, and 5% of them were randomly selected. We further selected those that included randomized trials and examined effectiveness of any medical intervention. For eligible meta-analyses, we searched for other meta-analyses on the same topic (covering the same comparisons, indications/settings, and outcomes or overlapping subsets of them) published until February 2013. Results Of 73 eligible meta-analyses published in 2010, 49 (67%) had at least one other overlapping meta-analysis (median two meta-analyses per topic, interquartile range 1-4, maximum 13). In 17 topics at least one author was involved in at least two of the overlapping meta-analyses. No characteristics of the index meta-analyses were associated with the potential for overlapping meta-analyses. Among pairs of overlapping meta-analyses in 20 randomly selected topics, 13 of the more recent meta-analyses did not include any additional outcomes. In three of the four topics with eight or more published meta-analyses, many meta-analyses examined only a subset of the eligible interventions or indications/settings covered by the index meta-analysis. Conversely, for statins in the prevention of atrial fibrillation after cardiac surgery, 11 meta-analyses were published with similar eligibility criteria for interventions and setting: there was still variability on which studies were included, but the results were always similar or even identical across meta-analyses. Conclusions While some independent replication of meta-analyses by different teams is possibly useful, the overall picture suggests that there is a waste of efforts with many topics covered by multiple overlapping meta-analyses. DA - 2013/07/19/ PY - 2013 DO - 10.1136/bmj.f4501 DP - www.bmj.com VL - 347 SP - f4501 J2 - BMJ LA - en SN - 1756-1833 ST - Overlapping meta-analyses on the same topic UR - https://www.bmj.com/content/347/bmj.f4501 Y2 - 2021/04/17/19:26:13 ER - TY - RPRT TI - Overview of emerging country-level response to providing educational continuity under COVID-19 What are the lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in lower- and middle-income countries? AU - Naylor, Ruth AU - Gorgen, Kristine DA - 2020/05// PY - 2020 DP - Zotero SP - 22 LA - en PB - EdTech Hub UR - https://edtechhub.org/wp-content/uploads/2020/05/marginalised-girls.pdf KW - COV:COVID and reopening of schools KW - L:Gender and education KW - LP: English KW - _EdTechHub_Output KW - _cover:other:ok KW - _zenodoETH KW - ⛔ No DOI found ER - TY - RPRT TI - Overview of emerging country-level response to providing educational continuity under COVID-19: What’s working? What isn’t? AU - Joynes, Chris AU - Gibbs, Emma AU - Sims, Kate DA - 2020/04// PY - 2020 DP - Zotero LA - EN UR - https://edtechhub.org/wp-content/uploads/2020/04/summary-emerging-country-level-responses.pdf KW - COV:COVID and reopening of schools KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _cover:other:ok KW - _zenodoETH KW - ⛔ No DOI found ER - TY - BOOK TI - Overview of Enterprise Architecture work in 15 countries AU - Heikkilä, Jukka AU - Penttinen, Katja AB - This research report is an overview of enterprise architec- ture work in 15 countries. The report supports the ongoing enterprise architecture work of Finnish government done by the Ministry of Finance in the Interoperability Development Programme, by Finnish Enterprise Architecture Research -project. DA - 2016/02/16/ PY - 2016 DP - ResearchGate KW - Final_citation ER - TY - JOUR TI - Overview of funding for construction craft skills training in Sub-Saharan Africa: A case study of Zambia AU - Muya, Mundia AU - Price, A. D F AU - Edum-Fotwe, F. T. T2 - Construction Management and Economics AB - The wealth of any nation is ultimately based on its human resource or social capital. Education and training are the primary vehicles of developing this resource. Funding of formal construction craft skills training at trade institutions in Sub-Saharan Africa (SSA) is examined, using Zambia as a country case study. The data in the research were collected via semi-structured questionnaire interviews directed at government financed trades training schools offering construction programmes in Zambia. Results of the research show that formal construction craft skills training in Zambia has not been adequately funded over the years resulting in: ill-qualified low numbers of poorly remunerated teaching staff; poorly maintained infrastructure and workshop facilities not well equipped for teaching purposes; and out-dated curricula of construction craft programmes. A wide range of measures is required to improve funding for construction craft skills training. These include: increased training regulation and co-ordination by government, development of efficient and effective funding mechanisms that involve employers of crafts-persons, and training provision frameworks that encourage increased involvement of private training providers. © 2006 Taylor & Francis. DA - 2006/// PY - 2006 DO - 10.1080/01446190500310585 LA - en AN - LOCAL-SCOPUS_ID:32144446093 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Zambia KW - CA:AandC KW - CCZ:Zambia KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:regulation KW - F:teaching KW - P:construction KW - P:crafts KW - P:measurement KW - P:mechanic KW - P:social KW - R:case study KW - R:interview KW - R:questionnaire KW - T:Training KW - Z:Construction craft skills KW - Z:Sub-Saharan Africa KW - Z:Training KW - publicImportV1 ER - TY - JOUR TI - Overview of UK development education landscape with a focus on partnerships between UK schools and those overseas AU - Bourn, Douglas AU - Blum, Nicole AU - Ndaruhutse, Suzy AU - Mattingly, Jacqui AB - This rapid review provides an overview of the UK development education landscape with a focus on what else apart from the British Council’s Connecting Classrooms Programme is going on to build partnerships between schools in the UK and schools overseas? How many children/schools are part of something like this? These questions are related to a second query covered in a separate helpdesk report that examines childhood development stages; specifically, when is the best time to influence children’s and young people’s thinking on global issues? These helpdesk reports are designed to help inform a business case and guide DFID’s thinking for a new approach to delivering development education in the UK when the current phases of Connecting Classrooms and the Global Learning Programme (GLP) ends. DA - 2017/12/19/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13491 Y2 - 2022/12/18/18:16:09 KW - ⛔ No DOI found ER - TY - JOUR TI - P for Platform. Architectures of large-scale participatory design AU - Roland, Lars Kristian AU - Sanner, Terje Aksel AB - Participatory Design (PD) has traditionally been committed to extensive interaction between developers and situated users to mitigate the disempowering consequences of computerization, such as the deskilling of labour workers. However, the widespread adoption of off-the-shelf software and the emergence of complex information system architectures with interdependencies across user groups and organizations challenge the applicability of traditional custom PD. Pressure is put on PD to scale with initiatives that span an increasing number and distribution of heterogeneous settings, developers, users and uses over time. In this article, we follow a PD project that started out in post-apartheid South Africa more than two decades ago. The project, which centres on the development of a software product for decentralised public health care management, has since grown into a venture with a significant footprint in the Global South. In order to problematise the scaling of key aspects of PD, such as the politics of design, the nature of participation and participatory design techniques, we first review extant literature and develop a classification of four different types of PD with respect to scale. We then apply the typology to our empirical case to discuss PD in relation to architectural traits at different stages of project scale. We contribute to PD literature by addressing the exploratory research question: What role does architecture play in large scale PD? Specifically, the study highlights how an emergent platform architecture and its surrounding ecosystem co-constitute a platform for participation in design. DA - 2017/// PY - 2017 DP - Zotero VL - 29 SP - 33 LA - en ER - TY - RPRT TI - Pakistan Digital Learning Landscape Analysis AU - Zubairi, Asma AU - Khalayleh, Abdullah AU - Baloch, Imdad AU - Mazari, Haani AU - Kaye, Tom AU - Groeneveld, Caspar DA - 2022/// PY - 2022 DP - Google Scholar PB - EdTech Hub UR - https://docs.edtechhub.org/lib/HEXCEXFK Y2 - 2023/11/08/16:14:58 ER - TY - RPRT TI - Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children AU - Lynch, Paul AU - Kaye, Tom AU - Terlektsi, Emmanouela AB - The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts. DA - 2020/06/17/ PY - 2020 DP - Zenodo LA - eng M3 - Helpdesk Response PB - EdTech Hub SN - 16 ST - Pakistan Distance-Learning Topic Brief UR - https://docs.edtechhub.org/lib/4PAZ4ZQH KW - C:Pakistan KW - F: Helpdesk response KW - L:Special education needs and disabilities (SEND) KW - LP: English KW - _C:Bangladesh BGD KW - _C:Ethiopia ETH KW - _C:India IND KW - _C:Ireland IRL KW - _C:Kenya KEN KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children AU - Baloch, Imdad AU - Kaye, Tom AU - Koomar, Saalim AU - McBurnie, Chris DA - 2020/06/17/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 17 ST - Pakistan Topic Brief UR - https://docs.edtechhub.org/lib/8IJT433J KW - Author:OpenDevEd KW - F: Helpdesk response KW - L:Out-of-school populations KW - LP: English KW - _C:Bangladesh BGD KW - _C:China CHN KW - _C:India IND KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Nepal NPL KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Sri Lanka LKA KW - _C:Tanzania TZA KW - _EdTechHub_Output KW - _GS:indexed KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning AU - Khan, Asma T2 - TEFLIN Journal AB - This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting. DA - 2018/// PY - 2018 DO - 10.15639/teflinjournal.v29i1/72-89 VL - 29 IS - 1 SP - 72 EP - 89 LA - English SN - 0215-773X, 0215-773X UR - https://www.researchgate.net/publication/331731028_Pakistani_teachers'_professional_learning_experiences_Comparing_face-to-face_versus_online_learning AN - 2101887305; EJ1186065 KW - Collaboration KW - College Faculty KW - Communities of Practice KW - Comparative Analysis KW - Computer assisted language learning KW - Computer mediated communication KW - Conventional Instruction KW - Cooperative Learning KW - Cooperative learning KW - Distance learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational technology KW - Electronic Learning KW - English Teachers KW - English as a second language--ESL KW - English teachers KW - Faculty Development KW - Foreign Countries KW - Grounded Theory KW - Higher Education KW - Interaction KW - Learning Experience KW - Linguistics KW - Pakistan KW - Professional development KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Technology Uses in Education KW - Web Based Instruction KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095920 KW - ___working_potential_duplicate ER - TY - ELEC TI - Pandemic underscores gross inequalities in South Africa, and the need to fix them AU - Graham, Lauren T2 - The Conversation AB - While small businesses will be partially cushioned by government support measures, there's no support for the most vulnerable workers. DA - 2020/04/05/ PY - 2020 LA - en UR - http://theconversation.com/pandemic-underscores-gross-inequalities-in-south-africa-and-the-need-to-fix-them-135070 Y2 - 2020/04/20/21:13:58 ER - TY - ELEC TI - paperdigest (AI-Powered Research Platform) T2 - Paper Digest AB - Based in New York, we serve users from thousands of universities & companies on search, review, text rewriting and more. DA - 2023/12/22/ PY - 2023 LA - en-US UR - https://www.paperdigest.org Y2 - 2024/01/19/22:53:32 ER - TY - JOUR TI - Paradigms for Networking Universities and Vocational Education and Training (VET) Institutions on Competency-Based Further Education in Sub-Saharan Africa AU - Ezekoye, Benadeth N DA - 2017/// PY - 2017 DP - Zotero SP - 11 LA - en AN - UA-D817B237-7BE9-4322-AAA9-D0D6A0626163 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - A:Africa KW - CLL:en KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Parametric Climate Insurance Using Blockchain Technology: A Feasibility Study on Technical and Economic Viability in Fiji AU - Secretariat, Commonwealth AB - Blockchain technology has the potential to drive efficiencies throughout the insurance value chain. This study aimed to investigate the likely customer demand for, technical feasibility and economic viability of blockchain-based climate catastrophe insurance (BBCCI) in Fiji. The report analysed BBCCI’s application in the context of Fiji by undertaking a technical feasibility assessment, which was followed by an economic feasibility assessment. Based on these assessments, a roadmap for the implementation of BBCCI in Fiji is recommended. DA - 2022/11/17/ PY - 2022 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Parametric Climate Insurance Using Blockchain Technology UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1087 Y2 - 2023/05/12/09:30:38 ER - TY - JOUR TI - Parental aspirations for their children’s educational attainment and the realisation of universal primary education (UPE) in Kenya: Evidence from slum and non-slum residences AU - Oketch, M., Mutisya, M., Sagwe, J., AB - There is a sound research base attesting to the importance of parental involvement and to the many potential benefits it can offer for children's education. This study sought to examine differences in parental aspirations (as a mechanism of parental involvement in their children's education) for their children's educational attainment between slum and non-slum residing parents in Kenya. The study used cross-sectional household data for a sample of 4065 parents, collected in 2007 by the African Population and Health Research Centre (APHRC) in Nairobi. A multinomial logistic model was used for the analysis to explore the factors determining parental aspirations. The results indicate the following: (i) that parents who live in the slums have lower aspirations for their children's educational attainment when compared to those who live in non-slum areas; (ii) that parents in the slums have aspirations for higher levels of educational attainment for their children than their own levels of education. We conclude that parents in urban Kenya have a strong belief in the education of their children irrespective of their slum or non-slum residence but aspirations are higher in non-slums than in slums. © 2011 Elsevier Ltd. DA - 2012/// PY - 2012 DO - 10.1016/j.ijedudev.2011.04.002 SP - 1203 LA - en UR - http://www.sciencedirect.com/science/article/pii/S0738059311000526?via%3Dihub AN - DOI-10.1016/j.ijedudev.2011.04.002 KW - -FullBiblioUHMLgen KW - -RRQ:LOW KW - A:Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - F:attainment KW - F:learning KW - P:health KW - P:logistics KW - P:measurement KW - P:mechanic KW - Q:primary education KW - T:career KW - Z:Benefits of education KW - Z:Career aspirations KW - Z:Parental involvement KW - Z:Regional disparities in access and learning KW - Z:Regional disparities in resourcing KW - publicImportV1 ER - TY - BOOK TI - Parental Human Capital and Effective School Management: Evidence from the Gambia. AU - Blimpo, M. AU - Evans, D. AU - Lahire, N. CY - Washington D. C DA - 2015/// PY - 2015 PB - World Bank UR - http://documents1.worldbank.org/curated/en/923441468191341801/pdf/WPS7238.pdf ER - TY - JOUR TI - Parental involvement in low-achieving children’s learning: The role of household wealth in rural India AU - Cashman, Laura AU - Sabates, Ricardo AU - Alcott, Benjamin T2 - International Journal of Educational Research AB - Existing research recognises that while parents often aspire to be involved in their children’s education, some face barriers that prevent this. Studies situated in the Global North recognise economic constraints as a barrier, presenting a steep gradient whereby the richer households are, the higher their parental involvement levels. This paper analyses the influence of household wealth on parental involvement in low-achieving children's education in a resource-constrained area in rural Uttar Pradesh, India. Based on regression models from a sample of 13,558 households, we corroborate evidence from wealthier contexts: wealthier parents are consistently more likely to be involved in low-achieving children’s learning. This suggests that stakeholders should be aware of the potential influence of household wealth on parental involvement in rural India. DA - 2021/01/01/ PY - 2021 DO - 10.1016/j.ijer.2020.101701 DP - ScienceDirect VL - 105 SP - 101701 J2 - International Journal of Educational Research LA - en SN - 0883-0355 ST - Parental involvement in low-achieving children’s learning UR - https://www.sciencedirect.com/science/article/pii/S0883035520318073 Y2 - 2023/01/07/20:46:48 KW - Asset ownership KW - India KW - Parental involvement KW - Principal component analysis KW - Wealth ER - TY - JOUR TI - Pareto optimality and game theory approach for optimal deployment of DG in radial distribution system to improve techno-economic benefits AU - Nagaballi, Srinivas AU - Kale, Vijay S. T2 - Applied Soft Computing AB - This paper discusses the application of nature-inspired swarm intelligence methods for optimal allocation and sizing of distributed generation (DG) in the radial distribution system (RDS). Introducing DG units in the RDS will enhance the technical and economic benefits if they are optimally deployed. The objective functions considered are to improve the technical aspects and net economical saving cost with DG units integration on RDS. In this paper, a weighted multi-objective index considers a wide range of technical issues such as active and reactive power losses of the system, voltage profile, line loading, and the voltage stability, these are assumed as technical improvement aspects in the RDS. A recent optimization method, i.e. improved raven roosting optimization (IRRO) algorithm has been implemented for optimal deployment of DG in RDS. The state of the art of IRRO algorithm parameters will improve the ability for exploration and prevent premature convergence. Pareto optimality is used in making a set of the best solutions between two conflicting objectives considered, i.e. technical and economical aspects. The main contribution in this paper is to utilize a game theory based (minimax) algorithm in taking the best decision from a set of non-dominated solutions obtained by Pareto optimality criteria. IEEE 33-bus and 69-bus RDS’s are considered as the test systems for verifying the effectiveness of the IRRO algorithm. A comparative analysis with other nature-inspired swarm optimization techniques such as particle swarm optimization (PSO), modified teaching learning based optimization (MTLBO), Jaya algorithm (JAYA), and grey wolf optimizer (GWO) is also presented in this work. The simulation results of IRRO are compared with similar existing papers. It is observed that the IRRO algorithm can produce better results for the considered multi-objective functions. The MATLAB software is employed for the purpose. The novelty of the paper lies in the use of Pareto optimal and game theory in obtaining better results to the problem of optimal deployment of DG in RDS to improve technical as well as economic benefits. DA - 2020/07/01/ PY - 2020 DO - 10.1016/j.asoc.2020.106234 DP - ScienceDirect VL - 92 SP - 106234 J2 - Applied Soft Computing LA - en SN - 1568-4946 UR - https://www.sciencedirect.com/science/article/pii/S1568494620301745 Y2 - 2021/03/07/17:55:41 KW - Distributed generation KW - Game theory KW - Improved raven roosting optimization KW - Pareto optimality KW - Radial distribution system KW - Swarm intelligence algorithms KW - Technical and economical issues ER - TY - JOUR TI - Participating in an international master’s programme: impact on agency for African in-service teachers AU - Impedovo, Maria Antonietta AU - Ligorio, Maria Beatrice T2 - Professional Development in Education DA - 2016/// PY - 2016 DO - 10.1080/19415257.2016.1146624 DP - Google Scholar VL - 42 IS - 5 SP - 854 EP - 857 ST - Participating in an international master’s programme KW - __C:filed:1 ER - TY - BOOK TI - Participatory Case Study Work: Approaches, Authenticity and Application in Ageing Studies A3 - Williams, Sion A3 - Keady, John DA - 2021//03/Enero PY - 2021 DP - Amazon SP - 268 LA - Inglés ST - Participatory Case Study Work ER - TY - RPRT TI - Participatory Learning and Action (PLA) AU - Napier, Alison AU - Simister, Nigel CY - Oxford DA - 2017/// PY - 2017 PB - INTRAC for Civil Society UR - https://www.intrac.org/wpcms/wp-content/uploads/2017/01/Participatory-learning-and-action.pdf Y2 - 2022/12/30/11:39:11 ER - TY - JOUR TI - Participatory Management as an Enabler of Articulation in the Post-School Environment: A case study of a University of Technology and Technical and Vocational Education and Training College AU - Maistry, Anandh AU - Durban University of Technology AU - Lortan, Darren Brendan AU - Grobbelaar, Heleen A2 - Maistry, Anandh; Durban University of Technology T3 - Journal Article AB - This paper is based on a study which aimed to explore factors which enable articulation and are challenges to successful articulation from a management perspective between two kinds of higher educational institutions: Universities of Technology and Technical and Vocational Education and Training Colleges. The study assumed that participatory management could contribute to improving the quality of management and the uneven quality of articulation possibilities and cooperation, as identified in the White Paper for Post School Education and Training (Republic of South Africa, DHET, 2013). Individuals from senior management and academic staff of both institutions formed the sample for this qualitative study. Interview schedules were used as data collection instruments and analysis of data was thematic. The findings highlighted the existing management systems within and between the two institutions; enablers of and challenges to articulation; and an understanding of participatory management within and between the two institutions. One of the objectives of this study, which is covered in the final part of this paper, was a framework for participatory management of articulation processes between the two institutions. DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - JOUR TI - Participatory Research Methods: A Methodological Approach in Motion AU - Bergold, Jarg AU - Thomas, Stefan T2 - Forum Qualitative Sozialforschung / Forum: Qualitative Social Research AB - This article serves as an introduction to the FQS special issue "Participatory Qualitative Research." In recent years there has been a resurgence of interest in participatory research strategies. The articles in this special issue come from different disciplines. Against the background of concrete empirical research projects, they address numerous conceptual considerations and methodological approaches. After reading the contributions, and engaging with the authors' arguments, we were prompted to focus in particular on those areas in which further work needs to be done. They include, on the one hand, fundamental principles of participatory research, such as democratic-theory considerations, the concept of "safe space," participation issues, and ethical questions. And, on the other hand, we focus on practical research considerations regarding the role and tasks of the various participants; specific methodological approaches; and quality criteria—understood here in the sense of arguments justifying a participatory approach. Our aim is to stimulate a broad discussion that does not focus only on participatory research in the narrower sense. Because participatory methodology poses certain knowledge- and research-related questions in a radical way, it has the potential to draw attention to hitherto neglected areas in qualitative methodology and to stimulate their further development.URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1201302 DA - 2012/01/30/ PY - 2012 DO - 10.17169/fqs-13.1.1801 DP - www.qualitative-research.net VL - 13 IS - 1 LA - de SN - 1438-5627 ST - Participatory Research Methods UR - https://www.qualitative-research.net/index.php/fqs/article/view/1801 Y2 - 2022/12/30/11:47:24 KW - academic requirements KW - degrees of participation KW - ethical norms KW - focus group KW - interview KW - marginalization KW - participatory research methods KW - quality criteria KW - reflexivity KW - safe space KW - subjectivity ER - TY - JOUR TI - Participatory rural appraisal AU - Chandra, Ganesh T2 - Katiha, PK, Vaas, KK, Sharma, AP, Bhaumik, U. & Chandra Ganesh (Eds). Issues and tools for social science research in inland fisheries. Central Inland Fisheries Research Institute, Barrackpore, Kolkata, India. Bulletin DA - 2010/// PY - 2010 DP - Google Scholar VL - 163 SP - 286 EP - 302 KW - ⛔ No DOI found ER - TY - JOUR TI - Participatory rural appraisal as qualitative research: distinguishing methodological issues from participatory claims AU - Campbell, John R. T2 - Human Organization DA - 2001/// PY - 2001 DO - 10.17730/humo.60.4.4bgnlmy60fkvq4r2 DP - Google Scholar VL - 60 IS - 4 SP - 380 EP - 389 ST - Participatory rural appraisal as qualitative research ER - TY - JOUR TI - Participatory visual methods and school-based responses to HIV in rural South Africa: insights from youth, preservice and inservice teachers AU - MacEntee, Katie T2 - Sex Education: Sexuality, Society and Learning AB - This paper explores students', preservice teachers' and inservice teachers' perceptions of the contributions and challenges of using participatory visual methodologies (PVM) to enhance HIV education in rural schools. Drawing on findings from three research projects conducted in KwaZulu Natal, South Africa, four positive contributions are identified: 1) novelty, fun and engagement; 2) amplifying youth voices; 3) the facilitation of teachers' reflexive learning; and 4) the production of local resources in under-resourced schools. Challenges include: 1) limited technology access; 2) teacher discomfort; and 3) resistance to PVM integration. Teachers and young people, especially in under resourced rural settings, can benefit from integrating such methodologies into their responses to HIV and AIDS. However, sustainable integration must rely on choosing the most appropriate participatory visual methodologies given the technological resources available in school. The paper concludes with recommendations to optimise participatory visual methodologies integration into rural school-based HIV responses. DA - 2020/// PY - 2020 DO - 10.1080/14681811.2019.1661833 VL - 20 IS - 3 SP - 316 EP - 333 LA - English SN - 1468-1811, 1468-1811 UR - https://www.researchgate.net/publication/336065653_Participatory_visual_methods_and_school-based_responses_to_HIV_in_rural_South_Africa_insights_from_youth_preservice_and_inservice_teachers AN - 2396852077; EJ1246641 KW - Acquired Immunodeficiency Syndrome (AIDS) KW - Children And Youth - About KW - Disadvantaged Schools KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Resources KW - Foreign Countries KW - HIV KW - Health Education KW - Higher Education KW - Media Selection KW - Photography KW - Postsecondary Education KW - Preservice Teachers KW - Rural Schools KW - Secondary Education KW - Secondary School Students KW - Sex Education KW - South Africa KW - Story Telling KW - Student Attitudes KW - Teacher Attitudes KW - Teaching Methods KW - Visual Aids KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096729 KW - __finaldtb KW - participatory visual methodology KW - rural education KW - sexual health education ER - TY - JOUR TI - Particle Boards from Papyrus Fibers as Thermal Insulation AU - Tangjuank, Singhadej AU - Kumfu, Supreya T2 - Journal of Applied Sciences DA - 2011/07/01/ PY - 2011 DO - 10.3923/jas.2011.2640.2645 DP - DOI.org (Crossref) VL - 11 IS - 14 SP - 2640 EP - 2645 J2 - J. of Applied Sciences SN - 18125654 UR - https://www.scialert.net/abstract/?doi=jas.2011.2640.2645 Y2 - 2023/11/07/20:04:49 ER - TY - JOUR TI - Particle Boards from Papyrus Fibers as Thermal Insulation AU - Tangjuank, Singhadej AU - Kumfu, Supreya T2 - Journal of Applied Sciences DA - 2011/07/01/ PY - 2011 DO - 10.3923/jas.2011.2640.2645 DP - DOI.org (Crossref) VL - 11 IS - 14 SP - 2640 EP - 2645 J2 - J. of Applied Sciences SN - 18125654 UR - https://www.scialert.net/abstract/?doi=jas.2011.2640.2645 Y2 - 2022/06/02/22:02:35 ER - TY - JOUR TI - Partnering with the private sector in the post-2015 era? The main political and social implications in the educational arena AU - VERGER, ANTONI AU - MOSCHETTI, MAURO T2 - Progressive Lab for Sustainable Development DA - 2017/// PY - 2017 DP - Google Scholar VL - 245 ST - Partnering with the private sector in the post-2015 era? UR - https://www.academia.edu/download/53505790/Verger___Moschetti_2017.pdf Y2 - 2024/03/04/14:41:50 KW - Final_citation KW - ⛔ No DOI found ER - TY - SLIDE TI - Partnerships in Education A2 - Bajinder Pal Singh AB - Partnerships in Education Models, Types, Reach, Benefits, Pitfalls, DA - 2019/02/25/ PY - 2019 M3 - Education UR - https://www.slideshare.net/bajinder/partnerships-in-education-133156231 Y2 - 2021/03/24/13:00:20 ER - TY - JOUR TI - Partnerships with industry for efficient and effective implementation of TVET AU - Lee, J T2 - International Journal of Vocational Education and Training AB - This article focuses on partnership with industry as a means to efficiently and effectively implement technical and vocational education and training (TVET). Specifically, this article examines the situation in Africa, which is suffering from a chronic lack of skilled workforces both quantitatively and qualitatively. It outlines applicable six strategies to strengthen partnerships in TVET: (1) the industry’s involvement in the development and expansion of TVET, (2) a 60+40 training system to increase efficiency and productivity, (3) introducing national technology qualification (NTQ) system, (4) systemizing lifelong TVET, (5) TVET’s strategic transition, and (6) establishing regulatory and systemic framework. In addition, it displays an overview of partnership-based TVET system, which is a combination of the six strategies. DA - 2010/// PY - 2010 LA - en UR - http://www.academia.edu/download/30906645/ijvet17(2).pdf#page=39 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Ethiopia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:policy KW - Q:distance learning KW - R:evaluation KW - T:Ausbildung KW - T:Educação profissionalizante KW - T:TVET KW - T:firm-based training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - : Passing Success Across the Generations AU - Feinstein, Leon AU - Duckworth, Kathryn AU - Sabates, Ricardo AB - Why it is that success, deprivation or disadvantage are so often passed down intergenerationally? What part does education play? The educational achievement of parents is often reflected in that of their children and there are many underlying causes for such a relationship. Education and the Family argues that government policy has an important role to play in addressing this inequality even though many of the causes lie within the home. Although each child should be supported to achieve his or her objectives, differences in the willingness or capabilities of families to take advantage of educational opportunities exacerbate social class differences and limit actual equality of opportunity for many. Understanding the causes of this transmission is key to tackling both social class inequality and to expanding the skill base of the economy. By providing an overview of academic and policy thinking in relation to the role of the family, this book explores the educational success of children. It focuses on the education of the parents but also considers how the family - compared to wider, external influences such as schools - is a driver of differences in educational outcomes. It concludes with a consideration of what policy-makers are attempting to do about this key issue and why, and how this will impact on schools and teachers. This book will interest researchers and academics in education and social policy, as well as teachers and other education and social policy practitioners. CY - London DA - 2008/06/25/ PY - 2008 SP - 240 PB - Routledge SN - 978-0-203-89492-7 ER - TY - JOUR TI - Patient data as medical facts: social media practices as a foundation for medical knowledge creation AU - Kallinikos, J AU - Tempini, N T2 - Information Systems Research DA - 2014/// PY - 2014 DO - 10.1287/isre.2014.0544 VL - 25 IS - 4 SP - 817 EP - 833 LA - en ER - TY - JOUR TI - Patterns of cognitive returns to Information and Communication Technology (ICT) use of 15-year-olds: Global evidence from a Hierarchical Linear Modeling approach using PISA 2018 AU - Bhutoria, Aditi AU - Aljabri, Nayyaf T2 - Computers & Education AB - Existing literature shows varying impacts of Information and Communication Technology (ICT) on learning outcomes depending on the type and quality of technology used. However, current research on the optimal level of ICT use for the cognitive development of students is scarce and has remained country-specific, primarily focusing on developed economies. This paper undertakes a cross-country comparison across 79 nations, investigating ICT use and its association with cognitive gain patterns as determined by reading, mathematics, and science test scores of 15-year-olds. The Programme for International Student Assessment (PISA) 2018 dataset collected by the Organisation of Economic Cooperation and Development (OECD) has been used by applying two-stage regression analysis. The first stage involves a three-level Hierarchical Linear Modeling (HLM) factoring for data nested at the student-, school-, and country-level. The second stage of the empirical model involves a heterogeneity analysis to evaluate variance in ICT use patterns across different groups of countries, clustered on the basis of their level of ICT development. The results show a positive impact of ICT engagement on the test scores of students across all the subjects. However, returns to ICT use tend to start diminishing after the engagement level of students crosses a medium threshold of using ICT several times within a week. Furthermore, the heterogeneity analysis supports conspicuous diminishing patterns in ICT use irrespective of the economic status of the students. Cross-country comparisons show that diminishing returns to ICT use are more prominent in countries with well-developed ICT infrastructure than in less-developed ones. Where diminishing returns hold, excessive use of ICT in education is not an optimal choice, and significant cognitive gains can be achieved by using the complementarity between traditional learning techniques with ICT-based learning in different blended settings. DA - 2022/05/01/ PY - 2022 DO - 10.1016/j.compedu.2022.104447 DP - ScienceDirect VL - 181 SP - 104447 J2 - Computers & Education LA - en SN - 0360-1315 ST - Patterns of cognitive returns to Information and Communication Technology (ICT) use of 15-year-olds UR - https://www.sciencedirect.com/science/article/pii/S0360131522000185 Y2 - 2022/04/15/13:05:30 KW - Concave returns KW - Hierarchical linear modeling (HLM) KW - Information and communication technology (ICT) KW - Organisation of economic cooperation and development (OECD) KW - Programme for international student assessment (PISA) KW - _genre:PR-primary_research ER - TY - RPRT TI - PDIA toolkit: A DIY Approach to Solving Complex Problems AU - Samji, Salimah AU - Andrews, Matt AU - Pritchett, Lant AU - Woolcock, Michael DA - 2018/// PY - 2018 PB - Center for International Development at Harvard University UR - https://bsc.cid.harvard.edu/files/bsc/files/pdiatoolkit_ver_1_oct_2018.pdf Y2 - 2022/12/09/15:12:16 ER - TY - RPRT TI - PDIA toolkit: A DIY Approach to Solving Complex Problems AU - Samji, Salimah AU - Andrews, Matt AU - Pritchett, Lant AU - Woolcock, Michael DA - 2018/// PY - 2018 PB - Center for International Development at Harvard University UR - https://bsc.cid.harvard.edu/files/bsc/files/pdiatoolkit_ver_1_oct_2018.pdf Y2 - 2022/12/09/15:12:16 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Pedagogía del abrazo: una propuesta educativa AU - Vijil-Morin, Alejandra AB - La alfabetización es una experiencia transformadora a nivel cognitivo, biológico, emocional y político, pero ¿Cómo están aprendiendo lxs niñxs a leer y escribir en Nicaragua? ¿Cómo se reflejan las políticas educativas del régimen en pruebas estandarizadas de desempeño lector? ¿Qué esperanza le queda a un país empobrecido; a una infancia cargada de traumas, violencia, pandemias; a un sistema educativo rehén de la dictadura? En este escrito me gustaría rescatar la importancia de la alfabetización a través de una revisión de investigaciones; luego, dejar en evidencia las carencias de una administración educativa que se jacta de haber superado el analfabetismo. Y, finalmente, proponer una alternativa sencilla pero profundamente política para transformar la educación en Nicaragua: un abrazo. DA - 2020/// PY - 2020 J2 - Maldito País LA - Spanish UR - https://www.horacero.org/pedagogia-del-abrazo Y2 - 2022/06/20/13:43:24 KW - Author:OpenDevEd KW - ⛔ No DOI found ER - TY - JOUR TI - Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year AU - Hennessy, Sara AU - Haßler, Björn AU - Hofmann, Riikka T2 - Research Papers in Education AB - Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving. DA - 2015/// PY - 2015 DO - 10.1080/02671522.2015.1073343 DP - Google Scholar VL - 31 IS - 4 SP - 399 EP - 427 J2 - Research Papers in Education LA - en SN - 02671522 UR - https://www.repository.cam.ac.uk/bitstream/handle/1810/261133/Hennessy_et_al-2015-Research_Papers_in_Education-AM.pdf?sequence=1 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - C:sub-Saharan Africa KW - CAREER development KW - EDUCATION -- Study & teaching KW - GRADUATE education KW - PROFESSIONAL education KW - TEACHER training KW - ZAMBIA KW - Zambia KW - _C:Australia AUS KW - _C:India IND KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Rwanda RWA KW - _C:South Africa ZAF KW - _C:Tonga TON KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099887 KW - __C:filed:1 KW - __C:scheme:1 KW - ___working_potential_duplicate KW - __finaldtb KW - _r:ImportedToMyEducationEvidence KW - _yl:a KW - digital technology KW - docs.opendeved.net KW - interactive pedagogy KW - open educational resources KW - sub-Saharan Africa KW - teacher professional development ER - TY - JOUR TI - Pedagogical Demands in Mathematics and Mathematical Literacy: A Case of Mathematics and Mathematical Literacy Teachers and Facilitators AU - Machaba, France Masilo T2 - EURASIA Journal of Mathematics, Science and Technology Education AB - The purpose of this article is to examine teachers’ and facilitators’ (subject advisors) views of the approaches to teaching mathematics and mathematical literacy (ML). Using Bernstein’s (1996) constructs of recognition and realisation rules, I analysed data from interviews conducted with mathematics and ML teachers and facilitators. The analysis shows that some teaching strategies are associated with mathematics and others with ML. That is, teachers and facilitators refer to teaching strategies that are domain specific (mathematics and ML). I therefore ask what it means for teaching strategies to be domain specific, particularly in the context of mathematics and ML. DA - 2017/10/30/ PY - 2017 DO - 10.12973/ejmste/78243 DP - DOI.org (Crossref) VL - 14 IS - 1 J2 - EURASIA J MATH SCI T LA - en SN - 13058223 ST - Pedagogical Demands in Mathematics and Mathematical Literacy UR - https://www.ejmste.com/article/pedagogical-demands-in-mathematics-and-mathematical-literacy-a-case-of-mathematics-and-mathematical-5244 Y2 - 2022/04/29/10:23:47 ER - TY - JOUR TI - Pedagogical design of K-12 artificial intelligence education: A systematic review AU - Yue, Miao AU - Jong, Morris Siu-Yung AU - Dai, Yun T2 - Sustainability DA - 2022/// PY - 2022 DO - 10.3390/su142315620 DP - Google Scholar VL - 14 IS - 23 SP - 15620 ST - Pedagogical design of K-12 artificial intelligence education UR - https://www.mdpi.com/2071-1050/14/23/15620 Y2 - 2024/02/24/08:53:41 ER - TY - JOUR TI - Pedagogical framework of m-learning AU - Ozdamli, Fezile T2 - Procedia-Social and Behavioral Sciences DA - 2012/// PY - 2012 DO - 10.1016/j.sbspro.2011.12.171 VL - 31 SP - 927 EP - 931 ER - TY - CONF TI - Pedagogical renewal and teacher development in sub-Saharan Africa: A thematic synthesis AU - Dembélé, Martial AU - Miaro-II, Be Rammaj C3 - Background paper for the Beinnial Meeting of ADEA, Grand Baie Mauritius DA - 2003/// PY - 2003 DP - Google Scholar PB - Citeseer ST - Pedagogical renewal and teacher development in sub-Saharan Africa KW - ⛔ No DOI found ER - TY - JOUR TI - Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools AU - Hardman, Frank AU - Abd-Kadir, Jan AU - Smith, Fay T2 - International Journal of Educational Development AB - This study reports on an investigation of classroom interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher–pupil interaction and discourse as research suggests managing the quality of classroom interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the interaction and discourse analysis of video recordings of 42 lessons and 59 teacher questionnaires from 10 States, drawn mainly from the north of Nigeria. The findings revealed the prevalence of teacher explanation, recitation and rote in the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom interaction in Nigerian primary schools through more effective school-based training are considered. DA - 2008/01// PY - 2008 DO - 10.1016/j.ijedudev.2007.02.008 DP - ScienceDirect VL - 28 IS - 1 SP - 55 EP - 69 J2 - International Journal of Educational Development SN - 0738-0593 ST - Pedagogical renewal UR - http://www.sciencedirect.com/science/article/pii/S0738059307000235 Y2 - 2015/10/15/15:38:04 ER - TY - JOUR TI - Pedagogical renewal in sub‐Saharan Africa: the case of Uganda AU - Altinyelken, Hülya K. T2 - Comparative Education DA - 2010/05// PY - 2010 DO - 10.1080/03050061003775454 DP - DOI.org (Crossref) VL - 46 IS - 2 SP - 151 EP - 171 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 ST - Pedagogical renewal in sub‐Saharan Africa UR - http://www.tandfonline.com/doi/abs/10.1080/03050061003775454 Y2 - 2020/05/16/16:36:26 KW - C:sub-Saharan Africa KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:Cuba CUB KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Kenya KEN KW - _C:Mali MLI KW - _C:Mauritius MUS KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Tibet XTIBT KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Pedagogies of embodiment in physical education – a literature review AU - Aartun, Iselin AU - Walseth, Kristin AU - Standal, Øyvind Førland AU - Kirk, David T2 - Sport, Education and Society AB - Physical education puts the body center stage. Embodiment has emerged as a concept that broadens the focus on the body beyond the dualistic natural scientific point of view. Research into embodied learning and embodiment has had various focuses, including the sociological aspects of embodiment and the embodied experiences of students. This article is a literature review of peer-reviewed empirical studies aiming to explore empirical research on pedagogies of embodiment in physical education. We ask what characterizes the empirical research literature on pedagogies of embodiment in physical education, and what implications for teaching and learning we can find in this literature. Forty-two studies met the criteria and were included in the review. Based on a thematic analysis of the studies, two main themes emerged. The first theme, ‘enabling critical reflection’, highlights that physical education can contribute to the development of critical thinking skills among pupils and provide them with safe spaces to discuss ‘taken for granted’ understandings of gender, health, and body ideals within physical education. The second main theme, ‘Exploring (new) movements’, shows how pupils’ exploration of (new) movements can contribute to the development of body awareness and meaningful experiences. Physical education taught after principles of pedagogies of embodiment involves pupil-centered approaches and inductive approaches to teaching. These approaches give pupils the opportunity to be involved in choosing activities and creating content. Pedagogies of embodiment place focus on the importance of reflection before, during, and after activities in physical education, and expand the repertory of activities that physical education may include. In this way, pedagogies of embodiment may facilitate embodied learning, empowerment, and positive experiences of being in movement. Future research should investigate further the possibilities pedagogies of embodiment gives for teachers and learners, and how the potential to challenge traditional pedagogy can be developed. DA - 2022/01/02/ PY - 2022 DO - 10.1080/13573322.2020.1821182 DP - Taylor and Francis+NEJM VL - 27 IS - 1 SP - 1 EP - 13 SN - 1357-3322 UR - https://doi.org/10.1080/13573322.2020.1821182 Y2 - 2022/04/05/20:26:43 KW - critical reflection KW - embodiment KW - experience KW - movement exploration KW - pedagogies KW - physical education ER - TY - BOOK TI - Pedagogy, Curriculum, Teaching Practices and Teacher Education AU - Westbrook, J. AU - Durrani, N AU - Brown, R DA - 2013/// PY - 2013 UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3433 Y2 - 2014/05/28/00:36:15 ER - TY - RPRT TI - Pedagogy, curriculum, teaching practices and teacher education in developing countries AU - Westbrook, Jo AU - Durrani, Naureen AU - Brown, Rhona AU - Orr, David AU - Pryor, John AU - Boddy, Janet AU - Salvi, Francesca DA - 2013/12// PY - 2013 DP - Google Scholar M3 - Final Report: Education Rigorous Literature Review PB - Department for International Development and Centre for International Education, University of Sussex UR - https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Pedagogy%202013%20Westbrook%20report.pdf?ver=2014-04-24-121331-867 KW - Read KW - ⛔ No DOI found ER - TY - RPRT TI - Pedagogy, curriculum, teaching practices and teacher education in developing countries: final report. AU - Westbrook, J. AU - Durrani, N. AU - Brown, R. AU - Orr, D. AU - Pryor, J. AU - Boddy, J. AU - Salvi, F. DA - 2013/12// PY - 2013 SN - 2110 UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3433 Y2 - 2014/05/28/00:36:15 ER - TY - RPRT TI - Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review AU - Westbrook, Jo AU - Durrani, Naureen AU - Brown, Rhona AU - Orr, David AU - Pryor, John AU - Boddy, Janet AU - Salvi, Francesca DA - 2013/12// PY - 2013 LA - en PB - Department for International Development KW - C:Low- and middle-income countries KW - STC-TLC KW - __C:filed:1 ER - TY - JOUR TI - Pedagogy: Instructivism to socio-constructivism through virtual reality AU - Onyesolo, M. AU - Nwasor, V. AU - Ositanwosu, O. AU - Iwegbuna, O. T2 - International Journal of Advanced Computer Science and Applications DA - 2013/// PY - 2013 DP - Google Scholar VL - 4 IS - 9 ST - Pedagogy KW - ⛔ No DOI found ER - TY - JOUR TI - Peer effects, teacher incentives, and the impact of tracking: Evidence from a randomized evaluation in Kenya AU - Duflo, E. AU - Dupas, P. AU - Kremer, M. T2 - The American Economic Review DA - 2011/// PY - 2011 DO - 10.1257/aer.101.5.1739 VL - 101 IS - 5 SP - 1739 EP - 1774 UR - https://doi.org/10.1257/aer.101.5.1739. ER - TY - RPRT TI - PER1. Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) [English, Arabic] AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn AB - Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Parallel text: English, Arabic This document is based on: Haßler, B. (2019). Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Cambridge: Open Development and Education Ltd. DOI: 10.5281/zenodo.2626545. Licence: Creative Commons Attribution 4.0 International. The Toolkit itself is an extract from:  Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt. It is also available as a Google Document. CN - 0235 CY - Amman, Jordan DA - 2019/04/03/ PY - 2019 LA - English M3 - Programme Evaluation Resource (PER) PB - Activating EdTech SN - 1 ST - PER1. Toolkit for discussion (Technology, Resources and Learning UR - https://docs.etechhub.org/lib/QKTH39RC Y2 - 2019/12/31/18:12:14 KW - Author:Haßler KW - Author:OpenDevED KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - PER2. Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? [English/Arabic] AU - Haßler, Björn AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane CN - 0236 CY - Amman, Jordan DA - 2020/// PY - 2020 LA - EN M3 - Programme Evaluation Resource PB - Activating EdTech SN - 2 KW - Author:Haßler KW - Author:OpenDevED KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:d ER - TY - RPRT TI - PER3. Principles for Digital Development in Education AU - Haßler, Björn CN - 0237 CY - Amman, Jordan DA - 2020/// PY - 2020 LA - en M3 - Programme Evaluation Resource PB - Activating EdTech SN - No 2 [en] Y2 - 2019/12/31/18:12:14 KW - Author:Haßler KW - Author:OpenDevED KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:e ER - TY - RPRT TI - PER4. UIS EdTech Indicators [English/Arabic] AU - Alawamleh, Nour AU - Abed, Reema AU - Khalayleh, Abdullah AU - Metni, Eliane AU - Haßler, Björn CN - 0238 CY - Amman, Jordan DA - 2020/// PY - 2020 LA - English, Arabic M3 - Programme Evaluation Resource PB - Activating EdTech SN - No 4 [en] Y2 - 2019/12/31/18:12:14 KW - Author:Haßler KW - Author:OpenDevED KW - _r:ImportedToMyEducationEvidence KW - language:Arabic KW - language:English ER - TY - GEN TI - PER5. Spreadsheet: Strategies for Effective Teaching and Learning [English, Arabic] AU - Haßler, Björn AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane CN - 0242 DA - 2019/05/27/ PY - 2019 LA - English, Arabic PB - Activating EdTech Y2 - 2019/12/31/18:12:14 KW - Author:Haßler KW - Author:OpenDevED KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:m KW - language:Arabic KW - language:English ER - TY - RPRT TI - PER5. Strategies for Effective Teaching and Learning [English, Arabic] AU - Haßler, Björn AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane CN - 0239 CY - Amman, Jordan DA - 2020/// PY - 2020 LA - English, Arabic M3 - Programme Evaluation Resource PB - Activating EdTech SN - No 5 [ar,en] Y2 - 2019/12/31/18:12:14 KW - Author:Haßler KW - Author:OpenDevED KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:f KW - language:Arabic KW - language:English ER - TY - RPRT TI - PER6. The SABER-ICT policy framework in brief [Arabic] AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0241 CY - Amman, Jordan DA - 2020/04/03/ PY - 2020 LA - Arabic M3 - Programme Evaluation Resource PB - Activating EdTech SN - No 6 [ar] Y2 - 2019/12/31/18:12:14 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - language:Arabic ER - TY - RPRT TI - PER6. The SABER-ICT policy framework in brief [Arabic/English] AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0243 CY - Amman, Jordan DA - 2020/04/03/ PY - 2020 LA - English, Arabic M3 - Programme Evaluation Resource PB - Activating EdTech SN - No 6 [ar,en] Y2 - 2019/12/31/18:12:14 KW - Author:Haßler KW - Author:OpenDevED KW - _r:ImportedToMyEducationEvidence KW - language:Arabic KW - language:English ER - TY - RPRT TI - PER6. The SABER-ICT policy framework in brief [English] AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0240 CY - Amman, Jordan DA - 2020/04/03/ PY - 2020 LA - eng M3 - Programme Evaluation Resource PB - Activating EdTech SN - No 6 [en] UR - https://docs.opendeved.net/lib/LYABC83R Y2 - 2019/12/31/18:12:14 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - language:English ER - TY - JOUR TI - Perceived air quality and cognitive performance decrease at moderately raised indoor temperatures even when clothed for comfort AU - Lan, Li AU - Xia, Lulu AU - Hejjo, Rihab AU - Wyon, David P. AU - Wargocki, Pawel T2 - Indoor Air AB - This study investigated whether adjusting clothing to remain in neutral thermal comfort at moderately elevated temperature is capable of avoiding negative effects on perceived acute subclinical health symptoms, comfort, and cognitive performance. Two temperatures were examined: 23°C and 27°C. Twelve subjects were able to remain thermally comfortable at both temperatures by adjusting their clothing. They rated the physical environment, their comfort, the intensity of acute subclinical health symptoms, and their mental load, and they performed a number of cognitive tasks. Their physiological reactions were monitored. Their performance of several tasks was significantly worse at 27°C, and they reported increased mental load at this temperature. Skin temperature and humidity and respiration rate were higher, while blood oxygen saturation (SpO2) and pNN50 were lower at this temperature, the latter indicating increased stress. It is inferred that the observed physiological responses were mainly responsible for the negative effects on performance, as the subjects did not indicate any increased intensity of acute subclinical health symptoms although perceived air quality was worse at the higher temperature. The present results suggest that moderately elevated temperatures should be avoided even if thermal comfort can be achieved, as it may lead to reduced performance. DA - 2020/09// PY - 2020 DO - 10.1111/ina.12685 DP - Google Scholar VL - 30 IS - 5 SP - 841 EP - 859 J2 - Indoor Air LA - en SN - 0905-6947, 1600-0668 UR - https://onlinelibrary.wiley.com/doi/10.1111/ina.12685 Y2 - 2023/03/01/19:48:02 KW - BE:RELEVANT ER - TY - JOUR TI - Percepción docente sobre la transformación digital del aula a través de tabletas: un estudio en el contexto español AU - Suárez-Guerrero, Cristóbal AU - Lloret-Catalá, Carmen AU - Mengual-Andrés, Santiago T2 - Comunicar: Revista Científica de Comunicación y Educación DA - 2016/// PY - 2016 DO - 10.3916/c49-2016-08 DP - Google Scholar VL - 24 IS - 49 SP - 81 EP - 89 ST - Percepción docente sobre la transformación digital del aula a través de tabletas KW - __C:filed:1 ER - TY - JOUR TI - Perception of gender in children's voices AU - Barreda, Santiago AU - Assmann, Peter F. T2 - The Journal of the Acoustical Society of America DA - 2021/11// PY - 2021 DO - 10.1121/10.0006785 DP - DOI.org (Crossref) VL - 150 IS - 5 SP - 3949 EP - 3963 J2 - The Journal of the Acoustical Society of America LA - en SN - 0001-4966 UR - https://asa.scitation.org/doi/10.1121/10.0006785 Y2 - 2023/03/01/19:49:02 ER - TY - JOUR TI - Perception of gender in children's voices AU - Barreda, Santiago AU - Assmann, Peter F. T2 - The Journal of the Acoustical Society of America DA - 2021/11// PY - 2021 DO - 10.1121/10.0006785 DP - asa.scitation.org (Atypon) VL - 150 IS - 5 SP - 3949 EP - 3963 SN - 0001-4966 UR - https://asa.scitation.org/doi/10.1121/10.0006785 Y2 - 2022/06/03/11:34:31 ER - TY - JOUR TI - Perception, performance, and detectability of conversational artificial intelligence across 32 university courses AU - Ibrahim, Hazem AU - Liu, Fengyuan AU - Asim, Rohail AU - Battu, Balaraju AU - Benabderrahmane, Sidahmed AU - Alhafni, Bashar AU - Adnan, Wifag AU - Alhanai, Tuka AU - AlShebli, Bedoor AU - Baghdadi, Riyadh T2 - Scientific Reports DA - 2023/// PY - 2023 DP - Google Scholar VL - 13 IS - 1 SP - 12187 UR - https://www.nature.com/articles/s41598-023-38964-3 Y2 - 2024/02/24/10:03:11 KW - ❓ Multiple DOI ER - TY - JOUR TI - Perceptions of caring for children with disabilities: Experiences from Moshi, Tanzania AU - McNally, Anna AU - Mannan, Hasheem T2 - African journal of disability DA - 2013/// PY - 2013 DO - 10.4102/ajod.v2i1.21 DP - Google Scholar VL - 2 IS - 1 SP - 1 EP - 10 ST - Perceptions of caring for children with disabilities ER - TY - JOUR TI - Perceptions of pre-service English teachers towards the integration of an LMS into English language teacher education AU - Basal, Ahmet T2 - Journal of Technology and Teacher Education AB - With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments. DA - 2015/10// PY - 2015 VL - 23 IS - 4 SP - 485 EP - 507 LA - English SN - 1059-7069, 1059-7069 UR - https://www.researchgate.net/publication/285164371_Perceptions_of_Pre-service_English_Teachers_towards_the_Integration_of_an_LMS_into_English_Language_Teacher_Education AN - 1773217832; EJ1083867 KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Computer Applications KW - Educational technology KW - English (Second Language) KW - English teachers KW - Foreign Countries KW - Foreign language instruction KW - Higher Education KW - Language Teachers KW - Language teachers KW - Learning management systems KW - Likert Scales KW - Management Systems KW - Mixed Methods Research KW - Positive Attitudes KW - Postsecondary Education KW - Preservice Teachers KW - Questionnaires KW - Second Language Instruction KW - Second Language Learning KW - Semi Structured Interviews KW - Student Attitudes KW - Teacher Education KW - Teacher education KW - Technology Integration KW - Turkey KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096949 KW - ___working_potential_duplicate KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Perceptions of professional learning communities AU - Huffman, Jane AU - Jacobson, Arminta T2 - Int. Leadership in Education DA - 2003/// PY - 2003 DO - 10.1080/1360312022000017480 VL - 6 IS - 3 SP - 239 EP - 250 ER - TY - JOUR TI - Perezhivanie as a phenomenon and a unit of analysis for studying children’s interactions with iPads in the early years of school in Saudi Arabia AU - Sulaymani, Omar AU - Fleer, Marilyn T2 - Early Child Development and Care DA - 2019/// PY - 2019 DO - 10.1080/03004430.2017.1316267 DP - Google Scholar VL - 189 IS - 2 SP - 255 EP - 269 KW - __C:filed:1 ER - TY - JOUR TI - Perinteisistä oppimisympäristöistä villeihin: Sitoutuneisuuden taso viidesluokkalaisilla oppilailla perinteisessä oppikirjaympäristössä ja digitaalisessa ViLLE-oppimisympäristössä matematiikan oppitunneilla AU - Aaltonen, Antti AU - Hotanen, Valtteri DA - 2018/// PY - 2018 DP - Google Scholar ST - Perinteisistä oppimisympäristöistä villeihin KW - _C:Myanmar MMR KW - _C:Netherlands NLD KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Period Poverty Impact on the Economic Empowerment of Women AU - Tull, Kerina AB - The aim of this review was to present the recent evidence on the period poverty (lack of access to sanitary products, WASH facilities, dignity, and information about menstruation) impact on the economic empowerment of women. Improving menstrual health management (MHM, also known as ‘period poverty’) can substantially improve girls’ education, health and wellbeing. The literature, as well as experts consulted for this rapid review, confirm that that MHM has an impact on the lives of women and girls, albeit indirectly (expert comment). Given the shortage of information on period poverty globally, the expected sensitivities around the topic, and the lack of standardised tools and methods (Phillips-Howard et al., 2016), evidence is predominantly provided from qualitative, participatory, and descriptive methods. It is difficult from the qualitative studies to determine the extent to which period poverty impacts any of these outcomes or economic empowerment, or how influential period poverty contrasts with other challenges facing women and girls in the contexts studied. DA - 2019/01/23/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14348 Y2 - 2022/12/18/18:16:11 KW - ⛔ No DOI found ER - TY - JOUR TI - Period teasing, stigma and knowledge: A survey of adolescent boys and girls in Northern Tanzania AU - Benshaul-Tolonen, Anja AU - Aguilar-Gomez, Sandra AU - Heller Batzer, Naomi AU - Cai, Rebecca AU - Nyanza, Elias Charles T2 - PloS one DA - 2020/// PY - 2020 DO - 10.1371/journal.pone.0239914 DP - Google Scholar VL - 15 IS - 10 SP - e0239914 ST - Period teasing, stigma and knowledge KW - _yl:b ER - TY - ELEC TI - Perplexity AI: Review, Advantages & Guide (2023) AU - Aayush T2 - Elegant Themes Blog AB - AI assistants are changing how we interact with technology, helping us with tasks like answering questions and creating content. Google and Bing have already added AI like Bard and Bing Chat to their platforms. However, there’s a new player in the market: Perplexity AI. In this post, we will look at Perplexity AI and its […] DA - 2023/10/29/T12:00:00+00:00 PY - 2023 LA - en ST - Perplexity AI UR - https://www.elegantthemes.com/blog/business/perplexity-ai Y2 - 2024/01/22/14:50:02 ER - TY - CONF TI - Personalization in bert with adapter modules and topic modelling AU - Braga, Marco AU - Raganato, Alessandro AU - Pasi, Gabriella C3 - Proceedings of the 13th Italian Information Retrieval Workshop (IIR 2023). Pisa, Italy DA - 2023/// PY - 2023 DP - Google Scholar SP - 24 EP - 29 UR - https://ceur-ws.org/Vol-3448/paper-13.pdf Y2 - 2024/02/23/17:11:27 KW - ⛔ No DOI found ER - TY - JOUR TI - Personalized education and artificial intelligence in United States, China, and India: A systematic review using a Human-In-The-Loop model AU - Bhutoria, Aditi T2 - Computers and Education: Artificial Intelligence AB - The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is evident that the next generation educational reforms would take a quantum leap forward piloted by Big Data analysis and AI. The objective of this paper is to organize the vast literature on the use of AI for personalization of education and to shed light on the key themes by which an AI-driven approach makes structural modifications to the existing education system. To this effect, the paper employed a systematic review using a Human-In-The-Loop natural language processing model of past two years' literature (2019–2021) in English language from IEEE Xplore on countries China, India and the USA. This process yielded more than 2000 search results at first and these were eventually shortlisted to 353 relevant papers for in-depth analysis. Being the pioneers in EdTech innovations, insights from research done in these three countries provides valuable input for the development of global education systems and research. The findings bring forward AI's success in catering to specific learning requirements, learning habits, and learning abilities of students and guiding them into optimized learning paths across all three countries. Not just that, it is also evident from the literature that AI augments educational content, customizes it for any individual according to their needs, and raises the flag of caution for anticipated learning difficulties. This recalibrates the role of instructors as well as optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the future generation, but also comes with its challenges. Data privacy issues, availability of digital resources, and affordability constraints have been reported in the recent literature as impediments in the way of promoting such technologies for day-to-day practice. DA - 2022/04/09/ PY - 2022 DO - 10.1016/j.caeai.2022.100068 DP - ScienceDirect VL - 3 SP - 100068 J2 - Computers and Education: Artificial Intelligence LA - en SN - 2666-920X ST - Personalized education and artificial intelligence in United States, China, and India UR - https://www.sciencedirect.com/science/article/pii/S2666920X22000236 Y2 - 2022/04/15/13:03:26 KW - Artificial intelligence KW - Big data KW - China KW - India KW - Personalized education KW - USA KW - _genre:LR-literature_review ER - TY - CHAP TI - Perspectives and Metaphors of Learning: A Commentary on James Lester’s Narrative-Centered AI-Based Environments AU - Vivitsou, Marianna T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - This commentary aims to discuss perspectives on narrative-centered learning and metaphors of AI-based learning environments. To this end, the commentary draws from James Lester’s keynote and an interview with a focus on the narrative element that underlies the use of AI in Learning. In both texts, Lester offers an account of the narrative-centered learning environments that he has been developing with his research group. One example of such environments is Crystal Island, an AI-based game for K-12 students learning science. Along with Crystal Island, more metaphors of learning emerge. Based on these, this chapter uses Paul Ricoeur’s narrative theory and metaphor theory to reflect on the role of characters and the narrative plot in relation to Lester’s visualization of the future of learning with AI-based technologies. In this process, new roles in AI-based learning are introduced. One such example is the role of drama manager. The drama manager is a novel metaphor in game-based learning. In addition, more conventional metaphors, such as the tutorial dialogue, are brought forward as well as technological metaphors. The multiplicity of metaphors have agency at the core, as connecting tissue. Agency, although not explicitly articulated in the keynote and the interview, is an all-encompassing metaphor in learning. As technological advancement shakes the boundaries of thinking about agency nowadays, new dynamic metaphors are needed in AI-based learning. Toward this direction, the commentary draws from new materialist and post-humanist thinkers to raise these issues and the need to take the narrative further. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 125 EP - 136 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 ST - Perspectives and Metaphors of Learning UR - https://doi.org/10.1007/978-3-031-09687-7_8 Y2 - 2024/02/23/23:57:15 KW - Agency KW - Crystal Island KW - Metaphors of learning KW - Narrative KW - Narrative-based learning ER - TY - JOUR TI - Perspectives on Curriculum Design: Comparing the Spiral and the Network Models AU - Ireland, Jo AU - Mouthaan, Melissa T2 - Research Matters AB - Does one approach fit all when it comes to curriculum design? In debates on curriculum design, educators have argued that a curriculum model should take into account the differing knowledge structures of different subjects. Subjects such as maths and science are generally defined as well-structured knowledge domains, characterised by a linearity in learning objectives, and well-defined and predictable learning outcomes. Less structured subjects such as the arts and humanities could, however, benefit from models that encompass a different approach to learning. Two competing perspectives on curriculum design have emerged: the spiral model developed by Bruner in 1960, and non-linear models based on processes of learning in different knowledge domains. Research on curriculum design has tended to focus on the needs of science, technology, engineering and maths (STEM) subjects. Many alternative models to the spiral have come from arts-based disciplines, in particular visual arts. This article contributes to the ongoing debate about curriculum design in different subjects. It details the key characteristics of Bruner's spiral model, and presents the main arguments made in favour of adopting flexible and non-linear curriculum models in specific subjects. We discuss a number of alternatives to the spiral model and analyse the relative strengths and weaknesses of these different approaches. The conclusion offers a discussion of implications of our findings for further research in curriculum design. DA - 2020/// PY - 2020 DP - ERIC LA - en SN - 1755-6031 ST - Perspectives on Curriculum Design UR - https://eric.ed.gov/?id=EJ1286824 Y2 - 2021/10/17/21:29:04 KW - Curriculum Design KW - Mathematics Education KW - Medical Education KW - Models KW - Music Education KW - Networks KW - Science Education KW - Sequential Approach KW - Spiral Curriculum KW - ⛔ No DOI found ER - TY - GEN TI - Perspectives on Elections and the Challenges for Democracy in Nigeria AU - Co- DA - 2018/// PY - 2018 LA - en ER - TY - BOOK TI - Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development AU - Haßler, Björn AU - Major, L AU - Warwick, P AU - Watson, Steve AU - Hennessy, S AU - Nichol, B DA - 2016/// PY - 2016 DP - Zotero LA - en PB - Faculty of Education, University of Cambridge ST - ARM White Paper 2 UR - http://bjohas.de/Publications/Perspectives KW - AWP2 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - CitedIn:BIBBTVET KW - CitedIn:OER4Schools-HHH3-B KW - CitedIn:OER4Schools-HHH3-B-AUTHORS KW - CitedIn:eCubed KW - DIAL-RDO KW - Done:ReferenceFixed KW - IMPORT_FROM_DFID_RITE KW - InPrep KW - TPD@Scale-cited KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - eCubed KW - ⛔ No DOI found ER - TY - BLOG TI - Perspectives on the pedagogical use of technology - Open Development & Education AB - ARM is a leading semiconductor company, which supports other producers (such as Apple and Samsung) as an original equipment manufacturer in developing devices like phones and tablets. Additionally, they support manufacturers in exploring new business areas, including education. DA - 2023/08/17/T23:34:31+00:00 PY - 2023 LA - en-GB UR - https://opendeved.net/programmes/pedagogical-use-of-technology/, https://opendeved.net/programmes/pedagogical-use-of-technology/ Y2 - 2024/01/06/12:49:15 ER - TY - JOUR TI - Pervasive human-driven decline of life on Earth points to the need for transformative change AU - Díaz, Sandra AU - Settele, Josef AU - Brondízio, Eduardo S. AU - Ngo, Hien T. AU - Agard, John AU - Arneth, Almut AU - Balvanera, Patricia AU - Brauman, Kate A. AU - Butchart, Stuart H. M. AU - Chan, Kai M. A. AU - Garibaldi, Lucas A. AU - Ichii, Kazuhito AU - Liu, Jianguo AU - Subramanian, Suneetha M. AU - Midgley, Guy F. AU - Miloslavich, Patricia AU - Molnár, Zsolt AU - Obura, David AU - Pfaff, Alexander AU - Polasky, Stephen AU - Purvis, Andy AU - Razzaque, Jona AU - Reyers, Belinda AU - Chowdhury, Rinku Roy AU - Shin, Yunne-Jai AU - Visseren-Hamakers, Ingrid AU - Willis, Katherine J. AU - Zayas, Cynthia N. T2 - Science AB - The time is now For decades, scientists have been raising calls for societal changes that will reduce our impacts on nature. Though much conservation has occurred, our natural environment continues to decline under the weight of our consumption. Humanity depends directly on the output of nature; thus, this decline will affect us, just as it does the other species with which we share this world. Díaz et al. review the findings of the largest assessment of the state of nature conducted as of yet. They report that the state of nature, and the state of the equitable distribution of nature's support, is in serious decline. Only immediate transformation of global business-as-usual economies and operations will sustain nature as we know it, and us, into the future. Science , this issue p. eaax3100 , BACKGROUND Human actions have long been known to drive declines in nature, and there is growing awareness of how globalization means that these drivers increasingly act at a distance (telecoupling). However, evidence from different disciplines has largely accumulated in parallel, and the global effects of telecouplings have never been addressed comprehensively. Now, the first integrated global-scale intergovernmental assessment of the status, trends, and future of the links between people and nature provides an unprecedented picture of the extent of our mutual dependence, the breadth and depth of the ongoing and impending crisis, and the interconnectedness among sectors and regions. ADVANCES Human impacts on life on Earth have increased sharply since the 1970s. The world is increasingly managed to maximize the flow of material contributions from nature to keep up with rising demands for food, energy, timber, and more, with global trade increasing the geographic separation between supply and demand. This unparalleled appropriation of nature is causing the fabric of life on which humanity depends to fray and unravel: Most indicators of the state of nature, whether monitored by natural and social scientists or by Indigenous Peoples and local communities, are declining. These include the number and population size of wild species, the number of local varieties of domesticated species, the distinctness of ecological communities, and the extent and integrity of many terrestrial and aquatic ecosystems. As a consequence, nature’s capacity to provide crucial benefits has also declined, including environmental processes underpinning human health and nonmaterial contributions to human quality of life. The costs are distributed unequally, as are the benefits of an expanding global economy. These trends in nature and its contributions to people are projected to worsen in the coming decades—unevenly so among different regions—unless rapid and integrated action is taken to reduce the direct drivers responsible for most change over the past 50 years: land and sea use change, direct harvesting of many plants and animals, climate change (whose impacts are set to accelerate), pollution, and the spread of invasive alien species. Exploratory scenarios suggest that a world with increased regional barriers—resonating with recent geopolitical trends—will yield more negative global trends in nature, as well as the greatest disparity in trends across regions, greater than a world with liberal financial markets, and much greater than one that prioritizes and integrates actions toward sustainable development. Evidence from target-seeking scenarios and pathways indicates that a world that achieves many of the global biodiversity targets and sustainability goals related to food, energy, climate, and water is not—yet—beyond reach, but that no single action can get us there. OUTLOOK Our comprehensive assessment of status, trends, and possible futures for nature and people suggests that action at the level of direct drivers of nature decline, although necessary, is not sufficient to prevent further deterioration of the fabric of life on Earth. Reversal of recent declines—and a sustainable global future—are only possible with urgent transformative change that tackles the root causes: the interconnected economic, sociocultural, demographic, political, institutional, and technological indirect drivers behind the direct drivers. As well as a pan-sectoral approach to conserving and restoring the nature that underpins many goals, this transformation will need innovative governance approaches that are adaptive; inclusive; informed by existing and new evidence; and integrative across systems, jurisdictions, and tools. Although the challenge is formidable, every delay will make the task even harder. Crucially, our analysis pinpoints five priority interventions (“levers”) and eight leverage points for intervention in the indirect drivers of global social and economic systems where they can make the biggest difference. Traditional diversity-rich human landscapes, and the livelihoods and identities that depend on them, face global threats. Mosaics of crops, forest, and pasture have been maintained for millennia around the world. Now, they are under increasing threat from climate change and large-scale land use change to accommodate global demands for commodities. So are the livelihoods and cultural identity of the peoples that live in them, such as this woman collecting fodder for her flock in the Checacupe district, Perú. Photo credit www.estebantapella.com , The human impact on life on Earth has increased sharply since the 1970s, driven by the demands of a growing population with rising average per capita income. Nature is currently supplying more materials than ever before, but this has come at the high cost of unprecedented global declines in the extent and integrity of ecosystems, distinctness of local ecological communities, abundance and number of wild species, and the number of local domesticated varieties. Such changes reduce vital benefits that people receive from nature and threaten the quality of life of future generations. Both the benefits of an expanding economy and the costs of reducing nature’s benefits are unequally distributed. The fabric of life on which we all depend—nature and its contributions to people—is unravelling rapidly. Despite the severity of the threats and lack of enough progress in tackling them to date, opportunities exist to change future trajectories through transformative action. Such action must begin immediately, however, and address the root economic, social, and technological causes of nature’s deterioration. DA - 2019/12/13/ PY - 2019 DO - 10.1126/science.aax3100 DP - DOI.org (Crossref) VL - 366 IS - 6471 SP - eaax3100 J2 - Science LA - en SN - 0036-8075, 1095-9203 UR - https://www.science.org/doi/10.1126/science.aax3100 Y2 - 2024/02/29/13:56:57 KW - Final_citation ER - TY - SLIDE TI - PG Day_Literature Review_10062013_Library Presentation.pdf DA - 2014/// PY - 2014 UR - https://student-learning.tcd.ie/assets/PDF/PG%20Day_Literature%20Review_10062013_Library%20Presentation.pdf Y2 - 2021/04/17/19:27:17 ER - TY - JOUR TI - Pharmaceutical education in the South African multicultural society AU - Summers, R AU - Haavik, C AU - Summers, B AU - Moola, F AU - Lowes, M AU - Enslin, G T2 - American Journal of Pharmaceutical Education AB - In 1995, South Africa commenced the implementation of a new quality assurance program at all educational levels, which promotes outcomes-based education. Degree programs and academic institutions have to be accredited by the South African Qualifications Authority through discipline-specific Education Training and Quality Assurance bodies. In response to these changes in education structure, the South African Pharmacy Council has developed outcomes-based competency standards for entry-level pharmacists. On the basis of these standards, the School of Pharmacy of the Medical University of Southern Africa, which served a non-white population during the apartheid era, and the Technikon Pretoria, which served a predominantly white student population, have jointly established an integrated, problem-based BPharm curriculum. The student intake on the program reflects the South African demographic composition. The course is designed to meet both the competency requirements and the needs of historically disadvantaged sections of the community. It is now in its third year, with encouraging pass rates. DA - 2001/// PY - 2001 LA - en AN - LOCAL-WOS:000169839300007 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:South Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:curriculum KW - F:outcomes KW - F:qualification KW - F:standards KW - P:media KW - P:technology KW - Q:degree KW - T:Ausbildung KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Pharmacists, Pharmacy Training and Mental Health Care Provision in Ghana AU - Owusu-Daaku, Frances T2 - Pharmacy Education AB - Background: Generally, mental health care seeking in Ghana, a small, very religious West African nation of about 25 million people, is a pluralistic phenomenon, fraught with stigma. The advent of biomedical medicines, with pharmacists involved in providing medicines for mental health care, has somewhat lessened this stigma. Context: Has the pharmacy curriculum in Ghana adequately prepared students to be part of a mental health team? What is the attitude of pharmacy students and pharmacists towards mental health provision? Will the passage of the Mental Health Bill make any impact on pharmacists' role in mental health? Answers to these questions are explored by examining literature and relevant institutional documents Evaluation: Minimal attention has been paid to the training of pharmacists in the provision of mental health care, especially in Ghana. It is recommended that pharmacists themselves and related bodies collaborate to make effective use of this neglected potential. DA - 2014/// PY - 2014 LA - en AN - LOCAL-WOS:000217201200021 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:attitude KW - F:curriculum KW - P:health KW - P:measurement KW - P:media KW - R:impact KW - T:Ausbildung KW - Z:Pharmacists KW - Z:mental health KW - Z:pharmacy training KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Philippines conditional cash transfer program impact evaluation 2012 AU - Chaudhury, Nazmul AU - Friedman, Jed AU - Onishi, Junko CY - Manila DA - 2013/// PY - 2013 PB - World Bank Report ER - TY - RPRT TI - Phone survey on the Covid crisis in Senegal AU - Le Nestour, Alexis AU - Moscoviz, Laura AU - Mbaye, Samba DA - 2020/04// PY - 2020 LA - EN PB - Centre for Global Development UR - https://dataverse.harvard.edu/file.xhtml?persistentId=doi:10.7910/DVN/9XE95F/95RW9C&version=3.0 KW - _COVID-Continuity-Blogpost-01 ER - TY - JOUR TI - Physical education and arts programme approaches in conflict settings AU - Boateng, Pearl AB - This helpdesk report is the concluding report in the query addressing psycho-social interventions in protracted crises with reference to Syria and its neighbouring countries as well as from other fragile and conflict affected states (FACS). This report specifically addresses sports/physical education programmes in and around Syria and its impact DA - 2017/06/15/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13082 Y2 - 2022/12/18/18:16:14 KW - ⛔ No DOI found ER - TY - JOUR TI - Physical, psychological, sexual, and systemic abuse of children with disabilities in East Africa: Mapping the evidence AU - Winters, Niall AU - Langer, Laurenz AU - Geniets, Anne T2 - PloS one DA - 2017/// PY - 2017 DO - 10.1371/journal.pone.0184541 DP - Google Scholar VL - 12 IS - 9 SP - e0184541 ST - Physical, psychological, sexual, and systemic abuse of children with disabilities in East Africa ER - TY - COMP TI - Pico board for data-logging with power-management and micro-sd storage AU - Bablok, Bernhard AU - Haßler, Björn AB - Pico board for data-logging with power-management and micro-sd storage DA - 2023/06/08/T15:16:57Z PY - 2023 DP - GitHub LA - Python PB - Open Development & Education UR - https://github.com/bablokb/pcb-pico-datalogger Y2 - 2023/08/27/09:42:04 KW - _r:ImportedToMyEducationEvidence ER - TY - COMP TI - Pico Datalogger with Integrated Power-Management AU - Haßler, Björn AU - Bablok, Bernhard AB - Pico board for data-logging with power-management and micro-sd storage DA - 2023/06/08/T15:16:57Z PY - 2023 DP - GitHub LA - Python PB - Open Development & Education UR - https://github.com/OpenDevEd/pcb-pico-datalogger Y2 - 2023/08/27/09:41:57 KW - _r:ImportedToMyEducationEvidence ER - TY - CONF TI - Pilot assessment of indoor environmental qualities of learning environments in Bayero University, Kano AU - Ali, S.M. AU - Martinson, D.B. AU - Al-Maiyah, S. C3 - “Passive and Low Energy Architecture” (PLEA) Conference at Los Angeles in DA - 2016/// PY - 2016 LA - en KW - ⛔ No DOI found ER - TY - CHAP TI - Pilot of the Early Grade Mathematics Assessment: Final report. Prepared for USAID under the Education Data for Decision Making (EdData II) project, Task Order No. EHC-E-02-04-00004-00 (RTI Task 2) AU - Reubens, A. T2 - What causes differences in achievement in Zimbabwe’s secondary schools CY - Research Triangle Park, NC DA - 2009/// PY - 2009 PB - RTI International UR - http://pdf.usaid.gov/pdf_docs/PNADS440.pdf. ER - TY - RPRT TI - Piloting Qatar’s First Edtech TestBed: The Journey Towards Best Practice, Sustainable Partnerships and Innovation AU - Lee, Seungah S. AU - Basma, Victoria DA - 2021/// PY - 2021 PB - WISE, Qatar Foundation UR - https://www.wise-qatar.org/app/uploads/2022/01/2021wise-rr7-report-web-version.pdf Y2 - 2022/09/23/00:00:00 KW - Carmen ER - TY - JOUR TI - 'Pin the tail on the donkey' AU - Ajadi, S.B. T2 - The Minetta Review DA - 2011/// PY - 2011 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Piper & Mugenda DA - 2014/// PY - 2014 ER - TY - RPRT TI - Pitch Deck: Academic Recovery Programme Phase II AU - Gonsalves, Sarah-Lee AU - Regis, Callista AU - Haßler, Björn CN - 0258 CY - St. Lucia DA - 2022/02// PY - 2022 M3 - Academic Recovery Programme Phase II PB - Organisation of Eastern Caribbean States SN - 3 UR - https://docs.opendeved.net/lib/VCDTU7ES KW - Author:OpenDevEd ER - TY - JOUR TI - Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India. AU - Banerjee, A.V. AU - Banerji, R. AU - Duflo, E. AU - Glennerster, R. AU - Khemani, S. T2 - American Economic Journal: Economic Policy DA - 2010/// PY - 2010 DO - 10.1257/pol.2.1.1 VL - 2 SP - 1 EP - 30 ER - TY - JOUR TI - Places to go: Connectivism & connective knowledge AU - Downes, Stephen T2 - Innovate: Journal of Online Education DA - 2008/// PY - 2008 DP - Google Scholar VL - 5 IS - 1 SP - 6 ST - Places to go KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - THES TI - Planning and governance for blended pedagogies and engagement of knowledge economy for South Africa's national development agenda AU - Ramoroka, Tlou Millicent DA - 2016/// PY - 2016 DP - Google Scholar M3 - PhD Thesis PB - University of Limpopo KW - _C:Algeria DZA KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Congo XCO KW - _C:Dominican Republic DOM KW - _C:Egypt EGY KW - _C:Estonia EST KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Latvia LVA KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Poland POL KW - _C:Romania ROU KW - _C:Serbia SRB KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sweden SWE KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - Planning for Educational Change: Putting people and their contexts first AU - Wedell, Martin AB - This book highlights the current ideas about the what, why and how of educational change and what these suggest about the essential issues that change policy makers and planners need to consider. It analyses international case studies of change initiatives to illustrate how the change process can be affected when such issues are insufficiently acknowledged or ignored. Finally the book introduces a number of key questions for educational change practitioners to consider when they find themselves responsible for the planning and/or implementation and/or monitoring of changes within an institution, a locality or a region. Educational change scenarios, from change within a single institution to local implementation of a national change, are used to show how answers to these questions can help change planners to closely match their implementation processes to their local contextual realities. DA - 2009/04/01/ PY - 2009 DP - Google Books SP - 193 LA - en PB - Bloomsbury Publishing SN - 978-1-4411-9270-7 ST - Planning for Educational Change ER - TY - RPRT TI - Planning for School Reopening and Recovery After COVID-19 AU - Carvalho, Shelby AU - Rossiter, Jack AU - Angrist, Noam AU - Hares, Susannah AU - Silverman, Rachel DA - 2020/// PY - 2020 DP - Zotero LA - en PB - Centre for Global Development UR - https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Planning maize hybrids adaptation to future climate change by integrating crop modelling with machine learning AU - Zhang, Liangliang AU - Zhang, Zhao AU - Tao, Fulu AU - Luo, Yuchuan AU - Cao, Juan AU - Li, Ziyue AU - Xie, Ruizhi AU - Li, Shaokun T2 - Environmental Research Letters DA - 2021/// PY - 2021 DO - 10.1088/1748-9326/ac32fd DP - Google Scholar VL - 16 IS - 12 SP - 124043 UR - https://iopscience.iop.org/article/10.1088/1748-9326/ac32fd/meta Y2 - 2024/02/24/11:11:48 KW - _z:no_pdf ER - TY - RPRT TI - Planning Tool AU - Haßler, Björn AU - Regis, Callista AU - Khalayleh, Abdullah AU - McBurnie, Chris AU - Megha-Bongnkar, Ghislaine AU - Blower, Tom DA - 2021/// PY - 2021 M3 - Caribbean Learning Recovery Programme Implementation Tool PB - Open Development & Education SN - 1 UR - https://docs.opendeved.net/lib/59HCS6F9 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _yl:r1 KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - BOOK TI - Play and Child Development AU - Frost, Joe L AU - Wortham, Sue C AU - Reifel, Stuart CY - London DA - 2012/// PY - 2012 ET - 4 PB - Pearson SN - 10: 0-13-259683-0 UR - http://docshare03.docshare.tips/files/27020/270200789.pdf ER - TY - JOUR TI - Play and self-regulation: Lessons from Vygotsky AU - Bodrova, Elena AU - Germeroth, Carrie AU - Leong, Deborah T2 - American Journal of Play AB - The authors consider the analysis of the literature on play research by Lillard and others in the January 2013 Psychological Bulletin, an analysis that questioned the prevailing assumption of a causal relationship between play and child development, especially in the areas of creativity, reasoning, executive function, and regulation of emotions. The authors regard these connections as critical for teachers in early-childhood classrooms and for other advocates of child play. They claim that the conclusions of Lillard and her coauthors place these professionals in a difficult position because they already face sharp pressure to replace play with academic activities. The authors suggest that the difficulty researchers have in linking play to development partly results from a failure to account for both cognitive and non cognitive developments across a complex trajectory. To help see the problem more clearly, they argue for a return to the Vygotskian and post-Vygotskian theories that differentiate between immature and mature play. The authors then describe their creation, an observational tool based on such theories, that helps researchers and practitioners judge the quality of pretend play. Key words: Lev Vygotsky; mature play; Mature Play Observation Tool; play and child development; self-regulation DA - 2013/// PY - 2013 VL - 6 SP - 111 EP - 123 Y2 - 2021/02/22/00:00:00 KW - ⛔ No DOI found ER - TY - GEN TI - Play in Crisis: support for parents and carers AU - Casey, Theresa DA - 2020/// PY - 2020 PB - International Play Association UR - http://ipaworld.org/wp-content/uploads/2020/04/IPA-Play-in-Crisis-Booklet-for-parents-and-carers-2020.pdf ER - TY - CHAP TI - Playing around in School: Implications for Learning and Edu-cational Policy AU - Fisher, Kelly R AU - Hirsh-Pasek, Kathy AU - Golinkoff, Roberta M AU - Singer, Dorothy G AU - Berk, Laura E T2 - The Oxford Handbook of the Development of Play A2 - Pellegrini, Anthony D CY - Oxford DA - 2011/// PY - 2011 SP - 341 EP - 360 PB - Oxford University Press ER - TY - JOUR TI - Playing with the Multiple Intelligences: How Play Helps Them Grow AU - Eberle, Scott G T2 - American Journal of Play AB - 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. DA - 2011/// PY - 2011 VL - 4 IS - 1 SP - 19 EP - 51 UR - https://files.eric.ed.gov/fulltext/EJ985547.pdf Y2 - 2021/02/22/00:00:00 KW - ⛔ No DOI found ER - TY - JOUR TI - Policies and interventions to remove gender-related barriers to girls' school participation and learning in low- and middle-income countries: A systematic review of the evidence AU - Psaki, Stephanie AU - Haberland, Nicole AU - Mensch, Barbara AU - Woyczynski, Lauren AU - Chuang, Erica T2 - Campbell Systematic Reviews AB - Background Gender disparities in education continue to undermine girls' opportunities, despite enormous strides in recent years to improve primary enrolment and attainment for girls in low- and middle-income countries (LMICs). At the regional, country and subnational levels gender gaps remain, with girls in many settings less likely to complete primary school, less likely to complete secondary, and often less likely to be literate than boys. The academic and policy literatures on the topic of gender-related barriers to girls' education are both extensive. However, there remain gaps in knowledge regarding which interventions are most likely to work in contexts with different combinations of barriers. Objectives This systematic review identified and assessed the strength of the evidence of interventions and exposures addressing gender-related barriers to schooling for girls in LMICs. Search Methods The AEA RCT Registry, Africa Bibliography, African Education Research Database, African Journals Online, DEC USAID, Dissertation Abstracts, EconLit, ELDIS, Evidence Hub, Global Index Medicus, IDEAS-Repec, Intl Clinical Trials Registry, NBER, OpenGrey, Open Knowledge Repository, POPLINE, PsychINFO, PubMed, Research for Development Outputs, ScienceDirect, Sociological Abstracts, Web of Science, as well as relevant organization websites were searched electronically in March and April of 2019. Further searches were conducted through review of bibliographies as well as through inquiries to authors of included studies, relevant researchers and relevant organizations, and completed in March 2020. Selection Criteria We included randomized controlled trials as well as quasi-experimental studies that used quantitative models that attempted to control for endogeneity. Manuscripts could be either published, peer-reviewed articles or grey literature such as working papers, reports and dissertations. Studies must have been published on or after 2000, employed an intervention or exposure that attempted to address a gender-related barrier to schooling, analyzed the effects of the intervention/exposure on at least one of our primary outcomes of interest, and utilized data from LMICs to be included. Data Collection and Analysis A team of reviewers was grouped into pairs to independently screen articles for relevance, extract data and assess risk of bias for each included study. A third reviewer assisted in resolving any disputes. Risk of bias was assessed either through the RoB 2 tool for experimental studies or the ROBINS-I tool for quasi-experimental studies. Due to the heterogeneity of study characteristics and reported outcome measures between studies, we applied the GRADE (Grading of Recommendation, Assessment, Development and Evaluation) approach adapted for situations where a meta-analysis is not possible to synthesize the research. Results Interventions rated as effective exist for three gender-related barriers: inability to afford tuition and fees, lack of adequate food, and insufficient academic support. Promising interventions exist for three gender-related barriers: inadequate school access, inability to afford school materials, and lack of water and sanitation. More research is needed for the remaining 12 gender-related barriers: lack of support for girls' education, child marriage and adolescent pregnancy, lack of information on returns to education/alternative roles for women, school-related gender-based violence (SRGBV), lack of safe spaces and social connections, inadequate sports programs for girls, inadequate health and childcare services, inadequate life skills, inadequate menstrual hygiene management (MHM), poor policy/legal environment, lack of teaching materials and supplies, and gender-insensitive school environment. We find substantial gaps in the evidence. Several gender-related barriers to girls' schooling are under-examined. For nine of these barriers we found fewer than 10 relevant evaluations, and for five of the barriers—child marriage and adolescent pregnancy, SRGBV, inadequate sports programs for girls, inadequate health and childcare services, and inadequate MHM—we found fewer than five relevant evaluations; thus, more research is needed to understand the most effective interventions to address many of those barriers. Also, nearly half of programs evaluated in the included studies were multi-component, and most evaluations were not designed to tease out the effects of individual components. As a result, even when interventions were effective overall, it is often difficult to identify how much, if any, of the impact is attributable to a given program component. The combination of components varies between studies, with few comparable interventions, further limiting our ability to identify packages of interventions that work well. Finally, the context-specific nature of these barriers—whether a barrier exists in a setting and how it manifests and operates—means that a program that is effective in one setting may not be effective in another. Authors' Conclusions While some effective and promising approaches exist to address gender-related barriers to education for girls, evidence gaps exist on more than half of our hypothesized gender-related barriers to education, including lack of support for girls' education, SRGBV, lack of safe spaces and social connections, inadequate life skills, and inadequate MHM, among others. In some cases, despite numerous studies examining interventions addressing a specific barrier, studies either did not disaggregate results by sex, or they were not designed to isolate the effects of each intervention component. Differences in context and in implementation, such as the number of program components, curricula content, and duration of interventions, also make it difficult to compare interventions to one another. Finally, few studies looked at pathways between interventions and education outcomes, so the reasons for differences in outcomes largely remain unclear. DA - 2022/// PY - 2022 DO - 10.1002/cl2.1207 DP - Wiley Online Library VL - 18 IS - 1 SP - e1207 LA - en SN - 1891-1803 ST - Policies and interventions to remove gender-related barriers to girls' school participation and learning in low- and middle-income countries UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/cl2.1207 Y2 - 2022/04/18/11:21:38 ER - TY - JOUR TI - Policy and practice: roles of the guidance and counseling teachers in the implementation of the girls’ reentry policy in selected schools in Lusaka, Zambia. AU - Mulenga, Innocent Mutale AU - Mukaba, Brenda DA - 2018/// PY - 2018 DP - Google Scholar ST - Policy and practice UR - http://dspace.unza.zm/handle/123456789/6587 Y2 - 2023/12/06/15:24:14 KW - ⛔ No DOI found ER - TY - RPRT TI - Policy formulation and programme development AU - International Institute for Educational Planning DA - 2018/// PY - 2018 PB - UNESCO UR - https://learningportal.iiep.unesco.org/en/issue-briefs/plan-for-learning/policy-formulation-and-programme-development Y2 - 2020/07/27/07:48:41 ER - TY - SLIDE TI - Policy Implications for Teaching during the Health Emergency T2 - SDG-Education 2030 Webinar Series for Latin America and the Caribbean: Leaving no one behind in times of the COVID-19 pandemic A2 - Rudder, Roderick CY - Bridgetown DA - 2020/06/05/ PY - 2020 UR - https://en.unesco.org/sites/default/files/roderick-ruder-ministry-education-barbados.pdf Y2 - 2020/11/24/00:00:00 KW - _Added to LR KW - _T:reviewed ER - TY - CONF TI - Policy Learning with Adaptively Collected Data AU - Zhan, Ruohan AU - Zhimei, Ren AU - Athey, Susan AU - Zhou, Zhengyuan DA - 2021/// PY - 2021 LA - en UR - https://www.gsb.stanford.edu/faculty-research/working-papers/policy-learning-adaptively-collected-data Y2 - 2022/12/28/17:31:46 KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - RPRT TI - Policy Linking for Measuring Global Learning Outcomes AU - USAID AU - World Bank AU - Foreign, Commonwealth, and Development Office AU - Australian Council for Education Research AU - MSI AB - Check out the policy linking video below , Express Interest in an Upcoming Training , USAID has worked closely with global partners including with the World Bank, UNESCO Institute for Statistics (UIS) DA - 2021/// PY - 2021 LA - en UR - https://www.edu-links.org/sites/default/files/media/file/Policy-Linking-Overview-Final-030421-508.pdf Y2 - 2021/10/16/10:15:14 ER - TY - RPRT TI - Policy Makers and Girls’ Education in Emergencies in Kenya AU - Megha-Bongnkar, Ghislaine AU - Gichuhi, Loise AU - Khalayleh, Abdullah DA - 2021/// PY - 2021 M3 - Report on Policy Makers and Girls’ Education in Emergencies in Kenya SN - 2 UR - https://docs.opendeved.net/lib/JN8WRFNA ER - TY - RPRT TI - Policy Makers and Girls' Education in Emergencies in Kenya: Initial findings from first round of interviews AU - Megha-Bongnkar, Ghislaine AU - Gichuhi, Loise AU - Khalayleh, Abdullah DA - 2021/// PY - 2021 M3 - Report on Policy Makers and Girls’ Education in Emergencies in Kenya SN - 1 UR - https://docs.opendeved.net/lib/DSD4UC37 ER - TY - JOUR TI - Policy Response, Social Media and Science Journalism for the Sustainability of the Public Health System Amid the COVID-19 Outbreak: The Vietnam Lessons AU - La, Viet-Phuong AU - Pham, Thanh-Hang AU - Ho, Manh-Toan AU - Nguyen, Minh-Hoang AU - P. Nguyen, Khanh-Linh AU - Vuong, Thu-Trang AU - Nguyen, Hong-Kong T. AU - Tran, Trung AU - Khuc, Quy AU - Ho, Manh-Tung AU - Vuong, Quan-Hoang T2 - Sustainability AB - Having geographical proximity and a high volume of trade with China, the first country to record an outbreak of the new Coronavirus disease (COVID-19), Vietnam was expected to have a high risk of transmission. However, as of 4 April 2020, in comparison to attempts to containing the disease around the world, responses from Vietnam are seen as prompt and effective in protecting the interests of its citizens, with 239 confirmed cases and no fatalities. This study analyzes the situation in terms of Vietnam’s policy response, social media and science journalism. A self-made web crawl engine was used to scan and collect official media news related to COVID-19 between the beginning of January and April 4, yielding a comprehensive dataset of 14,952 news items. The findings shed light on how Vietnam—despite being under-resourced—has demonstrated political readiness to combat the emerging pandemic since the earliest days. Timely communication on any developments of the outbreak from the government and the media, combined with up-to-date research on the new virus by the Vietnamese science community, have altogether provided reliable sources of information. By emphasizing the need for immediate and genuine cooperation between government, civil society and private individuals, the case study offers valuable lessons for other nations concerning not only the concurrent fight against the COVID-19 pandemic but also the overall responses to a public health crisis. DA - 2020/01// PY - 2020 DO - 10.3390/su12072931 DP - www.mdpi.com VL - 12 IS - 7 SP - 2931 LA - en ST - Policy Response, Social Media and Science Journalism for the Sustainability of the Public Health System Amid the COVID-19 Outbreak UR - https://www.mdpi.com/2071-1050/12/7/2931 Y2 - 2020/08/12/17:20:39 KW - COVID-19 KW - SARS-CoV-2 KW - Vietnam KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Brazil BRA KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:India IND KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Nigeria NGA KW - _C:Switzerland CHE KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - coronavirus KW - pandemic KW - policy response KW - public health system KW - science journalism KW - social media ER - TY - JOUR TI - Policy Review on Adult Learning: The Adult Non-formal Education Policy of Mali, West Africa AU - Gadio, Moussa T2 - Adult Learning AB - The shift to democracy was manifested in a constitution voted in 1992 that declared education a fundamental civil right and granted citizens the freedom of organizing themselves around their own needs. [...]new actors emerged in the education sector like the civil society and the private sector. Rapid changes in all societies today are creating new needs in relation with lifelong learning that the policy document doesn't cover sufficiently. [...]the policy document should be amended and completed with enforcement laws to provide adult education professionals and practitioners with instruments that would help to effectively recognize and reorganize the field to adapt it to the changing needs of modern Mali. DA - 2011/// PY - 2011 DO - 10.1177/104515951102200303 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Mali KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:policy KW - Q:adult education KW - Q:lifelong learning KW - T:continuing education KW - Z:Adult education KW - Z:Adult learning KW - Z:Continuing education KW - Z:Decentralization KW - Z:Democracy KW - Z:Education policy KW - Z:Lifelong learning KW - publicImportV1 ER - TY - NEWS TI - 'Political vandalism': DfID and Foreign Office merger met with anger by UK charities AU - Ford, Liz T2 - The Guardian AB - Unicef, Save the Children and Christian Aid among organisations warning move will harm those most in need and reduce UK’s power overseas DA - 2020/06/16/T16:23:52.000Z PY - 2020 DP - www.theguardian.com LA - en-GB SE - Global development SN - 0261-3077 ST - 'Political vandalism' UR - https://www.theguardian.com/global-development/2020/jun/16/political-vandalism-dfid-and-foreign-office-merger-met-with-anger-by-uk-charities Y2 - 2020/06/17/14:47:29 KW - Aid KW - Boris Johnson KW - Department for International Development (DfID) KW - Global development KW - Politics KW - Society KW - UK news KW - World news ER - TY - CONF TI - Políticas públicas em educação: um apanhado histórico AU - Cá, Lourenço Ocuni AU - Ocuni Cá, Cristina Mandu AB - Este trabalho pretende documentar e analisar as estruturas educacionais da Guiné-Bissau, a falta de infraestrutura deixada pelo colonialismo português e a implementação do novo sistema educacional pelo Partido Africano para Independência da Guiné e Cabo Verde (PAIGC). A análise é feita por meio de avaliação do desempenho de sucessivos períodos que fizeram parte da história educacional do país. Nesta análise, destaca-se, em primeiro momento, a ausência de instituições escolares na sociedade linhageira africana, não que isto significasse a inexistência de ensino-aprendizagem, pois se tratava de uma cultura oral que veio a ser sobreposta pela cultura escrita europeia. Nesse sentido, no ensino colonial, a Igreja Católica desempenhou o papel fundamental na docilização dos guineenses. A igreja não só ajudou na implantação da política educacional, como também participou na legitimação do colonialismo português, sancionando e santificando a missão civilizadora e função histórica de Portugal. Paralelamente a essa educação, o movimento de libertação nacional da Guiné e Cabo Verde (PAIGC) idealizou e instaurou a educação nas Zonas Libertadas (1963-1973) esta educação era mais aberta e mais dinâmica em relação ao mundo exterior. Ela não tinha mais como objetivo principal produzir uma situação de equilíbrio e de estagnação e sim procurava apoiar-se e favorecer o processo geral da luta de libertação nacional em que se inseria. DA - 2015/// PY - 2015 DO - 10.20396/etd.v17i1.8634820 LA - pt KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Cape Verde KW - C:Guinea KW - C:Guinea-Bissau KW - CA:AandC KW - CL:en KW - CL:fr KW - CL:pt KW - CLL:pt KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:culture KW - P:health KW - T:apprenticeship KW - publicImportV1 ER - TY - JOUR TI - Pollution from Tanning Industries in Challawa Industrial Estate, Kano AU - Tudunwada, I.Y. T2 - Bayero Journal of Biological and Environmental Studies. Department of Biological DA - 2007/// PY - 2007 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - Polytechnic Law AU - Government of Ghana DA - 2007/// PY - 2007 UR - http://laws.ghanalegal.com/acts/id/545/polytechnic-law Y2 - 2018/11/30/12:24:04 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ghana KW - publicImportV1 ER - TY - NEWS TI - Poor diet: Children 20cm shorter as a result, analysis says T2 - BBC News AB - A global analysis suggests that on average the world's tallest teenagers live in the Netherlands. DA - 2020/11/06/ PY - 2020 DP - www.bbc.co.uk LA - en-GB SE - Health ST - Poor diet UR - https://www.bbc.co.uk/news/health-54828544 Y2 - 2020/11/08/18:06:21 ER - TY - RPRT TI - Poor indoor climate: Its impact on health and life satisfaction, as well as its wider socio-economic costs AU - Phillips, William AU - Janta, Barbara AU - Gehrt, Daniel AU - Flemons, Lillian AU - Gkousis, Evangelos AU - Cole, Sam AU - Smith, Pamina AU - Hafner, Marco DA - 2022/// PY - 2022 DP - Google Scholar ST - Poor indoor climate KW - BE:Annotated KW - BE:RELEVANT ER - TY - CONF TI - Popbots: Designing an artificial intelligence curriculum for early childhood education AU - Williams, Randi AU - Park, Hae Won AU - Oh, Lauren AU - Breazeal, Cynthia C3 - Proceedings of the AAAI Conference on Artificial Intelligence DA - 2019/// PY - 2019 DP - Google Scholar VL - 33 SP - 9729 EP - 9736 ST - Popbots UR - https://ojs.aaai.org/index.php/AAAI/article/view/5040 Y2 - 2024/02/24/08:53:43 KW - ⛔ No DOI found ER - TY - JOUR TI - Portability, Feasibility, Collaborativeness: Teachers’ Perception Of Tablet Use For Inclusive Education AU - Benigno, Vincenza AU - Caruso, Giovanni AU - Epifania, Marina Ottavia AU - Fante, Chiara AU - Ravicchio, Fabrizio AU - Trentin, Guglielmo T2 - ICERI2017 Proceedings AB - Tablet are characterized by features such as their ease of use, portability, feasibility and they are easily employable in collaborative learning (Schuck et al., 2013). Students themselves consider them as an effective tool for reflection, since it allows them to deepen their knowledge thanks to the possibility of on-line searching (Parmigiani et al., 2015). On the other side, teachers are aware of the fact that tablets can help in making lesson more interesting and varied (Heinrich, 2012), but their use also needs a rethinking of the pedagogical approach (Culé & Gasparini, 2012) since tablets allow a more students-centred learning (Ludwig et al., 2011). Further, Information and Communication Technologies in general are also used for the inclusion of the disabled children into class activities (Ifenthaler & Schweinbenz, 2013). We argue that tablets, thanks to their abovementioned features, may be particularly helpful in fostering the inclusion of children who are not disabled, but who cannot attend school for medical reasons. The socio-educational inclusion of these children was the main aim of the TRIS project (Tecnologie per l’Inclusione Socio-educativa [Technologies for socio-educational inclusion]), and Information and Communication Technologies, combined with new pedagogical methodologies, played a key role for the pursuing of this aim. During this project, we equipped a middle school classroom with one tablet for each teacher and student. In addition, after one year several activities were planned in collaboration with teachers to evaluate the use of tablets and some specific apps in different teaching area. The activity developed for chemistry involved the use of augmented reality software, and we were investigating its effect on students’ attitudes towards the subject. The one developed for Italian language was aimed to the investigation of whether the affordance of a specific app for the creation of mental app have helped the students in their creation in respect to paper and pencil. In this paper, we report the results regarding teachers’ perception of tablet use in everyday class activities, involving both their competencies and the frequency of use. We considered the impact of the tablet after six months and after one year and a half from their introduction. Furthermore, at the end of the specific activity, the teachers were interviewed in order to understand the potentiality of the tablet for the abovementioned subjects, for the inclusion of the homebound student, and the difficulty found in the planning and managing of the activities. All the teachers involved (n= 7) sustained the utility of the tablet for classes, mentioning its capacity to foster communication in collaborative working and to gain students’ attention. They mostly used the tablet for students’ individual work, on-line research, and for collaborative activities with the homebound student. Regarding the activities carried out with the teachers, they kept sustaining the tablet capacity to motivate students and to foster their active participation, but they also expressed several concerns regarding the high amount of time needed to plan and to implement the activities using the tablet. DA - 2017/// PY - 2017 DO - 10.21125/iceri.2017.1312 DP - Google Scholar SP - 4970 EP - 4978 LA - en SN - 2340-1095 ST - Portability, Feasibility, Collaborativeness UR - https://library.iated.org/view/BENIGNO2017POR KW - _C:Italy ITA KW - _C:Trinidad and Tobago TTO KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - GEN TI - 'Portrait of Gani Odutokun' AU - Ajadi, S.B. DA - 2010/// PY - 2010 LA - en ER - TY - JOUR TI - Positioning large language model artificial intelligence tools within discourse analysis: Opportunities, challenges and ethical considerations AU - Anand, Pranit AU - Li, Dongmei AU - Keen, Joel AU - Henrickson, Leah T2 - ASCILITE Publications DA - 2023/// PY - 2023 DO - 10.14742/apubs.2023.524 DP - Google Scholar ST - Positioning large language model artificial intelligence tools within discourse analysis UR - http://publications.ascilite.org/index.php/APUB/article/view/524 Y2 - 2024/02/23/17:11:15 ER - TY - CHAP TI - Positive Lobbying: A Tool for Youth Empowerment in a Democracy T2 - Issues in Youth Development: A Multidisciplinary Perspective A2 - Umar, B.A. A2 - A., Yusuf M. A2 - Dandago, K.A. DA - 2010/// PY - 2010 SP - 284 EP - 293 LA - en ER - TY - RPRT TI - Possible Retrofit Interventions for Classrooms (Infographic) AU - Toyinbo, Oluyemi AU - Villavicencio Peralta, Xuzel Ana AU - Megogo Bokamba, Tania Elena AB - The infographic presents different options explored so far for possible modifications that could be implemented in classrooms in Tanzania. The interventions chosen will depend on the conditions of each classroom studied in the ‘Improving Learning Conditions through Classroom Experience’ programme. DA - 2023/07/06/ PY - 2023 M3 - Infographic - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education ER - TY - JOUR TI - Post‐abyssal ethics in education research in settings of conflict and crisis: Stories from the field AU - Cremin, Hilary AU - Aryoubi, Hogai AU - Hajir, Basma AU - Kurian, Nomisha AU - Salem, Hiba T2 - British Educational Research Journal DA - 2021/08// PY - 2021 DO - 10.1002/berj.3712 DP - DOI.org (Crossref) VL - 47 IS - 4 SP - 1102 EP - 1119 J2 - Br Educ Res J LA - en SN - 0141-1926, 1469-3518 ST - Post‐abyssal ethics in education research in settings of conflict and crisis UR - https://onlinelibrary.wiley.com/doi/pdfdirect/10.1002/berj.3712 Y2 - 2022/01/07/15:42:43 ER - TY - JOUR TI - Post-development 25 years after The Development Dictionary AU - Ziai, Aram T2 - Third World Quarterly AB - Few books in the history of development studies have had an impact like The Development Dictionary – A Guide to Knowledge as Power, which was edited by Wolfgang Sachs and published by Zed Books in 1992, and which was crucial in establishing what has become known as the Post-Development (PD) school. This special issue is devoted to the legacy of this book and thus to discussing PD. DA - 2017/12/02/ PY - 2017 DO - 10.1080/01436597.2017.1383853 DP - Taylor and Francis+NEJM VL - 38 IS - 12 SP - 2547 EP - 2558 SN - 0143-6597 UR - https://doi.org/10.1080/01436597.2017.1383853 Y2 - 2022/03/31/16:51:18 KW - Post-Development KW - development discourse KW - development studies KW - development theory ER - TY - RPRT TI - Post-primary agricultural education and training in sub-Saharan Africa: Adapting supply to changing demand AU - Vandenbosch, T DA - 2006/// PY - 2006 LA - en UR - http://www.academia.edu/download/6744911/post-primary_aet_africa.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Benin KW - C:Burkina Faso KW - C:Ethiopia KW - CA:AandC KW - CL:de KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - F:ministry KW - P:agricultural KW - P:agriculture KW - P:economy KW - P:environment KW - Q:ICT KW - Q:certificate KW - Q:secondary education KW - R:impact KW - T:Ausbildung KW - T:Educação profissionalizante KW - T:TVET KW - T:Training KW - T:apprenticeship training KW - T:trainee KW - _C:Ghana GHA KW - _C:Uganda UGA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Post-Primary Education in Africa: Challenges and Approaches for Expanding Learning Opportunities. AU - Hoppers, W CY - Tunisia DA - 2009/// PY - 2009 PB - Association for the Development of Education in Africa UR - https://reliefweb.int/sites/reliefweb.int/files/resources/C3D18352323FC4EC492577F200054B48-Full_Report.pdf ER - TY - JOUR TI - Postgraduate Students’ Perception of the Use of E-portfolios as a Teaching Tool to Support their Learning in an Open and Distance Education Institution AU - Modise, Mphoentle Puleng T2 - Journal of Learning for Development AB - E-portfolios have been used for decades in education; however, it is still a new trend in some developing countries as they continue to adopt e-learning practices. The study investigated postgraduate students’ experiences and perceptions of using an e-portfolio as a teaching tool to support their learning in an open and distance e-learning (ODeL) university in South Africa. A sample of 74 students registered for an online module were selected and an online questionnaire administered via Lime Survey. The results show that more than half of the respondents (71%) were using the e-portfolio for the first time. The study also revealed the contrasting views of the support received from the lecturer and institution for the e-portfolio platform, especially with technical issues. This study suggests that distance education institutions that are using e-portfolios need to strategically choose user-friendly technology tools and design appropriate student support strategies for delivering online modules. Higher education institutions that are planning to implement e-portfolios may find the results of this paper useful; however, further investigation of the learners’ needs, and available tools may assist with creative and appropriate designs of support strategies for their contexts. DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 283 EP - 297 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/508 Y2 - 2022/04/05/12:25:38 KW - COVID-19 KW - Community of Inquiry (CoI) KW - Mahara KW - Open Distance Learning (ODL) KW - _genre:PR-primary_research KW - e-learning KW - e-portfolio KW - student support KW - ⛔ No DOI found ER - TY - RPRT TI - Potential long-term consequences of school closures: Lessons from the 2013-2016 Ebola pandemic AU - Smith, William C. AB - Abstract The COVID-19 pandemic has seen an unprecedented shutdown of society. Nearly 1.725 billion children across the globe have been affected as over 95% of countries closed schools as the virus spread in April 2020. Much attention has been given to school closures as non-pharmaceutical mitigation tools to stem the spread of the disease through ensuring social distancing. Within education, focus has been given to keep students connected through remote learning and the immediate needs of schools upon reopening. This study takes a longer-term view. Using Demographic Health Surveys and Multiple Indicator Cluster Surveys from before and after the 2013-2016 Ebola outbreak in Guinea and Sierra Leone, this study examines changes in enrolment and dropout patterns, with targeted consideration given to traditionally marginalized groups. With schools closed for seven and nine months in the two countries, the length and intensity of the Ebola pandemic is the only health crises in the past century to come close to the school closures being experienced in 2020. Findings suggest that youth in the poorest households see the largest increase in dropout rates post-Ebola and that this impact can persist for years. Two years after being declared Ebola-free an additional 22,000 of the poorest secondary age youth remained out of school than would have been expected based on the pre-outbreak dropout rate. To halt the likely expansion in inequality post-pandemic, these results point to the need for longer term, sustainable planning that includes comprehensive financial support packages to groups most likely to be impacted. DA - 2020/08/04/ PY - 2020 DP - DOI.org (Crossref) LA - en M3 - preprint PB - In Review ST - Potential long-term consequences of school closures UR - https://www.researchsquare.com/article/rs-51400/v1 Y2 - 2020/08/12/17:03:48 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - PowerUp! A Tool for Calculating Minimum Detectable Effect Sizes and Minimum Required Sample Sizes for Experimental and Quasi-Experimental Design Studies AU - Dong, Nianbo AU - Maynard, Rebecca T2 - Journal of Research on Educational Effectiveness AB - 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. DA - 2013/01// PY - 2013 DO - 10.1080/19345747.2012.673143 DP - Crossref VL - 6 IS - 1 SP - 24 EP - 67 LA - en SN - 1934-5747, 1934-5739 ST - PowerUp! UR - http://www.tandfonline.com/doi/abs/10.1080/19345747.2012.673143 Y2 - 2018/11/19/16:53:35 ER - TY - JOUR TI - Practical considerations informing teachers’ technology integration decisions: the case of tablet PCs AU - Pareja Roblin, Natalie AU - Tondeur, Jo AU - Voogt, Joke AU - Bruggeman, Bram AU - Mathieu, Griet AU - van Braak, Johan T2 - Technology, Pedagogy and Education DA - 2018/// PY - 2018 DO - 10.1080/1475939x.2017.1414714 DP - Google Scholar SP - 1 EP - 17 ST - Practical considerations informing teachers’ technology integration decisions KW - __C:filed:1 ER - TY - JOUR TI - Practical implementation science: developing and piloting the quality implementation tool AU - Meyers, Duncan C. AU - Katz, Jason AU - Chien, Victoria AU - Wandersman, Abraham AU - Scaccia, Jonathan P. AU - Wright, Annie T2 - American journal of community psychology DA - 2012/// PY - 2012 DO - 10.1007/s10464-012-9521-y DP - Google Scholar VL - 50 IS - 3 SP - 481 EP - 496 ST - Practical implementation science ER - TY - JOUR TI - Practical lessons for phone-based assessments of learning AU - Angrist, Noam AU - Bergman, Peter AU - Evans, David K. AU - Hares, Susannah AU - Jukes, Matthew C. H. AU - Letsomo, Thato T2 - BMJ Global Health AB - School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce new short-term and long-term health risks through lost education. Measuring these effects in real time is critical to inform effective public health responses, and remote phone-based approaches are one of the only viable options with extreme social distancing in place. However, both the health and education literature are sparse on guidance for phone-based assessments. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) use effective strategies to encourage respondents to pick up the phone, (7) build rapport with adult caregivers and youth respondents, (8) choose the most cost-effective medium and (9) account for potential bias in samples. DA - 2020/07/01/ PY - 2020 DO - 10.1136/bmjgh-2020-003030 DP - gh.bmj.com VL - 5 IS - 7 SP - e003030 LA - en SN - 2059-7908 UR - https://gh.bmj.com/content/5/7/e003030 Y2 - 2020/08/12/16:57:13 KW - __C:filed:1 KW - health economics KW - health services research KW - public health ER - TY - JOUR TI - Práticas pedagógicas com o uso dos tablets no ensino médio técnico do IFRO AU - Pereira, Dauster Souza AU - Bueno, José Lucas Pedreira DA - 2016/// PY - 2016 DP - Google Scholar KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - BOOK TI - Praxishandbuch Wirtschaft in Afrika A3 - Schmidt, Thomas A3 - Pfaffenberger, Kay A3 - Liebing, Stefan CY - Wiesbaden DA - 2017/// PY - 2017 DP - Gemeinsamer Bibliotheksverbund ISBN LA - de PB - Springer Gabler SN - 978-3-658-14481-4 978-3-658-14482-1 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - CLL:de KW - publicImportV1 ER - TY - CONF TI - Pre-pilot findings on developing a literacy tablet AU - Chang, Angela AU - Nunez, David AU - Roberts, Tom AU - Sengeh, David AU - Breazeal, Cynthia T3 - IDC '13 AB - We report observations on how children in a developing country respond to a literacy tablet that is designed to initiate and scaffold literacy learning toward self-sufficiency. This paper describes our first lessons from developing an educational system for enabling children who have no access to schooling to read with minimal outside intervention. We share lessons learned from challenges in the design process, discuss implementation considerations for deploying in remote developing areas, and discuss observations of how children use the technology. We reflect how this experience impacts ongoing work on developing countries regarding collaboration and literacy learning. C1 - New York, NY, USA C3 - Proceedings of the 12th International Conference on Interaction Design and Children DA - 2013/06/24/ PY - 2013 DO - 10.1145/2485760.2485809 DP - ACM Digital Library SP - 471 EP - 474 PB - ACM SN - 978-1-4503-1918-8 UR - https://doi.org/10.1145/2485760.2485809 KW - developing countries KW - literacy tablet KW - tablet interaction KW - technology implementation ER - TY - JOUR TI - Pre-service teacher training in Malawi: findings of a pilot study on the viability of media players for teacher development AU - Carrier, Carol AU - Finholt-Daniel, Matt AU - Sales, Gregory C T2 - International Journal of Education and Development using Information and Communication Technology AB - As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT] DA - 2012/// PY - 2012 VL - 8 IS - 2 SP - 77 EP - 91 LA - English UR - https://files.eric.ed.gov/fulltext/EJ1084165.pdf AN - 1039648350 KW - Distance learning KW - Education KW - Learning KW - Malawi KW - Software KW - Student teachers KW - Teacher education KW - Teaching KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096523 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Predicting academic success in higher education: literature review and best practices AU - Alyahyan, Eyman AU - Düştegör, Dilek T2 - International Journal of Educational Technology in Higher Education AB - Student success plays a vital role in educational institutions, as it is often used as a metric for the institution’s performance. Early detection of students at risk, along with preventive measures, can drastically improve their success. Lately, machine learning techniques have been extensively used for prediction purpose. While there is a plethora of success stories in the literature, these techniques are mainly accessible to “computer science”, or more precisely, “artificial intelligence” literate educators. Indeed, the effective and efficient application of data mining methods entail many decisions, ranging from how to define student’s success, through which student attributes to focus on, up to which machine learning method is more appropriate to the given problem. This study aims to provide a step-by-step set of guidelines for educators willing to apply data mining techniques to predict student success. For this, the literature has been reviewed, and the state-of-the-art has been compiled into a systematic process, where possible decisions and parameters are comprehensively covered and explained along with arguments. This study will provide to educators an easier access to data mining techniques, enabling all the potential of their application to the field of education. DA - 2020/02/10/ PY - 2020 DO - 10.1186/s41239-020-0177-7 DP - Springer Link VL - 17 IS - 1 SP - 3 J2 - Int J Educ Technol High Educ LA - en SN - 2365-9440 ST - Predicting academic success in higher education UR - https://doi.org/10.1186/s41239-020-0177-7 Y2 - 2022/04/05/20:30:38 ER - TY - JOUR TI - Predicting and resolving non-completion in higher (online) education – A literature review AU - Delnoij, Laurie E. C. AU - Dirkx, Kim J. H. AU - Janssen, José P. W. AU - Martens, Rob L. T2 - Educational Research Review AB - Non-completion in higher education is a persistent problem and even worse of a problem in higher online education. Although there is a lot of research on predictors of non-completion, less is known about what interventions resolve the non-completion problem and to what extent these interventions focus on relevant predictors of non-completion. To close that gap, the literature was systematically reviewed with a twofold aim: 1. Identify modifiable predictors of non-completion in higher (online) education 2. Investigate characteristics of effective interventions to reduce non-completion in higher (online) education. Results showed that study- or learning strategies, academic self-efficacy, (academic) goals and intentions, institutional or college adjustment, employment, supportive network, and faculty-student interaction are modifiable consistent predictors of non-completion. Coaching, remedial teaching, and peer mentoring are promising interventions to resolve the problem of non-completion in higher education. Interventions aimed at increasing completion rates are limited in targeting relevant modifiable predictors of non-completion. DA - 2020/02/01/ PY - 2020 DO - 10.1016/j.edurev.2020.100313 DP - ScienceDirect VL - 29 SP - 100313 J2 - Educational Research Review LA - en SN - 1747-938X UR - https://www.sciencedirect.com/science/article/pii/S1747938X1930171X Y2 - 2022/04/05/20:37:31 KW - Higher education KW - Intervention KW - Non-completion KW - Predictors KW - Review ER - TY - JOUR TI - Predicting global patterns of long-term climate change from short-term simulations using machine learning AU - Mansfield, Laura A. AU - Nowack, Peer J. AU - Kasoar, Matt AU - Everitt, Richard G. AU - Collins, William J. AU - Voulgarakis, Apostolos T2 - npj Climate and Atmospheric Science DA - 2020/// PY - 2020 DO - 10.1038/s41612-020-00148-5 DP - Google Scholar VL - 3 IS - 1 SP - 44 UR - https://www.nature.com/articles/s41612-020-00148-5 Y2 - 2024/02/24/11:09:27 ER - TY - JOUR TI - Predicting poverty and wealth from mobile phone metadata AU - Blumenstock, J. AU - Cadamuro, G. AU - On, R. T2 - Science DA - 2015/11/27/ PY - 2015 DO - 10.1126/science.aac4420 DP - DOI.org (Crossref) VL - 350 IS - 6264 SP - 1073 EP - 1076 J2 - Science LA - en SN - 0036-8075, 1095-9203 UR - https://www.sciencemag.org/lookup/doi/10.1126/science.aac4420 Y2 - 2021/05/29/13:12:18 ER - TY - JOUR TI - Predicting Student Performance Using Data Mining and Learning Analytics Techniques: A Systematic Literature Review AU - Namoun, Abdallah AU - Alshanqiti, Abdullah T2 - Applied Sciences AB - The prediction of student academic performance has drawn considerable attention in education. However, although the learning outcomes are believed to improve learning and teaching, prognosticating the attainment of student outcomes remains underexplored. A decade of research work conducted between 2010 and November 2020 was surveyed to present a fundamental understanding of the intelligent techniques used for the prediction of student performance, where academic success is strictly measured using student learning outcomes. The electronic bibliographic databases searched include ACM, IEEE Xplore, Google Scholar, Science Direct, Scopus, Springer, and Web of Science. Eventually, we synthesized and analyzed a total of 62 relevant papers with a focus on three perspectives, (1) the forms in which the learning outcomes are predicted, (2) the predictive analytics models developed to forecast student learning, and (3) the dominant factors impacting student outcomes. The best practices for conducting systematic literature reviews, e.g., PICO and PRISMA, were applied to synthesize and report the main results. The attainment of learning outcomes was measured mainly as performance class standings (i.e., ranks) and achievement scores (i.e., grades). Regression and supervised machine learning models were frequently employed to classify student performance. Finally, student online learning activities, term assessment grades, and student academic emotions were the most evident predictors of learning outcomes. We conclude the survey by highlighting some major research challenges and suggesting a summary of significant recommendations to motivate future works in this field. DA - 2021/01// PY - 2021 DO - 10.3390/app11010237 DP - www.mdpi.com VL - 11 IS - 1 SP - 237 LA - en SN - 2076-3417 ST - Predicting Student Performance Using Data Mining and Learning Analytics Techniques UR - https://www.mdpi.com/2076-3417/11/1/237 Y2 - 2022/12/23/03:00:13 KW - Final_citation KW - academic performance KW - cited KW - educational data mining KW - existing KW - learning analytics KW - machine learning KW - performance prediction KW - student learning outcomes KW - student success KW - systematic literature review ER - TY - JOUR TI - Prediction of coastal flooding risk under climate change impacts in South Korea using machine learning algorithms AU - Park, Sang-Jin AU - Lee, Dong-Kun T2 - Environmental Research Letters AB - Abstract Coastal areas have been affected by hazards such as floods and storms due to the impact of climate change. As coastal systems continue to become more socially and environmentally complex, the damage these hazards cause is expected to increase and intensify. To reduce such negative impacts, vulnerable coastal areas and their associated risks must be identified and assessed. In this study, we assessed the flooding risk to coastal areas of South Korea using multiple machine learning algorithms. We predicted coastal areas with high flooding risks, as this aspect has not been adequately addressed in previous studies. We forecasted hazards under different representative concentration pathway climate change scenarios and regional climate models while considering ratios of sea level rise. Based on the results, a risk probability map was developed using a probability ranging from 0 to 1, where higher values of probability indicate areas at higher risk of compound events such as high tides and heavy rainfall. The accuracy of the average receiver operating characteristic curves was 0.946 using a k-Nearest Neighbor algorithm. The predicted risk probability in 10 year increments from the 2030s to the 2080s showed that the risk probability for southern coastal areas is higher than those of the eastern and western coastal areas. From this study, we determined that a probabilistic approach to analyzing the future risk of coastal flooding would be effective to support decision-making for integrated coastal zone management. DA - 2020/09/01/ PY - 2020 DO - 10.1088/1748-9326/aba5b3 DP - DOI.org (Crossref) VL - 15 IS - 9 SP - 094052 J2 - Environ. Res. Lett. SN - 1748-9326 UR - https://iopscience.iop.org/article/10.1088/1748-9326/aba5b3 Y2 - 2024/02/24/11:10:29 KW - _z:no_pdf ER - TY - JOUR TI - Predictors of reading development in deaf children: A 3-year longitudinal study AU - Kyle, Fiona E. AU - Harris, Margaret T2 - Journal of Experimental Child Psychology AB - The development of reading ability in a group of deaf children was followed over a 3-year period. A total of 29 deaf children (7–8 years of age at the first assessment) participated in the study, and every 12 months they were given a battery of literacy, cognitive, and language tasks. Earlier vocabulary and speechreading skills predicted longitudinal growth in reading achievement. The relations between reading and the predictor variables showed developmental change. Earlier reading ability was related to later phonological awareness skills, suggesting that deaf children might develop their phonological awareness through reading. Deaf children who had the most age-appropriate reading skills tended to have less severe hearing losses and earlier diagnoses and also preferred to communicate through speech. The theoretical implications of the role for speechreading, vocabulary and phonological awareness in deaf children’s literacy are discussed. DA - 2010/11// PY - 2010 DO - 10.1016/j.jecp.2010.04.011 DP - DOI.org (Crossref) VL - 107 IS - 3 SP - 229 EP - 243 J2 - Journal of Experimental Child Psychology LA - en SN - 00220965 ST - Predictors of reading development in deaf children UR - https://linkinghub.elsevier.com/retrieve/pii/S0022096510000718 AN - 10.1016/j.jecp.2010.04.011;503888:VCBKLZAA Y2 - 2020/03/02/19:21:52 KW - _C:France FRA KW - _C:Netherlands NLD KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement AU - Moher, David AU - Liberati, Alessandro AU - Tetzlaff, Jennifer AU - Altman, Douglas G T2 - British Medical Journal DA - 2009/07/21/ PY - 2009 DO - 10.1136/bmj.b2535 DP - Zotero LA - en UR - https://www.bmj.com/content/339/bmj.b2535 KW - ___working_potential_duplicate ER - TY - CONF TI - Preliminary estimates of missing force magnitudes AU - Haßler, Björn AU - Warner, CD AU - McIntyre, ME T2 - 1st General Assembly of the European Geophysical Union C1 - Nice DA - 2004/// PY - 2004 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - BOOK TI - Preparing for life in a digital age: The IEA International Computer and Information Literacy Study international report AU - Fraillon, Julian AU - Ainley, John AU - Schulz, Wolfram AU - Friedman, Tim AU - Gebhardt, Eveline DA - 2014/// PY - 2014 DP - Google Scholar PB - Springer Nature ST - Preparing for life in a digital age UR - https://library.oapen.org/bitstream/handle/20.500.12657/28001/1001996.pdf Y2 - 2024/03/04/14:50:14 KW - Final_citation ER - TY - JOUR TI - Preparing teacher education students to integrate mobile learning into elementary education AU - Bai, Hua T2 - TechTrends AB - The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This paper reports an exploratory effort in preparing elementary education students for mobile learning. The participants’ perceptions of mobile learning and intended use of mobile technology were examined through the analyses of their online discussion posts, responses to survey items and their projects. Their perceived benefits of mobile learning, limitations of mobile technology, their intended implementation of mobile learning and the challenges they anticipated were reported. Implications and recommendations were discussed regarding the knowledge of mobile apps, pedagogical practices and some non-instructional issues. DA - 2019/11// PY - 2019 DO - 10.1007/s11528-019-00424-z DP - DOI.org (Crossref) VL - 63 IS - 6 SP - 723 EP - 733 J2 - TechTrends LA - en SN - 8756-3894, 1559-7075 UR - https://www.researchgate.net/publication/335106982_Preparing_Teacher_Education_Students_to_Integrate_Mobile_Learning_into_Elementary_Education Y2 - 2021/06/10/18:05:48 ER - TY - BOOK TI - Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from around the World AU - Schleicher, Andreas AB - Results from the Organisation for Economic Cooperation and Development's (OECD's) Programme for International Student Assessment (PISA) have shown that the degree to which education systems succeed in equipping students with important foundation skills varies significantly. Since the quality of teaching is at the heart of student learning outcomes, it is an appealing idea to bring together education leaders from high performing and rapidly improving education systems to explore to what extent educational success and some of the policies related to success transcend the specific characteristics of cultures and countries. To this end, in March 2012 the second "International Summit on the Teaching Profession" was held in New York, hosted by the U.S. Department of Education, the OECD and Education International. The Summit brought together education ministers, union leaders and other teacher leaders from high-performing and rapidly improving education systems, as measured by PISA, to review how to best improve the quality of teaching, teachers and school leaders. This publication underpinned the Summit with available research about what can make educational reforms effective, and highlights examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. The Summit was organized around three interconnected themes: (1) Developing Effective School Leaders; (2) Preparing Teachers to Deliver 21st-Century Skills; and (3) Matching Teacher Demand and Supply. Selected comparative data on education from OECD sources are annexed. Individual chapters contain references and notes. (Contains 37 figures and 35 boxes.) DA - 2012/// PY - 2012 DP - ERIC LA - en PB - OECD Publishing SN - 978-92-64-17421-4 ST - Preparing Teachers and Developing School Leaders for the 21st Century Y2 - 2020/09/10/18:27:26 KW - Administrator Effectiveness KW - Communication Skills KW - Comparative Analysis KW - Cooperation KW - Creativity KW - Critical Thinking KW - Educational Assessment KW - Educational Change KW - Educational Innovation KW - Foreign Countries KW - Outcomes of Education KW - Problem Solving KW - Student Evaluation KW - Teacher Education KW - Teacher Effectiveness KW - Teacher Leadership KW - Teacher Supply and Demand KW - Teaching (Occupation) KW - Technology Uses in Education KW - Unions ER - TY - CONF TI - Preparing teachers for early learning in Sub Saharan Africa AU - Pryor, J. Westbrook, J. T2 - Faculty of Education DA - 2013/05//20th PY - 2013 ER - TY - JOUR TI - Preprinting the COVID-19 pandemic AU - Fraser, Nicholas AU - Brierley, Liam AU - Dey, Gautam AU - Polka, Jessica K. AU - Pálfy, Máté AU - Nanni, Federico AU - Coates, Jonathon Alexis T2 - bioRxiv AB - The world continues to face a life-threatening viral pandemic. The virus underlying the COVID-19 disease, SARS-CoV-2, has caused over 98 million confirmed cases and 2.2 million deaths since January 2020. Although the most recent respiratory viral pandemic swept the globe only a decade ago, the way science operates and responds to current events has experienced a paradigm shift in the interim. The scientific community has responded rapidly to the COVID-19 pandemic, releasing over 125,000 COVID-19 related scientific articles within 10 months of the first confirmed case, of which more than 30,000 were hosted by preprint servers. We focused our analysis on bioRxiv and medRxiv, two growing preprint servers for biomedical research, investigating the attributes of COVID-19 preprints, their access and usage rates, as well as characteristics of their propagation on online platforms. Our data provides evidence for increased scientific and public engagement with preprints related to COVID-19 (COVID-19 preprints are accessed more, cited more, and shared more on various online platforms than non-COVID-19 preprints), as well as changes in the use of preprints by journalists and policymakers. We also find evidence for changes in preprinting and publishing behaviour: COVID-19 preprints are shorter and reviewed faster. Our results highlight the unprecedented role of preprints and preprint servers in the dissemination of COVID-19 science, and the impact of the pandemic on the scientific communication landscape. DA - 2021/02/05/ PY - 2021 DO - 10.1101/2020.05.22.111294 DP - www.biorxiv.org SP - 2020.05.22.111294 LA - en UR - https://www.biorxiv.org/content/10.1101/2020.05.22.111294v3 Y2 - 2021/04/25/15:19:42 KW - _genre:PR-primary_research ER - TY - JOUR TI - Preprints During the COVID-19 Pandemic: Public Health Emergencies and Medical Literature AU - September 23, J. Hosp Med 2020 October;15:634-636 Published Online First AU - 2020 | 10.12788/Jhm.3491 T2 - Journal of Hospital Medicine AB - 1Department of Neurology, University of California, San Francisco, California; 2Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, New York. DA - 2020/10/01/ PY - 2020 DO - 10.12788/jhm.3491 DP - www.journalofhospitalmedicine.com VL - 15 IS - 10 LA - en ST - Preprints During the COVID-19 Pandemic UR - https://www.journalofhospitalmedicine.com/jhospmed/article/228330/hospital-medicine/preprints-during-covid-19-pandemic-public-health Y2 - 2021/10/05/18:36:00 ER - TY - JOUR TI - Preprints Involving Medical Research—Do the Benefits Outweigh the Challenges? AU - Flanagin, Annette AU - Fontanarosa, Phil B. AU - Bauchner, Howard T2 - JAMA AB - A preprint is a complete manuscript posted to a preprint server by authors before peer review and publication in a journal. The goals of preprints are to enable authors to obtain timely feedback and comments on research before submission to a peer-reviewed journal, to claim provenance of an idea, and to facilitate and expedite dissemination of and access to research. Preprints can be amended or updated, commented on by others, and remain on the preprint server even if subsequently published in a journal. They can be cited and indexed and increasingly are given attention in the news and social media. DA - 2020/11/10/ PY - 2020 DO - 10.1001/jama.2020.20674 DP - Silverchair VL - 324 IS - 18 SP - 1840 EP - 1843 J2 - JAMA SN - 0098-7484 UR - https://doi.org/10.1001/jama.2020.20674 Y2 - 2021/10/05/18:39:01 ER - TY - JOUR TI - Preprints with The Lancet are here to stay AU - Kleinert, Sabine AU - Horton, Richard T2 - The Lancet AB - We started our collaboration with the freely accessible preprint platform SSRN in June, 2018.1 From then on, we asked all authors of research papers across Lancet journals at submission stage whether they would like to post their paper as a preprint. We started this as a trial to learn more about uptake and the perceptions of the medical and health community, particularly as a latecomer to the preprint concept. DA - 2020/09/19/ PY - 2020 DO - 10.1016/S0140-6736(20)31950-4 DP - www.thelancet.com VL - 396 IS - 10254 SP - 805 J2 - The Lancet LA - English SN - 0140-6736, 1474-547X UR - https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)31950-4/abstract Y2 - 2021/10/05/18:39:08 ER - TY - BOOK TI - Preschool and Child Development Under Extreme Poverty: Evidence from a Randomized Experiment in Rural Mozambique. AU - Martinez, Sebastian AU - Naudeau, Sophie AU - Pereira, Vitor CY - Washington, DC DA - 2017/// PY - 2017 PB - World Bank UR - http://documents1.worldbank.org/curated/en/756171513961080112/pdf/WPS8290.pdf ER - TY - RPRT TI - Presentation for Internationalisierungsoffensive go-international AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1117 DA - 2024/03/21/T00:00:00.000Z PY - 2024 LA - en M3 - Presentation PB - Open Development & Education UR - https://docs.opendeved.net/lib/H7GP3VJS KW - Internal KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - Preservice teachers' perceptions about the use of blended learning in a science education methods course AU - Yılmaz, Özkan AU - Malone, Kathy L T2 - Smart Learning Environments AB - The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning. DA - 2020/12// PY - 2020 DO - 10.1186/s40561-020-00126-7 VL - 7 IS - 1 LA - English UR - https://slejournal.springeropen.com/articles/10.1186/s40561-020-00126-7 AN - 2414586316 KW - Blended learning KW - Data analysis KW - Education KW - Education--Teaching Methods And Curriculum KW - Elementary preservice teachers KW - Higher education KW - Learning KW - Learning environment KW - Science education KW - Science instruction KW - Science methods courses KW - Students KW - Teachers KW - Teaching methods KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095728 KW - __finaldtb ER - TY - JOUR TI - Prevalence and Determinants of Fatigue among Private High School Students in Bogor Tengah Sub-District, Indonesia, 2016 AU - Rachmat, Basuki AU - Susilowati, Andi T2 - Journal of Ecophysiology and Occupational Health DA - 2019/// PY - 2019 DO - 10.18311/jeoh/2019/24190 DP - Google Scholar VL - 19 IS - 3&4 SP - 136 EP - 143 KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - Preverovaní vedomostí žiakov vo vybranom učive predmetu technika pomocou PC AU - Stadtrucker, Roman DA - 2018/// PY - 2018 DP - Google Scholar KW - _C:Australia AUS KW - _C:Luxembourg LUX KW - _C:Mali MLI KW - _C:Singapore SGP KW - _C:Slovenia SVN KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Primary Schooling for Children with Disabilities: A Review of African Scholarship AU - Singal, Nidhi AU - Spencer, Carrie AU - Mitchell, Rafael DA - 2021/// PY - 2021 DP - Google Scholar ST - Primary Schooling for Children with Disabilities KW - ⛔ No DOI found ER - TY - JOUR TI - Primary Teacher Education in Rural Cameroon: Can Informal Learning Compensate for the Deficiencies in Formal Training? AU - Wohlfahrt, Melanie U T2 - Africa Education Review AB - The objective of the research on which this article reports was to evaluate the training conditions of primary school teachers in rural Cameroon, so as to identify alternative paths towards their qualification through informal learning in the workplace and outside. Following Denzin's (2009) between-methods triangulation approach, quantitative techniques, including statistical analyses and standardised questionnaires, were applied in addition to qualitative techniques, such as face-to-face interviews and observations of practising teachers and experts. The article presents the most common learning strategies of teachers in rural areas of Cameroon and recommends seminal solutions for teacher education. It can be concluded that informal learning in the workplace corresponds to traditional ways of learning in collectivist-oriented, oral societies in rural areas. Therefore, the combination of informal methods with formal structures of teacher education could improve the current educational system of many African countries, and provide a solution to meet the high demand for qualified staff within restricted budgets. DA - 2018/// PY - 2018 DO - 10.1080/18146627.2016.1224586 LA - en AN - DOI-10.1080/18146627.2016.1224586 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Cameroon KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:attitude KW - F:learning KW - F:qualification KW - F:standards KW - F:teaching KW - F:teaching method KW - P:media KW - P:school teacher KW - P:teacher education KW - P:teachers KW - Q:informal learning KW - R:interview KW - R:observation KW - R:qualitative KW - R:quantitative KW - R:questionnaire KW - R:trial KW - T:Ausbildung KW - T:Training KW - T:workplace education KW - Z:Elementary school teachers KW - Z:Learning KW - Z:Rural areas KW - Z:Rural schools KW - Z:Teacher education KW - publicImportV1 ER - TY - ELEC TI - Prime Minister's statement to the House of Commons T2 - GOV.UK AB - Prime Minister Boris Johnson made a statement on Global Britain. DA - 2020/06/16/ PY - 2020 LA - en ST - Prime Minister's statement to the House of Commons UR - https://www.gov.uk/government/speeches/prime-ministers-statement-to-the-house-of-commons-16-june-2020 Y2 - 2020/06/17/13:31:50 ER - TY - THES TI - Principal leadership and the integration of information and communication technolgies for teaching and learning in Zimbabwe AU - Guvhu, Rosemary DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - University of the Free State KW - __C:filed:1 ER - TY - BLOG TI - Principles for Digital Development T2 - Principles for Digital Development AB - Resources & Expertise for the Digital Principles DA - 2022/// PY - 2022 LA - en-US UR - https://digitalprinciples.org/principles/ Y2 - 2022/12/22/04:11:40 ER - TY - ELEC TI - Principles for Digital Development AU - Digital Impact Alliance T2 - Principles for Digital Development AB - Resources & Expertise for the Digital Principles DA - 2021/// PY - 2021 LA - en-US UR - https://digitalprinciples.org/ Y2 - 2020/04/29/21:15:32 KW - ___duplicate_item KW - auto_merged ER - TY - RPRT TI - Principles for Digital Development in Education - amendments, tenets, questions AU - Haßler, Björn AB - Principles for Digital Development in Education An adaptation of the Principles for Digital Development for use in education Björn Haßler, Open Development & Education, 2019 About this document Recommended acknowledge- ment. Please acknowledge/cite this document as indicated. Haßler, B. ... DA - 2020/// PY - 2020 LA - en UR - https://docs.opendeved.net/lib/PDXPLXA5 Y2 - 2020/12/11/10:05:58 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _yl:q ER - TY - JOUR TI - Principles of Remote Sensing & GIS. African Science & Technology Digest AU - Tudunwada, I.Y. T2 - ISSN DA - 2011/// PY - 2011 VL - 10 IS - 7 & 8 SP - 1119 EP - 877 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Priorities and Interactions of Sustainable Development Goals (SDGs) with Focus on Wetlands AU - Jaramillo, Fernando AU - Desormeaux, Amanda AU - Hedlund, Johanna AU - Jawitz, James W. AU - Clerici, Nicola AU - Piemontese, Luigi AU - Rodríguez-Rodriguez, Jenny Alexandra AU - Anaya, Jesús Adolfo AU - Blanco-Libreros, Juan F. AU - Borja, Sonia AU - Celi, Jorge AU - Chalov, Sergey AU - Chun, Kwok Pan AU - Cresso, Matilda AU - Destouni, Georgia AU - Dessu, Shimelis Behailu AU - Di Baldassarre, Giuliano AU - Downing, Andrea AU - Espinosa, Luisa AU - Ghajarnia, Navid AU - Girard, Pierre AU - Gutiérrez, Álvaro G. AU - Hansen, Amy AU - Hu, Tengfei AU - Jarsjö, Jerker AU - Kalantari, Zahra AU - Labbaci, Adnane AU - Licero-Villanueva, Lucia AU - Livsey, John AU - Machotka, Ewa AU - McCurley, Kathryn AU - Palomino-Ángel, Sebastián AU - Pietron, Jan AU - Price, René AU - Ramchunder, Sorain J. AU - Ricaurte-Villota, Constanza AU - Ricaurte, Luisa Fernanda AU - Dahir, Lula AU - Rodríguez, Erasmo AU - Salgado, Jorge AU - Sannel, A. Britta K. AU - Santos, Ana Carolina AU - Seifollahi-Aghmiuni, Samaneh AU - Sjöberg, Ylva AU - Sun, Lian AU - Thorslund, Josefin AU - Vigouroux, Guillaume AU - Wang-Erlandsson, Lan AU - Xu, Diandian AU - Zamora, David AU - Ziegler, Alan D. AU - Åhlén, Imenne T2 - Water AB - Wetlands are often vital physical and social components of a country’s natural capital, as well as providers of ecosystem services to local and national communities. We performed a network analysis to prioritize Sustainable Development Goal (SDG) targets for sustainable development in iconic wetlands and wetlandscapes around the world. The analysis was based on the information and perceptions on 45 wetlandscapes worldwide by 49 wetland researchers of the Global Wetland Ecohydrological Network (GWEN). We identified three 2030 Agenda targets of high priority across the wetlandscapes needed to achieve sustainable development: Target 6.3—“Improve water quality”; 2.4—“Sustainable food production”; and 12.2—“Sustainable management of resources”. Moreover, we found specific feedback mechanisms and synergies between SDG targets in the context of wetlands. The most consistent reinforcing interactions were the influence of Target 12.2 on 8.4—“Efficient resource consumption”; and that of Target 6.3 on 12.2. The wetlandscapes could be differentiated in four bundles of distinctive priority SDG-targets: “Basic human needs”, “Sustainable tourism”, “Environmental impact in urban wetlands”, and “Improving and conserving environment”. In general, we find that the SDG groups, targets, and interactions stress that maintaining good water quality and a “wise use” of wetlandscapes are vital to attaining sustainable development within these sensitive ecosystems. DA - 2019/03// PY - 2019 DO - 10.3390/w11030619 DP - www.mdpi.com VL - 11 IS - 3 SP - 619 LA - en SN - 2073-4441 UR - https://www.mdpi.com/2073-4441/11/3/619 Y2 - 2022/08/30/13:10:00 KW - Author:OpenDevEd KW - SDGs KW - interactions KW - network analysis KW - priorities KW - sustainable development goals KW - wetlands KW - wetlandscapes ER - TY - JOUR TI - Private engagement in refugee education and the promise of digital humanitarianism AU - Menashy, Francine AU - Zakharia, Zeena T2 - Oxford Review of Education DA - 2019/// PY - 2019 DO - 10.1080/03054985.2019.1682536 VL - 46 IS - 3 UR - https://www.tandfonline.com/doi/full/10.1080/03054985.2019.1682536 Y2 - 2022/04/16/22:03:22 ER - TY - JOUR TI - Private-Public Partnership and Technical Vocational Education and Training (TVET) in a Developing Economy AU - Okoye, KRE AU - Chijioke, Okwelle P. T2 - Arabian Journal of Business and Management Review (Oman Chapter); Sohar AB - Technical Vocational Education and Training (TVET) system is widely recognised as education system expected to produce a competent workforce who can compete and excel in a rapidly changing environment and improves a country's economy. That TVET system in Nigeria and many other countries are in crisis or in immediate need for intervention, are often heard. Private Public Partnership (PPP) is viewed as an alternative strategy put forward to address the challenges confronting this all-important education system. Therefore, this paper attempts to add to the available literature on PPP in TVET by examining; conceptualizing PPP and its relative importance in economic growth, revamping TVET for technological advancement and economic growth in Nigeria through PPP collaboration. Constraints on TVET as a measure for economic development in Nigeria were also highlighted. The paper concludes by recommending for a proper PPP involvement in TVET system in Nigeria to enhance its economic potentiality. [PUBLICATION ABSTRACT] DA - 2013/05// PY - 2013 DO - 10.12816/0002333 DP - ProQuest VL - 2 IS - 10 SP - 51 EP - 61 LA - English Y2 - 2018/08/01/16:00:50 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - Business And Economics--Management KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - Economic growth KW - P:economy KW - Public private partnerships KW - Q:Private Public Partnership KW - Studies KW - T:TVET KW - Vocational education KW - publicImportV1 ER - TY - RPRT TI - Private Technical and Vocational Education in Sub-Saharan Africa: Provision Patterns and Policy Issues. New Trends in Technical and Vocational Education AU - Atchoarena, David AU - Esquieu, Paul AB - The private provision trend in technical and vocational education (TVE) in sub-Saharan Africa occurred as the deterioration of state-run TVE systems in the region created a market niche for private providers. While advocates of deregulation believe the adoption of market principles in TVE will lead to greater efficiency and effectiveness, private providers have emerged in an uncoordinated and unmonitored fashion. A literature review and case studies of two countries Senegal and Mali led to some of the following key findings: (1) in some countries the majority of TVE students are enrolled in private institutions; (2) a large number of private TVE institutions operate illegally; (3) private provision concentrates on the service and commercial trades; and (4) the private sector may operate with lower costs and be more responsive to the labor market, but they do not provide much job-related training or include work-experience programs. Some of the policy issues are as follows: (1) simplifying procedures for establishing private TVE institutions facilitates their growth but is not sufficient to prevent the growth of an illegal sector; (2) the lack of regulation for private TVE institutions raises complex issues regarding the mechanisms required to ensure quality and protect consumers against abuses; and (3) for private TVE to succeed, students and the programs themselves must receive some public funding and develop relationships with industry. (Includes 84 references.) (MO) CY - Paris DA - 2002/// PY - 2002 DP - Open WorldCat LA - en PB - International Institute for Educational Planning ST - Private technical and vocational education in sub-Saharan Africa UR - https://eric.ed.gov/?id=ED480333 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - A:Sub-Saharan Africa KW - C:Mali KW - C:Senegal KW - CA:AandC KW - CC:Mali KW - CC:Senegal KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - Case Study KW - F:policy KW - F:regulation KW - P:mechanic KW - P:services KW - Q:Postsecondary Education KW - R:case study KW - R:literature review KW - T:TVET KW - T:Training KW - T:vocational school KW - Z:Case Studies KW - Z:Compliance (Legal) KW - Z:Education Work Relationship KW - Z:Educational Development KW - Z:Educational Finance KW - Z:Educational Policy KW - Z:Educational Quality KW - Z:Federal Regulation KW - Z:Foreign Countries KW - Z:Free Enterprise System KW - Z:Government Role KW - Z:Government School Relationship KW - Z:Postsecondary Education KW - Z:Private Education KW - Z:Proprietary Schools KW - Z:Public Education KW - Z:Quality Control KW - Z:School Business Relationship KW - Z:Vocational Education KW - Z:Vocational Schools KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Pro-Poor PRIMR: Improving early literacy skills for children from low-income families in Kenya AU - Piper, B. AU - Jepkemei, E. AU - Kibukho, K. T2 - Africa Education Review DA - 2015/// PY - 2015 DO - 10.1080/18146627.2015.1036566 VL - 12 IS - 1 SP - 67 EP - 87 UR - https://doi.org/10.1080/18146627.2015.1036566. ER - TY - RPRT TI - Problem Analysis. A Global Public Good produced by the EdTech Hub (https://EdTechhub.org, #EdTechHub). AU - Hennessy, Sara AU - Jordan, Katy AU - Haßler, Björn AU - Hollow, David AU - Brugha, Meaghan AU - Eberhardt, Molly Jamieson AU - Sabates, Ricardo T2 - Research sphere outputs CY - London, UK DA - 2019/09// PY - 2019 LA - en M3 - working document PB - EdTech Hub UR - https://doi.org/10.5281/zenodo.3352007 KW - Author:Haßler KW - Author:OpenDevEd KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Procedures for Undertaking Systematic Reviews AU - Kitchenham, B DA - 2004/// PY - 2004 M3 - Joint Technical Report SN - TR/SE-0401 and NICTA 0400011T ER - TY - BOOK TI - Procesos y condiciones en el aprendizaje de adultos. Jornada Nacional de Supervisores. Supervisión para aprendizajes de calidad y oportunidades para todos. Educación Rural AU - Cardemil, C. CY - Santiago DA - 2001/// PY - 2001 PB - Ministerio de UR - http://biblioteca.uahurtado.cl/ujah/Reduc/pdf/pdf/mfn253.pdf. ER - TY - RPRT TI - Process for iterative and adaptive implementation of government policy in order to utilise educational technology AU - Haßler, Björn AU - Khalayleh, Abdullah AB - An output of Activating EdTech Jordan. DA - 2019/08/20/ PY - 2019 DP - Zenodo LA - en PB - Activating EdTech Jordan UR - https://zenodo.org/record/3372141#.XguBHcb7Qeo Y2 - 2019/12/31/17:32:09 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:l ER - TY - RPRT TI - Process for iterative and adaptive implementation of government policy in order to utilise educational technology AU - Haßler, Björn AU - Khalayleh, Abdullah DA - 2019/08/20/ PY - 2019 LA - en PB - Zenodo KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Processing speed and working memory underlie academic attainment in very preterm children AU - Mulder, Hanna AU - Pitchford, Nicola J. AU - Marlow, Neil T2 - Archives of Disease in Childhood-Fetal and Neonatal Edition DA - 2010/// PY - 2010 DO - 10.1136/adc.2009.167965 DP - Google Scholar VL - 95 IS - 4 SP - F267 EP - F272 ER - TY - JOUR TI - Processing speed mediates executive function difficulties in very preterm children in middle childhood AU - Mulder, Hanna AU - Pitchford, Nicola J. AU - Marlow, Neil T2 - Journal of the International Neuropsychological Society DA - 2011/// PY - 2011 DO - 10.1017/S1355617711000373 DP - Google Scholar VL - 17 IS - 3 SP - 445 EP - 454 ER - TY - JOUR TI - Professional development and teacher change AU - Guskey, T. R. T2 - Teachers and Teaching DA - 2002/08/01/Online Publication Date PY - 2002 DO - 10.1080/135406002100000512 VL - 8 IS - 3 SP - 381 EP - 391 ST - Professional development and teacher change UR - http://www.tandfonline.com/doi/abs/10.1080/135406002100000512 ER - TY - JOUR TI - Professional development and teacher learning: mapping the terrain AU - Borko, H. T2 - Educational Researcher DA - 2004/// PY - 2004 DO - 10.3102/0013189X033008003 VL - 33 IS - 8 SP - 3 EP - 15 ER - TY - CONF TI - Professional Development for Middle Leader Teachers: ICT Integration in Schools in Japan AU - Terashima, Kosuke C3 - Society for Information Technology & Teacher Education International Conference DA - 2019/// PY - 2019 DP - Google Scholar SP - 2543 EP - 2548 PB - Association for the Advancement of Computing in Education (AACE) ST - Professional Development for Middle Leader Teachers KW - _C:Canada CAN KW - _C:Japan JPN KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Professional Development for Primary School Teachers in Cameroon: Is the Cascade PD Model Effective? AU - Moulakdi, André AU - Bouchamma, Yamina T2 - Creative Education AB - Teacher professional development (TPD), a constant concern on the minds of education leaders, is conducted in various ways in education systems around the world. Using Guskey’s professional development assessment model, we evaluated a cascade model of teacher professional development in Cameroon’s primary education system by examining the responses of the teachers who experienced these activities. Our findings indicate that the professional growth activities undertaken in cascade format, particularly professional development (PD) days, teacher evaluations, demonstration and group lessons did not adequately address the teachers’ training needs and expectations and this because this model of training is not suitable to improve teaching practices in the context. DA - 2020/// PY - 2020 DO - 10.4236/ce.2020.117084 DP - DOI.org (Crossref) VL - 11 IS - 07 SP - 1129 EP - 1144 J2 - CE LA - en SN - 2151-4755, 2151-4771 ST - Professional Development for Primary School Teachers in Cameroon UR - https://www.scirp.org/journal/doi.aspx?doi=10.4236/ce.2020.117084 Y2 - 2023/03/11/12:40:57 ER - TY - GEN TI - Professional Development Framework for Digital Learning (South Africa) AU - SchoolNet South Africa DA - 2017/01/12/ PY - 2017 PB - schoolnet UR - https://www.schoolnet.org.za/wp-content/uploads/2017-12-01-Professional-Development-Framework-for-Digital-Learning-Final.pdf Y2 - 2024/01/12/00:00:00 ER - TY - JOUR TI - PROFESSIONAL DEVELOPMENT GUIDELINES FOR OER: A CASE STUDY OF BRAZILIAN FUNDAMENTAL EDUCATION PUBLIC SCHOOL TEACHERS AU - Vladimirschi, Viviane DA - 2018/// PY - 2018 DP - Google Scholar ST - PROFESSIONAL DEVELOPMENT GUIDELINES FOR OER KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Professional development in clinical leadership: Evaluation of the chief residents clinical leadership and management programme AU - Hofmann, Riikka AU - Vermunt, Jan D. T2 - Faculty of Education, University of Cambridge Working Paper DA - 2017/// PY - 2017 DP - Google Scholar VL - 12 SP - 2017 ST - Professional development in clinical leadership KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - GEN TI - Professional Development in the OECS Gets an Upgrade! AU - Warner-Arnold, Tracey DA - 2020/01/16/ PY - 2020 UR - https://pressroom.oecs.org/professional-development-in-the-oecs-gets-an-upgrade ER - TY - JOUR TI - Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya AU - Kerkhoff, Shea AU - Makubuya, Timothy DA - 2021/// PY - 2021 DO - 10.1002/rrq.392 ER - TY - JOUR TI - Professional Development Research: Consensus, Crossroads, and Challenges AU - Hill, Heather C. AU - Beisiegel, Mary AU - Jacob, Robin T2 - Educational Researcher AB - Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of Educational Researcher as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base. The authors illustrate with examples of both a proposed study and reviews of evidence on key questions in the literature. DA - 2013/12/01/ PY - 2013 DO - 10.3102/0013189x13512674 DP - edr.sagepub.com VL - 42 IS - 9 SP - 476 EP - 487 J2 - Educational Researcher LA - en SN - 0013-189X, 1935-102X ST - Professional Development Research UR - http://edr.sagepub.com/content/42/9/476 Y2 - 2016/03/26/14:40:30 KW - C:International ER - TY - RPRT TI - Professional Learning Communities - A Guideline for South African Schools AU - VVOB AB - The Department of Basic Education, with the support of VVOB, and with input from a wide range of stakeholders, developed a practical guideline on implementing PLCs in schools. The Integrated Strategic Framework for Teacher Professional Development (ISPFTED) foresees the nation-wide implementation of Professional Learning Communities by 2017. PLCs are put forward as a central instrument to strengthen teachers’ professional development. During a colloquium held in September 2014 a wide range of speakers from academia, government, unions and subject associations provided input on international and local research, local experiences and various initiatives on PLCs. The participants also provided feedback on two draft documents: a policy document on subject committees and PLCs and a practical guideline on implementing PLCs. The final product of this exercise can be downloaded below. DA - 2015/05// PY - 2015 SP - 36 LA - English PB - VVOB UR - https://southafrica.vvob.org/sites/southafrica/files/professional_learning_communities_a_guideline_for_south_african_schools_0_0.pdf Y2 - 2021/06/25/14:44:17 ER - TY - JOUR TI - Professional Learning Communities: A Review of the Literature AU - Stoll, Louise AU - Bolam, Ray AU - McMahon, Agnes AU - Wallace, Mike AU - Thomas, Sally T2 - Journal of Educational Change AB - International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning. Building capacity is therefore critical. Capacity is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time. Developing professional learning communities appears to hold considerable promise for capacity building for sustainable improvement. As such, it has become a ‘hot topic’ in many countries. DA - 2006/12/01/ PY - 2006 DO - 10.1007/s10833-006-0001-8 DP - Springer Link VL - 7 IS - 4 SP - 221 EP - 258 J2 - J Educ Change LA - en SN - 1389-2843, 1573-1812 ST - Professional Learning Communities UR - https://doi.org/10.1007/s10833-006-0001-8 Y2 - 2021/06/22/15:24:46 ER - TY - JOUR TI - Professional learning communities and the diffusion of pedagogical innovation in the Chinese education system AU - Sargent, Tanja Carmel T2 - Comparative Education Review DA - 2015/// PY - 2015 DO - 10.1086/678358 VL - 59 IS - 1 SP - 102 EP - 132 ER - TY - JOUR TI - Professional Learning Communities in the Teachers' College: A Resource for Teacher Educators. AU - Du Plessis, Joy AU - Muzaffar, Irfan T2 - EQUIP1 DA - 2010/// PY - 2010 KW - ⛔ No DOI found ER - TY - CHAP TI - Professional learning in the learning profession AU - Darling-Hammond, L. AU - Wei, R.C. AU - Andree, A. AU - Richardson, N. AU - Orphanos, S. T2 - National Staff Development Council CY - Washington, DC DA - 2009/// PY - 2009 UR - http://www.ostrc.org/docs/document_library/ppd/Professionalism/Professional%20Learning%20i ER - TY - CONF TI - Professional learning with ICT in the southern African context: The UNISA-Cambridge collaboration on Advanced Diplomas in Education. AU - Hennessy, S. AU - Dreyer, J. AU - Paulsen, R. AU - Haßler, Björn AU - Loubser, C. AU - Beardon, T. AU - Mays, T. T2 - 5th Higher Education & ICT Forum: 21st Century Learning and Collaborative Teaching AB - It is clear from the recent 2013 conference of the Distance Education Teachers’ Association hosted at the University of Nairobi that an increasing number of the developing countries of Africa are exploiting the potential of distance and school-based learning for the development of more and better teachers in pursuit of agendas informed by the EFA mandate and the MDGs. This requires access in turn to more and better resources that can help new teachers to conceptualise their emerging practice and also help existing teachers to think about how they might need to adapt their current practices to develop the knowledge and skills necessary for success in an increasingly information rich global knowledge society made possible through increasingly accessible and aff ordable ICT. This presentation off ers insights into how both distance teacher education and schooling itself can be revolutionised through exploiting powerful new technologies and harnessing the potential of OER. We report on the progress of a collaboration between UNISA and the Centre for Commonwealth Education (University of Cambridge, UK), on the new Advanced Diplomas in Education (ADEs). The ADE is a new qualifi cation in the South African national qualifi cations framework that was introduced as part of a comprehensive national review of minimum requirements for teacher education [3]; these place increased emphasis on the teacher’s role as a knowledge worker encompassing disciplinary, pedagogic, fundamental and contextual learning. The ADE is targeted at qualifi ed teachers who wish to deepen their understanding of the teaching of particular subjects in particular phases. Drawing on the resources, networks and expertise of UNISA, AIMSSEC and the OER4Schools project, we seek to develop new ADE qualifi cations for mathematics and science. Specifi c examples include modules on Shape and Space, the Earth and Beyond, and Biodiversity. The ADEs: • provide students with a deeper understanding of pedagogical subject knowledge for eff ective and inclusive teaching in diverse contexts, • concretely apply pedagogical theories and action research within their teaching, • demonstrate competence in subject teaching through problem solving, • develop the ability to teach subjects drawing on a coherent, deep conceptual understanding, of both subjects and subject pedagogy, • broaden teaching and learning horizons by using appropriate technology/ICT eff ectively, and • increase understanding of the role of the various subjects (such as science, mathematics, technology) in society C1 - Johannesburg, South Africa C3 - Prezi DA - 2014/03// PY - 2014 UR - http://tinyurl.com/2014ICTsummit Y2 - 2014/06/09/12:19:51 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - THES TI - Professionalisierung von Bildungs- und Berufsberatung in Nigeria – Analyse der nationalen und internationalen theoriebegründeten Konzeptentwicklung und der Vernetzung der Akteure AU - Raji, Moromoke Nimota DA - 2012/// PY - 2012 M3 - PhD Thesis PB - Technische Universität Dresden UR - http://www.qucosa.de/fileadmin/data/qucosa/documents/9756/RajiThesisGesamt.pdf Y2 - 2019/05/29/20:36:07 KW - C:Nigeria ER - TY - RPRT TI - Program Assessment of Kolibri FLY AU - Open Development and Education CN - 0270 DA - 2022/01/10/ PY - 2022 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/V8RPQRWX KW - _r:AddedByZotZen ER - TY - JOUR TI - Programmes to Support Foundational Learning in South Asia AU - Fitzpatrick, Rachel AB - Despite great achievements in improving school enrolment and completion levels in South Asia, a high proportion of learners continue to live in learning poverty, with approximately 50 per cent of learners unable to read or understand a simple text by age ten (UNICEF, 2021). Learning levels were severely impacted by large scale school closures as a result of Covid-19, with approximately 434 million learners impacted in the region (UNICEF, 2021). Improving foundational learning outcomes, particularly for the most marginalised, is a key policy priority for many South Asian countries. This report draws together learning from seven programmes in South Asia aimed at improving foundational learning, to provide insight into effective approaches that have previously or continue to have an impact on foundational learning levels. DA - 2022/06/20/ PY - 2022 DO - 10.19088/K4D.2022.081 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17597 Y2 - 2022/12/18/18:16:18 ER - TY - JOUR TI - Progress in climate change adaptation research AU - Sietsma, Anne J. AU - Ford, James D. AU - Callaghan, Max W. AU - Minx, Jan C. T2 - Environmental Research Letters DA - 2021/// PY - 2021 DO - 10.1088/1748-9326/abf7f3 DP - Google Scholar VL - 16 IS - 5 SP - 054038 UR - https://iopscience.iop.org/article/10.1088/1748-9326/abf7f3/meta Y2 - 2024/02/24/11:11:35 ER - TY - JOUR TI - Progress Towards Meaningful Women’s Participation in Conflict Prevention and Peacebuilding Decision-making AU - Lenhardt, Amanda AB - The Women, Peace and Security or Gender Peace and Security (WPS/GPS) agenda has expanded significantly over the 20+ years of concerted efforts at many levels to expand the role of women in conflict resolution and peacebuilding. Yet many authors note that the expansion of international agreements and national plans to support greater women’s participation in decision-making have yet to translate into concrete changes. This report examines progress in promoting women’s meaningful participation in decision making processes in conflict prevention and peacebuilding, with a focus on changes since 2018. Evidence on women’s meaningful participation in decision-making tends to focus on a small range of measurable outcomes with some studies considering the outcomes of women’s involvement in those processes to determine the extent to which they might be ‘meaningful’. Few studies examine differential outcomes of such initiatives for different groups of women, and most data does not allow for the disaggregation of intersecting identities between gender, ethnicity, race, disability, migration status and other key factors. Evidence collected for this report suggests that policies and programmes seeking to support greater women’s participation in decision-making in conflict prevention and peacebuilding often struggle to address the broader structural factors that inhibit women’s empowerment. Tackling longstanding and often deeply embedded harmful social norms has proven challenging across sectors, and in conflict or post-conflict settings with highly complex social dynamics, this can be especially difficult. Many of the issues highlighted in the literature as hindering progress on the WPS agenda relate to cross-cutting issues at the heart of gender inequality. Multiple authors from within women’s movements in conflict and post-conflict settings emphasise the need for policies and programmes that support women to act as agents of change in their own communities and which amplify their voices rather than speak on their behalf. Recent achievements in South Sudan and the Pacific region are indicative of the potential of women’s movements to affect change in conflict prevention and peacebuilding and suggest progress is being made in some areas, though gender equality in these processes may be a long way off. DA - 2021/12/03/ PY - 2021 DO - 10.19088/K4D.2022.044 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17365 Y2 - 2022/12/18/18:16:21 ER - TY - JOUR TI - Progressive Transformative Teacher Education in Cameroon AU - Tchombe, T.M. DA - 2014/// PY - 2014 DP - Zotero VL - 33 IS - 1 SP - 23 EP - 33 LA - en UR - https://s3.amazonaws.com/academia.edu.documents/34649651/ELM_33_1_print.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1551742406&Signature=K5v950wx3V05uB3BhfjCP40La58%3D&response-content-disposition=inline%3B%20filename%3DEducational_Leadership_and_Management_St.pdf#page=27 KW - :C:Cameroon KW - Cited KW - RRQ1:High KW - RRQ2:Medium KW - ⛔ No DOI found ER - TY - RPRT TI - Project Appraisal Document: Sierra Leone Free Education Project AU - World Bank DA - 2020/// PY - 2020 UR - http://documents1.worldbank.org/curated/en/957041593741800590/pdf/Sierra-Leone-Free-Education-Project.pdf Y2 - 2020/07/15/11:05:00 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Project: Extending design thinking with emerging digital technologies (Exten.D.T.2) T2 - Lnu.se AB - The core ideas of the project rest on the assumption that design thinking combined with emerging technologies such as artificial intelligence, augmented reality, and educational robotics provide new and innovative ways to address the challenges and opportunities for learning and education in the age of digital transformations – from current to future practices. DA - 2022/09/06/ PY - 2022 LA - en ST - Project UR - https://lnu.se/en/research/research-projects/project-extending-design-thinking-with-emerging-digital-technologies/ Y2 - 2023/02/02/20:57:32 ER - TY - RPRT TI - Project Information Document (PID): Sierra Leone Free Education Project (P167897) AU - World Bank DA - 2019/06/10/ PY - 2019 PB - World Bank Group SN - PIDA26770 UR - http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf Y2 - 2020/11/25/20:05:34 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Project Information Document: Sierra Leone Free Education Project AU - World Bank DA - 2019/// PY - 2019 UR - http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf Y2 - 2020/06/25/17:12:20 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Project updates for Climate, Environment and Education Adaptation Research (CLEEAR) Tanzania Steering Committee AU - Villavicencio, Xuzel AU - Hassler, Bjoern AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1032 DA - 2023/11/23/ PY - 2023 LA - en M3 - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education SN - 12 UR - https://docs.opendeved.net/lib/6V9PMAJB KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - Projecting the potential impacts of COVID-19 school closures on academic achievement AU - Kuhfeld, Megan AU - Soland, James AU - Tarasawa, Beth AU - Johnson, Angela AU - Ruzek, Erik AU - Liu, Jing AB - With 55 million students in the United States out of school due to the COVID-19 pandemic, education systems are scrambling to meet the needs of schools and families, including planning how best to approach instruction in the fall given students may be farther behind than in a typical year. Yet, education leaders have little data on how much learning has been impacted by school closures. While the COVID-19 learning interruptions are unprecedented in modern times, existing research on the impacts of missing school (due to absenteeism, regular summer breaks, and school closures) on learning can nonetheless inform projections of potential learning loss due to the pandemic. In this study, we produce a series of projections of COVID-19-related learning loss and its potential effect on test scores in the 2020-21 school year based on (a) estimates from prior literature and (b) analyses of typical summer learning patterns of five million students. Under these projections, students are likely to return in fall 2020 with approximately 63-68% of the learning gains in reading relative to a typical school year and with 37-50% of the learning gains in math. However, we estimate that losing ground during the COVID-19 school closures would not be universal, with the top third of students potentially making gains in reading. Thus, in preparing for fall 2020, educators will likely need to consider ways to support students who are academically behind and further differentiate instruction. DA - 2020/// PY - 2020 DO - 10.26300/CDRV-YW05 DP - DOI.org (Datacite) LA - en UR - https://www.edworkingpapers.com/ai20-226 Y2 - 2020/08/12/17:00:30 KW - __C:filed:1 ER - TY - JOUR TI - Proliferation of Papers and Preprints During the Coronavirus Disease 2019 Pandemic: Progress or Problems With Peer Review? AU - Vlasschaert, Caitlyn AU - Topf, Joel M. AU - Hiremath, Swapnil T2 - Advances in Chronic Kidney Disease T3 - Kidney Health and COVID-19 AB - The coronavirus disease 2019 (COVID-19) pandemic has spread exponentially throughout the world in a short period, aided by our hyperconnected world including global trade and travel. Unlike previous pandemics, the pace of the spread of the virus has been matched by the pace of publications, not just in traditional journals, but also in preprint servers. Not all publication findings are true, and sifting through the firehose of data has been challenging to peer reviewers, editors, as well as to consumers of the literature, that is, scientists, healthcare workers, and the general public. There has been an equally exponential rise in the public discussion on social media. Rather than decry the pace of change, we suggest the nephrology community should embrace it, making deposition of research into preprint servers the default, encouraging prepublication peer review more widely of such preprint studies, and harnessing social media tools to make these actions easier and seamless. DA - 2020/09/01/ PY - 2020 DO - 10.1053/j.ackd.2020.08.003 DP - ScienceDirect VL - 27 IS - 5 SP - 418 EP - 426 J2 - Advances in Chronic Kidney Disease LA - en SN - 1548-5595 ST - Proliferation of Papers and Preprints During the Coronavirus Disease 2019 Pandemic UR - https://www.sciencedirect.com/science/article/pii/S1548559520301191 Y2 - 2021/10/05/18:35:43 KW - Blog posts KW - COVID-19 KW - Critical appraisal KW - Peer review KW - Preprints KW - Twitter KW - _genre:PR-primary_research ER - TY - JOUR TI - Promises to Keep: Impact of COVID-19 on Adolescents in Kenya AU - Population Council AU - Presidential Policy and Strategy Unit (Kenya) T2 - Poverty, Gender, and Youth DA - 2021/06/24/ PY - 2021 DO - 10.31899/pgy19.1012 ST - Promises to Keep UR - https://knowledgecommons.popcouncil.org/departments_sbsr-pgy/1334 ER - TY - RPRT TI - Promising practices for equitable remote learning Emerging lessons from COVID-19 education responses in 127 countries AU - Dreesen, Thomas AU - Akseer, Spogmai AU - Brossard, Mathieu AU - Dewan, Pragya AU - Giraldo, Juan-Pablo AU - Kamei, Akito AU - Mizunoya, Suguru AU - Correa, Javier Santiago Ortiz DA - 2020/// PY - 2020 DP - Google Scholar ER - TY - RPRT TI - Promising Practices in Teacher Professional Development AU - Inter-Agency Network for Education in Emergencies T2 - Teachers in Crisis Context DA - 2022/// PY - 2022 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Promoting Effective Education in Electromagnetics: Taiwan's School of Accessible and Visualized Electromagnetics Formed [Education Corner] AU - Liao, W. J. AU - Wu, R. B. AU - Wu, T. L. AU - Ma, T. G. AU - Pang, Y. H. AU - Tsai, Z. M. AU - Yu, H. H. AU - Tu, K. M. AU - Lin, H. C. AU - Peng, S. T. T2 - IEEE Antennas and Propagation Magazine AB - The School of Accessible and Visualized Electromagnetics (SAVE), a teaching and learning resource management consortium in Taiwan, has been formed to coordinate teachers from the field of electromagnetics (EM) to develop and share innovative teaching materials. Based on the cloud concept and following the simplicity, accessibility, visualization, and edutainment (S.A.V.E.) principles, various types of teaching resources, such as slides, problem sets, video clips, and interactive online laboratories, are available on the SAVE website for online learning. Teachers are able to customize a distinctive learning path to address the needs of a specific student group. To provide students with a means of evaluating their competence in EM, a large-scale online proficiency test was conducted concurrently at multiple sites. Analyses of test results and website uses are provided to assess the SAVE program performance and to draw future work topics. DA - 2016/02// PY - 2016 DO - 10.1109/map.2015.2501228 DP - IEEE Xplore VL - 58 IS - 1 SP - 99 EP - 129 SN - 1045-9243 ST - Promoting Effective Education in Electromagnetics KW - Computer science KW - Electromagnetics KW - Engineering education KW - Market research KW - Radio frequency KW - Resource management KW - SAVE Website KW - Web sites KW - __C:filed:1 KW - computational electromagnetics KW - computer aided instruction KW - innovative teaching materials KW - large-scale online proficiency test KW - learning resource management consortium KW - online learning KW - school of accessible and visualized electromagnetics ER - TY - JOUR TI - Promoting effective Work Integrated Learning (WIL) and Recognition of Prior Learning (RPL) practices in the TVET sector through research AU - Nduna, Nothemba Joyce AB - There is a growing interest in increasing research capacity in South African public Higher Education Institutions (HEIs) in general and in Universities of Technology (UoTs) and Technical and Vocational Education and Training (TVET) Colleges in particular. As part of its strategy to increase research capacity, the Education, Training and Development Practices Ϫ Sector Education and Training Authority (ETDP SETA) has established six Research Chairs in six public HEIs. This article introduces the work of the Research Chair for Work Integrated Learning (WIL) and Recognition of Prior Learning (RPL) that was established by the ETDP SETA in August 2015. The purpose of introducing the work of the Research Chair is to explore possibilities for research collaborations and partnerships with a variety of stakeholders at local, national and international levels. The article is divided into five sections. The first section is an introduction which provides the context, focus and purpose of the Research Chair. This section also highlights the need for research into WIL current practices and WIL staff development needs and advocates for the development of WIL related HEQSF qualifications in the TVET sector. The second section provides an overview of literature on WIL and RPL and relates the work of the Research Chair to the 2013 Policy on Professional Qualifications for lecturers in TVET and the 2015 Draft RPL Policy for the Higher Education Qualifications Sub-Framework (HEQSF). The third section deals with the research methodology that covers the research questions, intended outcomes and data collection processes that were involved. The fourth section discusses the research findings and enabling factors for the Research Chair. The final section provides a summary of the findings and calls for research collaborations. DA - 2017/// PY - 2017 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - CLL:en KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CHAP TI - Promoting Girls Primary Education: Innovation through Government and Donor Co-operation AU - Kadzamira, E.C. AU - Sisson, A T2 - Educating Tomorrow: Lessons from Managing Girls’ Education in Africa A2 - Thody, A. A2 - Kaabwe, E.S.M. CY - Cape Town DA - 2000/// PY - 2000 SP - 191 EP - 205 LA - en PB - Juta & Co Ltd KW - _C:Malawi MWI ER - TY - JOUR TI - Promoting Intrinsic and Extrinsic Motivation among Chemistry Students using Computer-Assisted Instruction AU - Gambari, Isiaka A. AU - Gbodi, Bimpe E. AU - Olakanmi, Eyitao U. AU - Abalaka, Eneojo N. T2 - Contemporary Educational Technology AB - The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject. DA - 2016/03/01/ PY - 2016 DO - 10.30935/cedtech/6161 DP - www.cedtech.net VL - 7 IS - 1 SP - 25 EP - 46 J2 - CONTEMP EDUC TECHNOL LA - english SN - 1309-517X UR - https://www.cedtech.net/article/promoting-intrinsic-and-extrinsic-motivation-among-chemistry-students-using-computer-assisted-6161 Y2 - 2020/07/27/13:08:01 KW - __C:filed:1 ER - TY - JOUR TI - Promoting Quality Education in Refugee Contexts: Supporting Teacher Development in Northern Ethiopia AU - Kirk, Jackie AU - Winthrop, Rebecca T2 - International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l'Education DA - 2007/// PY - 2007 DO - 10.1007/s11159-007-9061-0 DP - JSTOR VL - 53 IS - 5/6 SP - 715 EP - 723 SN - 0020-8566 ST - Promoting Quality Education in Refugee Contexts UR - https://www.jstor.org/stable/27715426 DB - JSTOR Y2 - 2020/07/16/11:09:51 ER - TY - JOUR TI - Promoting teachers’ implementation of culturally and contextually relevant class-wide behavior plans AU - Fallon, Lindsay M. AU - Cathcart, Sadie C. AU - DeFouw, Emily R. AU - O'Keeffe, Breda V. AU - Sugai, George T2 - Psychology in the Schools AB - Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self-assessed their own use of culturally and contextually relevant practices would implement a class-wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self-assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan. DA - 2018/// PY - 2018 DO - 10.1002/pits.22107 DP - Wiley Online Library VL - 55 IS - 3 SP - 278 EP - 294 LA - en SN - 1520-6807 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.22107 Y2 - 2022/11/23/12:56:50 KW - diverse learners KW - implementation fidelity KW - single-case design ER - TY - JOUR TI - Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education AU - Evens, Marie AU - Elen, Jan AU - Larmuseau, Charlotte AU - Depaepe, Fien T2 - Teaching and Teacher Education AB - The study investigates the explicit and integrated presentation of pedagogical content knowledge (PCK), pedagogical knowledge (PK), and content knowledge (CK) in teacher education. We compare learning environments to study whether only presenting PK and CK is sufficient for PCK development, whether only presenting PCK is sufficient for PK and CK development, and whether PCK development is affected by integrating PCK, PK and CK. We find that only presenting two knowledge domains to students is insufficient to develop the third one, and integrating knowledge domains does not impact PCK development. DA - 2018/10/01/ PY - 2018 DO - 10.1016/j.tate.2018.07.001 DP - ScienceDirect VL - 75 SP - 244 EP - 258 J2 - Teaching and Teacher Education LA - en SN - 0742-051X ST - Promoting the development of teacher professional knowledge UR - http://www.sciencedirect.com/science/article/pii/S0742051X17315640 Y2 - 2020/09/11/08:28:52 KW - Digital learning environment KW - Instructional design KW - Knowledge integration KW - Pedagogical content knowledge KW - Teacher professional knowledge ER - TY - JOUR TI - Promotion of PV Uptake and Sector Growth in Kenya through Value Added Training in PV Sizing, Installation and Maintenance AU - Simiyu, Justus AU - Waita, Sebastian AU - Musembi, Robinson AU - Ogacho, Alex AU - Aduda, Bernard T2 - Energy Procedia AB - Abstract Sub-Saharan Africa, and more specifically the East African region, has the lowest rates of access to electricity in the world. On average, at most 15% of the rural population has access to electricity. Rural households and remote institutions use traditional energy sources such as charcoal, firewood, kerosene and diesel for generator sets, batteries and dry cell batteries. On the other hand, the region is one of the most promising in the world in economic development with growth levels being high and market saturation is a far away future problem. This growth has however been hampered by several factors with lack of energy being one of them. Kenya being one of the countries in the region faces a similar problem with the traditional sources of hydro facing weather related challenges. The situation is more wanting in the rural setting having only achieved electrification rates of between 5 and 10%. The rural being where the majority of low-income earning groups reside is further compounded with large geographical imbalance in electricity demand and supply. The main challenge to adopting pv utilization however, is lack of local capacity to handle the uptake all the way from solar home systems to grid connected and hybrid systems. According to Kenya Renewable Energy Association (KEREA), it is estimated that between 800 and 1000 pv technicians have been in practice since this sector started in Kenya in the late eighties, majority of them having the basic skills but no formal training to provide the service. They however have been offering necessary service to end-users and are hence an important aspect in the pv sector as a whole. Currently the pv (mainly SHS) comprise an over the counter trade system which provides loopholes when it comes to quality of products and installation. To safeguard the quality and safety of installations, formal training has to be incorporated in the system. DA - 2014/// PY - 2014 DO - 10.1016/j.egypro.2014.10.290 LA - en UR - https://www.sciencedirect.com/science/article/pii/S1876610214016579 AN - LOCAL-DOI:10.1016/j.egypro.2014.10.290 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - A:Sub-Saharan Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:access KW - P:culture KW - P:economy KW - P:electro KW - P:services KW - P:technician KW - T:Training KW - Z:Pv training KW - Z:cultural acceptance KW - Z:value addition KW - publicImportV1 ER - TY - RPRT TI - Proposal for GPE accelerated funding for COVID-19 response (Malawi) AU - Global Partnership for Education DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-05-COVID-19%20AFF%20Request%20Malawi_0.pdf Y2 - 2020/07/27/15:51:15 ER - TY - RPRT TI - Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan AU - Ministry of Education, Science and Technology (Sierra Leone) DA - 2018/// PY - 2018 UR - https://www.globalpartnership.org/sites/default/files/2018-10-sierra-leone-program-document-2018-2020.pdf Y2 - 2020/06/25/17:31:55 ER - TY - RPRT TI - Proposal to the Spencer Foundation: Research Grants on Education: School’s Out For . . . Spring? Understanding the Response of School Districts in the United States to COVID-19-Related Disruptions AU - Rosenberg, Joshua AU - Rutherford, Teomara AU - Anderson, Daniel AU - White, Rachel S. AU - Nguyen, Ha AU - Kimmon, Royce AB - There is no doubt that public education has suffered as a result of the COVID-19 pandemic. Researchers are comparing the COVID slide to summer learning loss, noting this loss could be much worse for those already underserved by U.S. schools (Kuhfeld & Tarasawa, 2020). In order to understand who this loss impacts and how, we need data on school, district, and statewide responses to the pandemic as it unfolded. Luckily, these data are available, as school districts across the country updated their communities about plans for spring 2020. To capture these updates, our team uses multiple approaches for collecting COVID-19-related information via school district websites and social media to create a new, nationwide dataset of district responses.We also analyze how these responses relate to contextual characteristics of districts and their surrounding communities, which will provide a picture of how district characteristics may drive disparities in access to and quality of schooling during the pandemic. Identifying these associations are critical for understanding and disrupting the reproduction and deepening of educational inequality caused by the COVID-19 crisis. The resulting dataset will provide researchers with the information necessary to understand how education during the pandemic may impact students for years to come. DA - 2020/07/19/ PY - 2020 DP - DOI.org (Crossref) M3 - preprint PB - Open Science Framework ST - Proposal to the Spencer Foundation UR - https://osf.io/9j2cu Y2 - 2020/08/12/17:19:14 ER - TY - JOUR TI - Prospects, Issues and Challenges of Technical and Vocational Education and Training (TVET) in Revamping Nigeria's Depressed Economy AU - Bolarina, Fehintola Fatimoh Bintu AU - Akinyele, Temitayo Abosede T2 - International Journal of Vocational and Technical Education Research AB - Nigeria aspires to become a major player in the world economy in line with her Vision 20-2020. To achieve this ambitious goal, the most crucial vehicle apart from power and infrastructure, is a skilled and competent workforce. This is necessary for the effective implementation of national development projects and for attracting necessary international investment by hi-tech industries. (NBTE, 2011). Technical and Vocational Education and Training (TVET) is used as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO and ILO 2001) In addition to technical knowledge and aptitude, TVET is also concerned with softer skills like communication, negotiation and teamwork. It is dispensed in public and private educational establishments or other forms of formal or informal instructor aimed at granting all segments of the society access to lifelong resources. DA - 2018/// PY - 2018 VL - 4 IS - 1 SP - 1 EP - 18 LA - en UR - http://www.eajournals.org/wp-content/uploads/Prospects-Issues-and-Challenges-of-Technical-and-Vocational-Education-and-Training-TVET-In-Revamping-Nigeria-Depressed-Economy.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - Q:higher education KW - T:CTE KW - T:OE KW - T:PVE KW - T:TVET KW - T:career KW - T:occupational education KW - T:professional and vocational education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - GEN TI - Protecting Student Data in a Digital World AU - Chui, M. AU - Sarakatsannis, J. DA - 2015/// PY - 2015 LA - en UR - https://www.mckinsey.com/industries/education/our-insights/protecting-student-data-in-a-digital-world. KW - Final_citation KW - anystyle KW - existing ER - TY - CONF TI - Prototype Measurement System for the Eye-Hand Coordination Test of the Developmental Test of Visual Perception AU - Quiroga-Torres, Daniel Alejandro AU - Lara, Juan S. AU - Miguel-Cruz, Antonio AU - Ríos-Rincón, Adriana María T3 - IFMBE Proceedings AB - The current version of the Developmental Test of Visual Perception (DTVP-3) is one of the most commonly used tests to identify the presence and degree of visual-perceptual and visual-integration deficits in children from 4 to 12 years of age. This test consists of five main sub-tests including a eye-hand coordination test (EHCT). Currently, the EHCT is based on observations by a therapist and requires a post-hoc analysis using the DTVP normative data, a time-consumption task that is not free of therapist error. Thus, a medical device is needed to automatically measure, score and report the test scores obtained from the DTVP-3. This device will lead to an overall decrease in the time taken for the post-hoc analysis and an improvement in the accuracy of the EHCT score. We determined that the device must allow a stylus position to be tracked in two dimensions with a resolution of 1 mm and the system must be small in size in order not to interfere with the test. In this study, we proposed a system based on Hall-effect technology sensors, which allows distances from the magnetic field magnitudes to be indirectlyestimated using small sensors. A first prototype consisted of a matrix array of sensors. A radial basis function was used to model the magnitude-distance response of each sensor. The model was estimated by using a multivariate linear regression, and it was found that the proposed model for 1 mm resolution tests, had an average r2 of 99%. C1 - Singapore C3 - World Congress on Medical Physics and Biomedical Engineering 2018 DA - 2019/// PY - 2019 DO - 10.1007/978-981-10-9035-6_127 DP - Google Scholar SP - 687 EP - 691 LA - en PB - Springer SN - 978-981-10-9035-6 KW - DTVP-3 KW - Eye-hand coordination test KW - Hall-effect technology KW - Measurement system KW - __C:filed:1 ER - TY - RPRT TI - Prototyping AU - McBurnie, Chris AU - Hassan, Mustafa Syed AU - Moustafa, Nariman AU - Walker, Hannah AU - Lurvink, Anne-Fleur AU - Macharia, Grace AU - Haßler, Björn AB - This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/. CN - 1010 DA - 2023/// PY - 2023 LA - en M3 - EdTech Fellowship PB - Open Development & Education SN - 12 UR - https://docs.opendeved.net/lib/JMUFCDN3 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - THES TI - Provision of continuing professional development by resource centres in selected high schools of the Copperbelt province AU - Mwale, Kelly Kezala AB - The purpose of the study was to investigate the effectiveness of resource centres in providing Continuing Professional Development to high school teachers in the Copperbelt Province.Major concerns have been expressed by various stakeholders that not enough has been done in enhancing and strengthening the concept of Continuing Professional Development among high school teachers. The Teacher Resource Centres that are supposed to be custodians of In-service Training of Teachers(INSET) now Continuing Professional Development (CPD) are perceived not to have done enough. The establishment of Teacher Resource Centres throughout the country was meant to help upgrade the skills and competencies of teachers at both basic and high school levels. These Continuing Professional Development activities that should be on-going include School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC).A purposive sample of 8 teacher resource centres and 12 high schools giving the study a number of 84 respondents was selected.Data were collected by way of questionnaires, interviews and Focus Group Discussions. The major informants were the following: Headteachers, Heads of Department, Teachers and Resource Centre Coordinators.The results of the study revealed that Teacher Resource Centres were not effectively providing Continuing Professional Development (CPD) activities among high school teachers. The findings further revealed that the Continuing Professional Development activities such as School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC) were almost non-existent in high schools despite clustering them with basic schools.Generally, the findings indicated lack of commitment both by the coordinators in Resource Centres and school administrators. Further revelations by the study indicate that little or no effort has been given to school - based workshops, seminars, professional meetings and conferences. Additionally,constant monitoring of CPD activities was not given prominence by Resource Centre Coordinators hence the glaring lapses in the actual implementation of Continuing Professional Development programmes.Further analysis of both quantitative and qualitative data revealed that there was lack of significant advocacy and sensitisation on the difference between Continuing Professional Development activities and In-service Teacher Education tenable at colleges of education and universities. In view of the research findings, recommendations were made. Teacher Resource Centres ought to enhance advocacy and sensitisation of Continuing Professional Development activities. Pedagogical competences and skills would be strengthened at high school level if Teacher Resource Centres played their expected role of providing Continuing Professional Development to teachers. The study has also shown that school administrators did not apportion equal weight to Continuing Professional Development as they did with sporting activities. There is need to give both areas equal attention. DA - 2006/// PY - 2006 UR - http://dspace.unza.zm/handle/123456789/482 Y2 - 2014/04/22/17:22:11 KW - CitedIn:OER4S-TPE-HHH2 KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - SPRINT ER - TY - JOUR TI - Psychological Framework for Quality Technical and Vocational Education and Training in the Twenty-First Century AU - Sarfo, FK T2 - Learning, Design, and Technology AB - To cope with the rapid changes in the real world of work and to prepare the workforce to enter the twenty-first century, there is a paradigm shift in the modern Technical and Vocational Education and Training (TVET) toward competency-based training (CBT) or vocational pedagogy. However, there is the lack of literature/research in TVET education that reveals the fundamental understanding and roles of contemporary learning theories in instructional psychology for creating successful competency-based learning environments for quality TVET teaching and learning. To contribute to the solution, this paper argues that there are significant relationships between (1) knowledge and skills and their associated learning processes required of modern TVET and (2) learning outcomes and their associated learning processes of the contemporary learning theories. In accordance with this assertion, an integrated learning theories for quality TVET education is proposed. The logic is that, supported by consistent empirical evidence as discussed in this paper, the conditions and instructional methods of the learning theories could be successfully used to design powerful competency-based learning environments to promote the development of technical and vocational expertise in TVET teaching and learning for the twenty-first century. DA - 2016/// PY - 2016 DO - 10.1007/978-3-319-17727-4_65-1 LA - en UR - https://link.springer.com/10.1007/978-3-319-17727-4_65-1 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - T:TVET KW - T:Training KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Psychometric assessment of three newly developed implementation outcome measures AU - Weiner, Bryan J. AU - Lewis, Cara C. AU - Stanick, Cameo AU - Powell, Byron J. AU - Dorsey, Caitlin N. AU - Clary, Alecia S. AU - Boynton, Marcella H. AU - Halko, Heather T2 - Implementation Science : IS AB - Background Implementation outcome measures are essential for monitoring and evaluating the success of implementation efforts. Yet, currently available measures lack conceptual clarity and have largely unknown reliability and validity. This study developed and psychometrically assessed three new measures: the Acceptability of Intervention Measure (AIM), Intervention Appropriateness Measure (IAM), and Feasibility of Intervention Measure (FIM). Methods Thirty-six implementation scientists and 27 mental health professionals assigned 31 items to the constructs and rated their confidence in their assignments. The Wilcoxon one-sample signed rank test was used to assess substantive and discriminant content validity. Exploratory and confirmatory factor analysis (EFA and CFA) and Cronbach alphas were used to assess the validity of the conceptual model. Three hundred twenty-six mental health counselors read one of six randomly assigned vignettes depicting a therapist contemplating adopting an evidence-based practice (EBP). Participants used 15 items to rate the therapist’s perceptions of the acceptability, appropriateness, and feasibility of adopting the EBP. CFA and Cronbach alphas were used to refine the scales, assess structural validity, and assess reliability. Analysis of variance (ANOVA) was used to assess known-groups validity. Finally, half of the counselors were randomly assigned to receive the same vignette and the other half the opposite vignette; and all were asked to re-rate acceptability, appropriateness, and feasibility. Pearson correlation coefficients were used to assess test-retest reliability and linear regression to assess sensitivity to change. Results All but five items exhibited substantive and discriminant content validity. A trimmed CFA with five items per construct exhibited acceptable model fit (CFI = 0.98, RMSEA = 0.08) and high factor loadings (0.79 to 0.94). The alphas for 5-item scales were between 0.87 and 0.89. Scale refinement based on measure-specific CFAs and Cronbach alphas using vignette data produced 4-item scales (α’s from 0.85 to 0.91). A three-factor CFA exhibited acceptable fit (CFI = 0.96, RMSEA = 0.08) and high factor loadings (0.75 to 0.89), indicating structural validity. ANOVA showed significant main effects, indicating known-groups validity. Test-retest reliability coefficients ranged from 0.73 to 0.88. Regression analysis indicated each measure was sensitive to change in both directions. Conclusions The AIM, IAM, and FIM demonstrate promising psychometric properties. Predictive validity assessment is planned. Electronic supplementary material The online version of this article (doi:10.1186/s13012-017-0635-3) contains supplementary material, which is available to authorized users. DA - 2017/08/29/ PY - 2017 DO - 10.1186/s13012-017-0635-3 DP - PubMed Central VL - 12 SP - 108 J2 - Implement Sci SN - 1748-5908 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5576104/ Y2 - 2022/11/22/17:54:15 ER - TY - JOUR TI - Psychometric evaluation of the self-efficacy questionnaire for children (SEQ-C): validation among Chinese children and adolescents AU - Xie, Han AU - Shlonsky, Aron AU - Harrigan, Susy T2 - Current Psychology AB - The Self-Efficacy Questionnaire for Children (SEQ-C) is a well-established measure of self-efficacy including three specific task demands, that is, academic self-efficacy, social self-efficacy, and emotional self-efficacy. The present study examined the applicability of the SEQ-C for measuring children’s self-efficacy in a Chinese population. The sample was comprised of 1491 students in Grade 4 to 11 (boys = 52.8%; mean age = 13.0 years) in Wuhan, Hubei Province, China. Confirmatory factor analysis (CFA) was conducted to test the factor structure of the SEQ-C. Also, bivariate correlations between SEQ-C and children’s prosocial behavior, bullying behavior and victimized experience were tested to reflect the convergent validity of the SEQ-C. The results revealed that a modified 20-item Chinese version of the SEQ-C had excellent internal consistency reliability, good construct validity, overall acceptable convergent validity and measurement invariance across gender and school level. Only minor adaptions were necessary, and the rationale for making these adjustments was based on both content and performance of the measure. In addition to the cross-cultural validation, this study has extended the age range of the target users (14 to 17 years) by confirming the suitability of the SEQ-C for age groups spanning primary and secondary school children aged between 9 and 18 years. For those working and doing research in schools, this validation study increases confidence in the use of the Chinese SEQ-C and its subscales for identifying children’s self-efficacy in specific domains and for conducting research on interventions where self-efficacy is an important predictor or outcome. DA - 2022/03/29/ PY - 2022 DO - 10.1007/s12144-022-03046-6 DP - Springer Link J2 - Curr Psychol LA - en SN - 1936-4733 ST - Psychometric evaluation of the self-efficacy questionnaire for children (SEQ-C) UR - https://doi.org/10.1007/s12144-022-03046-6 Y2 - 2022/04/08/07:55:02 ER - TY - CONF TI - PubGraph: A Large-Scale Scientific Knowledge Graph AU - Ahrabian, Kian AU - Du, Xinwei AU - Myloth, Richard Delwin AU - Ananthan, Arun Baalaaji Sankar AU - Pujara, J. AB - Research publications are the primary vehicle for sharing scientific progress in the form of new discoveries, methods, techniques, and insights. Unfortunately, the lack of a large-scale, comprehensive, and easy-to-use resource capturing the myriad relationships between publications, their authors, and venues presents a barrier to applications for gaining a deeper understanding of science. In this paper, we present PubGraph, a new resource for studying scientific progress that takes the form of a large-scale knowledge graph (KG) with more than 385M entities, 13B main edges, and 1.5B qualifier edges. PubGraph is comprehensive and unifies data from various sources, including Wikidata, OpenAlex, and Semantic Scholar, using the Wikidata ontology. Beyond the metadata available from these sources, PubGraph includes outputs from auxiliary community detection algorithms and large language models. To further support studies on reasoning over scientific networks, we create several large-scale benchmarks extracted from PubGraph for the core task of knowledge graph completion (KGC). These benchmarks present many challenges for knowledge graph embedding models, including an adversarial community-based KGC evaluation setting, zero-shot inductive learning, and large-scale learning. All of the aforementioned resources are accessible at https://pubgraph.isi.edu/ and released under the CC-BY-SA license. We plan to update PubGraph quarterly to accommodate the release of new publications. DA - 2023/02/04/ PY - 2023 DP - Semantic Scholar ST - PubGraph UR - https://www.semanticscholar.org/paper/PubGraph%3A-A-Large-Scale-Scientific-Knowledge-Graph-Ahrabian-Du/64fcc4ccc5cecc63f3456558f6deb8a1e89923c7 Y2 - 2024/03/10/19:41:21 ER - TY - JOUR TI - PubGraph: A Large Scale Scientific Temporal Knowledge Graph AU - Ahrabian, Kian AU - Du, Xinwei AU - Myloth, Richard Delwin AU - Ananthan, Arun Baalaaji Sankar AU - Pujara, J. T2 - ArXiv AB - Research publications are the primary vehicle for sharing sci-entific progress in the form of new discoveries, methods, techniques, and insights. Publications have been studied from the perspectives of both content analysis and bibliometric structure, but a barrier to more comprehensive studies of scien-tific research is a lack of publicly accessible large-scale data and resources. In this paper, we present PubGraph , a new resource for studying scientific progress that takes the form of a large-scale temporal knowledge graph (KG). It contains more than 432M nodes and 15.49B edges mapped to the popular Wikidata ontology. We extract three KGs with varying sizes from PubGraph to allow experimentation at different scales. Using these KGs, we introduce a new link prediction benchmark for transductive and inductive settings with temporally-aligned training, validation, and testing partitions. Moreover, we develop two new inductive learning methods better suited to PubGraph, operating on unseen nodes without explicit features, scaling to large KGs, and outperforming existing models. Our results demonstrate that structural features of past citations are sufficient to produce high-quality predictions about new publications. We also identify new challenges for KG models, including an adversarial community-based link prediction setting, zero-shot inductive learning, and large-scale learning. DA - 2023/// PY - 2023 DP - Semantic Scholar ST - PubGraph UR - https://www.semanticscholar.org/paper/PubGraph%3A-A-Large-Scale-Scientific-Temporal-Graph-Ahrabian-Du/e6fba323a73d7c829b490e5b09dc136f3919c827 Y2 - 2024/03/10/19:40:54 KW - ⛔ No DOI found ER - TY - JOUR TI - Public Administration Training and Development in Africa: The Case of the Republic of South Africa AU - Subban, Mogie AU - Vyas-Doorgapersad, Shikha T2 - Journal of Public Affairs Education AB - South Africa is a developmental state that suffers from a lack of management capacity in the public service. Hence, a national imperative focuses on addressing talent management and building a cohort of qualified and competent public servants. The synergistic link between public sector management and the content of public administration can be associated with and contribute to addressing critical skills shortages in the public service. Training in this regard with the demand for and supply of competent managers raises some serious consideration. Given that academicians and scholars often criticize the history and evolution of education and training in public administration as being overly administrative and outdated, how has the need for a transformative management-governance context advanced in South Africa? In this regard, a range of "soft skills" deemed necessary for the developmental agenda in South Africa is a focal point of contemporary public administration. From a training perspective, methodologies include problem-based learning, performance-oriented and situation-emergent training, project management approach to managerial problems, and emphasis placed on indigenous management knowledge in a developmental context. We hope that these innovative approaches would address the wide managerial gap in the public administration environment. DA - 2014/// PY - 2014 DO - 10.1080/15236803.2014.12001804 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:learning KW - P:administration KW - P:environment KW - P:service industry KW - T:Ausbildung KW - Z:action learning KW - Z:capacity KW - Z:developmental state KW - Z:new public governance KW - publicImportV1 ER - TY - JOUR TI - Public health interventions, barriers, and opportunities for improving maternal nutrition in Northeast Nigeria AU - Webb-Girard, Amy AU - Dzingina, Cynthia AU - Akogun, Oladele B AU - Mason, John B. AU - McFarland, Deborah A. T2 - Food and Nutrition Bulletin DA - 2012/// PY - 2012 VL - 33, Supplement 1 SP - 51 EP - 70 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Public Policies of Agroecology in the State of Minas Gerais: An Analysis from the perspective of dichotomic paradigms of agrarian development AU - Oliveira, Andre Correa de T2 - Anais do Encontro Nacional de Ensino e Pesquisa do Campo de Públicas DA - 2017/// PY - 2017 VL - 2 IS - 2 KW - Author:OpenDevEd ER - TY - JOUR TI - Public-private partnership for skill acquisition and vocational technical education development in Nigeria AU - Okpor, I AU - Najimu, H T2 - Mediterranean Journal of Social Sciences AB - This paper discusses the Private Sector Partnership with Education for Skill Acquisition and Vocational Technical Education Development. The relevance of the partnership on bringing skilled and trained manpower in their area of specialization is for the purpose of national development and self actualization. Strategies were identified for the effectiveness of the programme. DA - 2012/// PY - 2012 LA - en UR - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.656.4936&rep=rep1&type=pdf#page=91 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - T:Ausbildung KW - T:TVET KW - T:occupational education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Public-private partnerships for skills development: a governance perspective. Volume II, Case studies. AU - European Training Foundation. CY - LU DA - 2020/// PY - 2020 DP - DOI.org (CSL JSON) LA - en PB - Publications Office ST - Public-private partnerships for skills development UR - https://data.europa.eu/doi/10.2816/371790 Y2 - 2024/03/19/20:10:13 KW - Final_citation ER - TY - GEN TI - Public Universities with a Public Conscience - A Proposed Plan.pdf AU - Concerned Academics AB - A Proposed Plan for a Social Pedagogy Alternative in the Time of Pandemic DA - 2020/04// PY - 2020 DP - drive.google.com UR - https://drive.google.com/file/d/1tyiyKND-5xT1W2BNaYZ43yCJmWb7Y-vR/view?usp=embed_facebook Y2 - 2020/04/21/15:10:42 ER - TY - JOUR TI - Publication rate and citation counts for preprints released during the COVID-19 pandemic: the good, the bad and the ugly AU - Añazco, Diego AU - Nicolalde, Bryan AU - Espinosa, Isabel AU - Camacho, Jose AU - Mushtaq, Mariam AU - Gimenez, Jimena AU - Teran, Enrique T2 - PeerJ AB - Background Preprints are preliminary reports that have not been peer-reviewed. In December 2019, a novel coronavirus appeared in China, and since then, scientific production, including preprints, has drastically increased. In this study, we intend to evaluate how often preprints about COVID-19 were published in scholarly journals and cited. Methods We searched the iSearch COVID-19 portfolio to identify all preprints related to COVID-19 posted on bioRxiv, medRxiv, and Research Square from January 1, 2020, to May 31, 2020. We used a custom-designed program to obtain metadata using the Crossref public API. After that, we determined the publication rate and made comparisons based on citation counts using non-parametric methods. Also, we compared the publication rate, citation counts, and time interval from posting on a preprint server to publication in a scholarly journal among the three different preprint servers. Results Our sample included 5,061 preprints, out of which 288 were published in scholarly journals and 4,773 remained unpublished (publication rate of 5.7%). We found that articles published in scholarly journals had a significantly higher total citation count than unpublished preprints within our sample (p < 0.001), and that preprints that were eventually published had a higher citation count as preprints when compared to unpublished preprints (p < 0.001). As well, we found that published preprints had a significantly higher citation count after publication in a scholarly journal compared to as a preprint (p < 0.001). Our results also show that medRxiv had the highest publication rate, while bioRxiv had the highest citation count and shortest time interval from posting on a preprint server to publication in a scholarly journal. Conclusions We found a remarkably low publication rate for preprints within our sample, despite accelerated time to publication by multiple scholarly journals. These findings could be partially attributed to the unprecedented surge in scientific production observed during the COVID-19 pandemic, which might saturate reviewing and editing processes in scholarly journals. However, our findings show that preprints had a significantly lower scientific impact, which might suggest that some preprints have lower quality and will not be able to endure peer-reviewing processes to be published in a peer-reviewed journal. DA - 2021/03/03/ PY - 2021 DO - 10.7717/peerj.10927 DP - peerj.com VL - 9 SP - e10927 J2 - PeerJ LA - en SN - 2167-8359 ST - Publication rate and citation counts for preprints released during the COVID-19 pandemic UR - https://peerj.com/articles/10927 Y2 - 2021/10/05/18:36:12 ER - TY - RPRT TI - Pulse Check on Digital Learning AU - UNICEF CY - New York DA - 2022/// PY - 2022 PB - UNICEF UR - https://www.unicef.org/media/132096/file/Pulse%20Check.pdf Y2 - 2024/03/19/17:55:45 KW - Final_citation ER - TY - RPRT TI - Pulse Check on Digital Learning AU - UNICEF AB - On Digital Learning DA - 2022/// PY - 2022 LA - en UR - https://www.unicef.org/reports/pulse-check Y2 - 2022/12/14/01:18:27 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Pupil absenteeism, measurement, and menstruation: Evidence from western Kenya AU - Benshaul-Tolonen, Anja AU - Garazi, Zulaika AU - Nyothach, Elizabeth AU - Oduor, Clifford AU - Mason, Linda AU - Obor, David AU - Alexander, Kelly T. AU - Laserson, Kayla F. AU - Phillips-Howard, Penelope A. T2 - CDEP-CGEG WP DA - 2019/// PY - 2019 DP - Google Scholar VL - 74 ST - Pupil absenteeism, measurement, and menstruation KW - ⛔ No DOI found ER - TY - JOUR TI - Pupil Learning with Digital Tablet in Classroom AU - Dauphin, Anyck T2 - Journal of Economics and Economic Education Research DA - 2019/// PY - 2019 DP - Google Scholar VL - 20 IS - 4 SP - 1 EP - 19 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Pushing the child centred approach in Myanmar: the role of cross national policy networks and the effects in the classroom AU - Lall, Marie T2 - Critical Studies in Education DA - 2011/10// PY - 2011 DO - 10.1080/17508487.2011.604072 DP - DOI.org (Crossref) VL - 52 IS - 3 SP - 219 EP - 233 J2 - Critical Studies in Education LA - en SN - 1750-8487, 1750-8495 ST - Pushing the child centred approach in Myanmar UR - http://www.tandfonline.com/doi/abs/10.1080/17508487.2011.604072 Y2 - 2020/05/22/13:27:57 KW - C:Myanmar KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Germany DEU KW - _C:India IND KW - _C:Japan JPN KW - _C:Mongolia MNG KW - _C:Myanmar MMR KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Putting evidence to work: A school's guide to implementation AU - Education Endowment Foundation DA - 2019/// PY - 2019 UR - https://dera.ioe.ac.uk/31088/1/EEF-Implementation-Guidance-Report.pdf Y2 - 2022/02/22/15:19:09 ER - TY - RPRT TI - Putting Evidence to Work: A School's Guide to Implementation AU - Sharples, Jonathan AU - Albers, Bianca AU - Fraser, Stephen AU - Kime, Stuart DA - 2019/// PY - 2019 UR - https://d2tic4wvo1iusb.cloudfront.net/eef-guidance-reports/implementation/EEF-Active-Ingredients-Summary.pdf?v=1635355218 Y2 - 2023/10/26/14:15:47 ER - TY - RPRT TI - Putting SDG4 into practice: professional learning communities in education | Unesco IIEP Learning Portal AU - VVOB AB - Inclusive and equitable education provides all learners with the capabilities to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies, and enhance individual wellbeing. This technical brief describes how professional learning communities (PLCs) matter for quality education, as they play an important role in the professional development and motivation of teachers and school leaders. The experiences of VVOB demonstrate how reinforcing the capacities of national and local education authorities to establish and support PLCs is of crucial importance to the success of these communities. DA - 2017/// PY - 2017 SP - 12 LA - English PB - VVOB UR - https://learningportal.iiep.unesco.org/en/library/putting-sdg4-into-practice-professional-learning-communities-in-education Y2 - 2021/06/22/15:19:46 ER - TY - JOUR TI - PV-Solar Power Generation in Educational Institutions AU - Oleiwi, Fadhil Mahmood AU - Kasim, Naseer K. AU - Atwan, Ahmed F. T2 - Journal of Physics: Conference Series AB - The PV solar system on the rooftop of buildings is a good source of renewable electric energy. Iraq has very large number of educational institutions with large non-invested rooftop with shortage of electrical energy supply. The present work aims at construction a simulation for PV-System action installed on rooftop of educational institutions in Baghdad using Green Power Solution (GPS) and PV-Syst programs. Based on the surface area of the schools’ roofs, the GPS program estimated three main PV-Systems which can be carried out, 63kW, 50kW, and 30kW in order to supply the electric power to selected school. Due to allocating few hours for school’s studying time along the year, the suitable PV-System is on-grid connection. The results indicated that the annual system performance ratio is 81.9% and the annual output power of these systems were 111.0 MWh/year, 88 MWh/year and 51.4 MWh/year respectively, 19.3MWh/year of them was consumed for this school and the rest is a feedback for grid. This green generation reduced the amount of emission CO2 by 73.981 tons, 62.216 tons and 36.3398 tons per year for systems 63kW, 50kW and 30kW respectively. The results also appear that the initial capital cost of each system can be recovered during the first six years of system operation. DA - 2021/05// PY - 2021 DO - 10.1088/1742-6596/1879/3/032070 DP - Institute of Physics VL - 1879 IS - 3 SP - 032070 J2 - J. Phys.: Conf. Ser. LA - en SN - 1742-6596 UR - https://dx.doi.org/10.1088/1742-6596/1879/3/032070 Y2 - 2024/03/14/14:29:01 ER - TY - JOUR TI - Qualitative exploration of digital chatbot use in medical education: A pilot study AU - Kaur, Anjuli AU - Singh, Sid AU - Chandan, Joht S. AU - Robbins, Tim AU - Patel, Vinod T2 - Digital Health DA - 2021/// PY - 2021 DO - 10.1177/20552076211038151 DP - Google Scholar VL - 7 SP - 20552076211038151 ST - Qualitative exploration of digital chatbot use in medical education KW - Artificial intelligence KW - digital health KW - education KW - lifestyle KW - machine learning KW - technology ER - TY - BOOK TI - Qualitative Inquiry and Research Design: Choosing Among Five Approaches AU - Creswell, John W. AU - Poth, Cheryl N. AB - In the revised Fourth Edition of the best-selling text, John W. Creswell and new co-author Cheryl N. Poth explore the philosophical underpinnings, history, and key elements of five qualitative inquiry approaches: narrative research, phenomenology, grounded theory, ethnography, and case study. Preserving Creswell's signature writing style, the authors compare the approaches and relate research designs to each of the traditions of inquiry in a highly accessible manner. Featuring new content, articles, pedagogy, references, and expanded coverage of ethics throughout, the Fourth Edition is an ideal introduction to the theories, strategies, and practices of qualitative inquiry. DA - 2016/12/19/ PY - 2016 DP - Google Books SP - 489 LA - en PB - SAGE Publications SN - 978-1-5063-3019-8 ST - Qualitative Inquiry and Research Design KW - Reference / Research KW - Social Science / Methodology ER - TY - JOUR TI - Qualitative methods in implementation research: an introduction AU - Hamilton, Alison B. AU - Finley, Erin P. T2 - Psychiatry research DA - 2019/// PY - 2019 DO - 10.1016/j.psychres.2019.112516 DP - Google Scholar VL - 280 SP - 112516 ST - Qualitative methods in implementation research ER - TY - BOOK TI - Qualitative researching AU - Mason, Jennifer DA - 2002/// PY - 2002 DP - Google Scholar ET - 2 PB - Sage KW - CitedIn:BIBBTVET KW - CitedIn:eCubed KW - DL4D cited KW - Done:ReferenceFixed KW - TPD@Scale-cited KW - TPD@Scale_1 KW - eCubed ER - TY - JOUR TI - Qualité de l’air à l’intérieur des écoles AU - Cartieaux, E. AU - Rzepka, M.-A. AU - Cuny, D. T2 - Archives de Pédiatrie DA - 2011/07// PY - 2011 DO - 10.1016/j.arcped.2011.04.020 DP - DOI.org (Crossref) VL - 18 IS - 7 SP - 789 EP - 796 J2 - Archives de Pédiatrie LA - fr SN - 0929693X UR - https://linkinghub.elsevier.com/retrieve/pii/S0929693X11001928 Y2 - 2022/06/02/22:48:35 ER - TY - BOOK TI - Quality education for all children? What works in education in developing countries: International Initiative for Impact Evaluation. Working Paper 20 AU - Krishnaratne, S. AU - White, H. AU - Carpenter, E. CY - New Delhi DA - 2013/// PY - 2013 PB - International Initiative for Impact Evaluation UR - http://www.3ieimpact.org/media/filer/2013/09/10/wp_20.pdf. ER - TY - BOOK TI - Quality Education for All Children? What Works in Education in Developing Countries. Working Paper 20 AU - Krishnaratne, Shari AU - White, Howard CY - New Delhi DA - 2013/// PY - 2013 PB - International Initiative for Impact Evaluation ER - TY - JOUR TI - Quality Education in Rwanda: A Critical Analysis of Quality Indicators AU - de Dieu, Habyarimana Jean AU - Theogene, Hashakimana AU - Philothere, Ntawiha AU - Ke, Zhou DA - 2020/// PY - 2020 DP - Google Scholar ST - Quality Education in Rwanda KW - ⛔ No DOI found ER - TY - ELEC TI - Quality Improvement Approaches: Implementation Science T2 - Carnegie Foundation for the Advancement of Teaching AB - The implementation science approach to improvement in education centers on how to accommodate local school variables and other contextual factors that can impede successful implementation DA - 2017/03/15/T22:37+00:00 PY - 2017 LA - en ST - Quality Improvement Approaches UR - https://www.carnegiefoundation.org/blog/quality-improvement-approaches-implementation-science/ Y2 - 2022/09/26/12:43:28 ER - TY - RPRT TI - Quality of Education and Teacher Learning: A Review of the Literature AU - Leu, E. AU - Price-Rom, A. CY - Washington, DC DA - 2006/// PY - 2006 PB - USAID/EQUIP1 ST - Quality of Education and Teacher Learning: A Review of the Literature UR - http://www.equip123.net/docs/E1-QualityEdLitReview.pdf ER - TY - RPRT TI - Quality Teaching: Building a Flexible and Dynamic Approach. GEC Working Paper Series. Number 2. AU - Leu, Elizabeth AU - Hays, Frances AU - LeCzel, Donna Kay AU - O'Grady, Barbara T2 - GEC Working paper series CY - Washington, DC DA - 2005/// PY - 2005 DP - Google Scholar PB - Academy for Educational Development (AED) ST - Quality Teaching UR - http://eric.ed.gov/?id=ED537472 Y2 - 2015/01/13/15:08:40 ER - TY - JOUR TI - Quantifying segregation on a small scale: how and where locality determines student compositions and outcomes taking Hamburg, Germany, as an example AU - Leist, Sebastian A. AU - Perry, Laura B. T2 - School Effectiveness and School Improvement AB - Increased social and academic segregation are known side effects of school choice policies in market-driven environments that facilitate competition amongst schools. Aiming at complementing foundational knowledge in quantifying segregation, this study first defines school markets (i.e., geographical context) based on student transitions from primary school to secondary school in Hamburg, Germany. Second, genuine spatial measures of segregation are applied to generate differentiated in-situ insights. In general, social segregation appears evident between school markets, school types, and individual schools and, thus, shapes social compositions of secondary schools. The pattern of student transfers across the city confirms that parents are selecting particular schools for their children, resulting in different schools servicing different composition of students and so markets. Furthermore, the findings suggest that school markets in both very affluent and very deprived areas are spatially isolated and hence persistently reproduce wealth and affluence as well as poverty and disadvantage. DA - 2020/07/02/ PY - 2020 DO - 10.1080/09243453.2019.1688845 DP - Taylor and Francis+NEJM VL - 31 IS - 3 SP - 356 EP - 380 SN - 0924-3453 ST - Quantifying segregation on a small scale UR - https://doi.org/10.1080/09243453.2019.1688845 Y2 - 2021/03/07/17:19:48 KW - Market models KW - _C:Australia AUS KW - _C:France FRA KW - _C:Germany DEU KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - school choice KW - segregation KW - socioeconomic status KW - student transitions ER - TY - RPRT TI - Quantitative Analysis of the Distribution of Professional Staff with Advanced Degrees in 2014 Missouri Public School Districts by Student Ethnicity and Socioeconomic Status AU - Wall, T J DA - 2015/// PY - 2015 UR - https://www.nwmissouri.edu/accreditation/NCATE/pdf/FocusVisit/Rejoinder/Exhibits/R.4.5.9%20Action%20Research%20Paper.pdf Y2 - 2021/03/07/17:43:09 KW - Lebanon_event_2021 KW - _C:Finland FIN KW - _C:Norway NOR KW - _C:Sweden SWE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Queer identity and theory intersections in mathematics education: a theoretical literature review AU - Moore, Alexander S. T2 - Mathematics Education Research Journal AB - Researchers have become aware of a need to focus on the continued development of gender and sexuality research in mathematics education, as frameworks and conceptual perspectives have been difficult to operationalize, particularly outside of the heteronormative categories of cis-male and cis-female studies. Early pioneers of this work have proposed intersectionality theory (e.g., Leyva, 2017) and queer theories (e.g., Dubbs 2016; Esmonde 2011; Sheldon and Rands 2013) as promising lenses for conceptualizing such research, as they allow for critical postmodern engagement by avoiding many of the structuralist gender commitments that have previously prevented it. In this paper, I build on this work by employing the notion of mathematical identity. I perform a systematic, theoretical review of the literature to articulate a basis for the intersection of mathematical identity and queer identity. I articulate the theoretical basis for this intersection of identities by building a framework that illustrates the intersectional nature of mathematical and queer identities and gives scholars a tool for conceptualizing future work in this area. This paper issues a call to the field to embrace the uncertainty of this new research borderland, because it is only through a radical vision of identity research in mathematics education—such as is offered here—that researchers can begin to situate students’ participation in mathematics within larger social and economic systems that have yet to be analyzed in depth with respect to queer identity. DA - 2021/12/01/ PY - 2021 DO - 10.1007/s13394-020-00354-7 DP - Springer Link VL - 33 IS - 4 SP - 651 EP - 687 J2 - Math Ed Res J LA - en SN - 2211-050X ST - Queer identity and theory intersections in mathematics education UR - https://doi.org/10.1007/s13394-020-00354-7 Y2 - 2022/04/05/20:26:16 ER - TY - RPRT TI - Quest: Evaluation Report and Executive Summary AU - Biggart, Andy AU - Sloan, Seaneen AU - O'Hare, Liam AU - Miller, Sarah AB - Quest is a whole-year group approach to teaching English in Key Stage 3. Pupils are grouped according to their current level of reading comprehension, typically with smaller classes for the lowest attaining groups. Key components of the programme include: an emphasis on collaborative (or 'co-operative') learning; a requirement that participating teachers follow a consistent 'cycle of instruction'; and the use of formative assessment in every lesson. Pupil progress is reviewed every eight weeks, with results used as the basis for re-grouping the class. This project sought to assess the impact of Quest on Year 7 pupils' reading comprehension and was supplemented by a process evaluation that assessed programme implementation. Six schools followed the programme, and a further 13 participated in the evaluation. All participating teachers received two days training and extensive resources to be used as part of the approach, including lesson plans, graded texts and 'digitexts' (interactive texts). The programme was designed to be delivered in daily 60-minute lessons by all Year 7 English teachers, and run over the full school year. The study was one of 24 projects in a themed round on literacy catch-up at the primary-secondary transition. Key conclusions include: (1) The evaluation was unable to provide a secure estimate of the impact of Quest on reading comprehension outcomes among Year 7 pupils, primarily due to a high level of drop-out from the trial. (2) Few, if any, schools implemented the programme as designed, suggesting that substantial adaptation may be required if the approach is to gain wider adoption in English schools. (3) Some of the main barriers to successful implementation included: the difficulty in covering the expected material in a single school lesson; a perception of an insufficient focus on writing activities; and its adoption as a whole-year group intervention; (4) Many schools were positive about the range of resources provided by the programme and the co-operative learning aspects of the programme; and (5) Though it is not possible to draw a conclusive statement about the impact of the programme, on average, pupils who received the programme made less progress than those who did not. The evaluation adds limited evidence to a knowledge base of whole-year group approaches to reading interventions that involve co-operative learning, setting by ability, and concentrating most resources on those who are experiencing the greatest difficulties. Further work, taking into account feedback from teachers, is needed in order to adapt Quest to the English secondary school system. This includes reducing the amount of material to be covered in each lesson, and consideration of whether there is a need for more writing opportunities within the programme. CY - London DA - 2015/// PY - 2015 PB - Education Endowment Foundation KW - _Added to LR KW - _G:reviewed ER - TY - ELEC TI - R&D: Radiant Heat and Indoor Environments | EMI AU - Propst, Daniel T2 - EMI world AB - Creating temperate indoor environments in the schools, hospitals, and ministry buildings we design. DA - 2019/// PY - 2019 UR - https://emiworld.org/emi-tech/rd-radiant-heat-and-indoor-environments Y2 - 2022/06/03/13:32:25 ER - TY - BOOK TI - Race, Politics, and Pandemic Pedagogy: Education in a Time of Crisis AU - Giroux, Henry A. AB - In this book Henry A. Giroux passionately argues that education and critical pedagogy are needed now more than ever to combat injustices in our society caused by fake news, toxic masculinity, racism, consumerism and white nationalism. At the heart of the book is the idea that pedagogy has the power to create narratives of desire, values, identity, and agency at time when these narratives are being manipulated to promote right wing populism and emerging global fascist politics. The book expands on the notion of the plague as not only a medical crisis but also a crisis of politics, ethics, education, and democracy itself. The chapters cover a range topics beginning with historical perspectives on fascism and moving on to issues of social atomization, depoliticization, neoliberal pedagogy, the scourge of staggering inequality, populism, and pandemic pedagogy. The book concludes with a call for educators to make education central to politics, develop a discourse of critique and possibility, reclaim the vision of a radical democracy, and embrace their role as powerful agents of change. DA - 2021/01/14/ PY - 2021 DP - Google Books SP - 281 LA - en PB - Bloomsbury Publishing SN - 978-1-350-18445-9 ST - Race, Politics, and Pandemic Pedagogy KW - Education / Philosophy, Theory & Social Aspects KW - Philosophy / Political KW - Political Science / Political Ideologies / Fascism & Totalitarianism KW - Social Science / Anthropology / Cultural & Social ER - TY - CHAP TI - Radical Markets: Uprooting Capitalism and Democracy for a Just Society AU - Posner, Eric A. AU - Weyl, E. Glen T2 - Radical Markets AB - Revolutionary ideas on how to use markets to bring about fairness and prosperity for all Many blame today's economic inequality, stagnation, and political instability on the free market. The solution is to rein in the market, right? Radical Markets turns this thinking--and pretty much all conventional thinking about markets, both for and against—on its head. The book reveals bold new ways to organize markets for the good of everyone. It shows how the emancipatory force of genuinely open, free, and competitive markets can reawaken the dormant nineteenth-century spirit of liberal reform and lead to greater equality, prosperity, and cooperation. Eric Posner and Glen Weyl demonstrate why private property is inherently monopolistic, and how we would all be better off if private ownership were converted into a public auction for public benefit. They show how the principle of one person, one vote inhibits democracy, suggesting instead an ingenious way for voters to effectively influence the issues that matter most to them. They argue that every citizen of a host country should benefit from immigration—not just migrants and their capitalist employers. They propose leveraging antitrust laws to liberate markets from the grip of institutional investors and creating a data labor movement to force digital monopolies to compensate people for their electronic data. Only by radically expanding the scope of markets can we reduce inequality, restore robust economic growth, and resolve political conflicts. But to do that, we must replace our most sacred institutions with truly free and open competition— Radical Markets shows how. DA - 2018/05/15/ PY - 2018 DP - www.degruyter.com LA - en PB - Princeton University Press SN - 978-1-4008-8945-7 ST - Radical Markets UR - https://www.degruyter.com/document/doi/10.23943/9781400889457/html Y2 - 2024/03/04/14:27:49 KW - Final_citation ER - TY - RPRT TI - Radio: A Rapid Evidence Review AU - Damani, Kalifa AU - Mitchell, Joel DA - 2020/06// PY - 2020 LA - en PB - EdTech Hub ST - Radio KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Radio: Rapid Evidence Review AU - Damani, Kalifa AU - Mitchell, Joel AB - This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance education have renewed salience during this period because many students cannot access schooling in a school building due to social distancing requirements. As one of the longest-serving and most accessible types of educational technology (EdTech), and one that has had some success in education delivery in an LMIC context that was affected by an epidemic, it is particularly useful to focus on radio (Barnett et al., 2018; Hallgarten, 2020). Notably, the RER aims neither to advocate nor discourage the use of radio in education in response to the COVID-19 pandemic. Instead, it provides an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential of radio in education delivery. DA - 2020/07/01/ PY - 2020 DO - 10.5281/ZENODO.3948149 DP - DOI.org (Datacite) LA - en ST - Radio UR - https://zenodo.org/record/3948149 Y2 - 2021/03/26/19:20:28 ER - TY - JOUR TI - Raising domestic resources for equitable education AU - Zubairi, Asma AU - Rose, Pauline T2 - Background paper for The Learning Generation. Investing in Learning for a Changing World, International Commission on Financing Global Education Opportunity. http://www. educationequity2030. org/resources-2/2017/3/23/raising-domestic-resources-for-equitable-education DA - 2016/// PY - 2016 DP - Google Scholar UR - http://report.educationcommission.org/wp-content/uploads/2017/01/Raising-Domestic-Resources-for-Equitable-Outcomes.pdf Y2 - 2023/11/08/16:14:54 KW - ⛔ No DOI found ER - TY - JOUR TI - Raising early achievement in math with interactive apps: A randomized control trial. AU - Outhwaite, Laura A. AU - Faulder, Marc AU - Gulliford, Anthea AU - Pitchford, Nicola J. T2 - Journal of educational psychology DA - 2019/// PY - 2019 DO - 10.1037/edu0000286 DP - Google Scholar VL - 111 IS - 2 SP - 284 ST - Raising early achievement in math with interactive apps KW - __C:filed:1 ER - TY - JOUR TI - RAMESES II reporting standards for realist evaluations AU - Wong, Geoff AU - Westhorp, Gill AU - Manzano, Ana AU - Greenhalgh, Joanne AU - Jagosh, Justin AU - Greenhalgh, Trish T2 - BMC Medicine AB - Realist evaluation is increasingly used in health services and other fields of research and evaluation. No previous standards exist for reporting realist evaluations. This standard was developed as part of the RAMESES II project. The project’s aim is to produce initial reporting standards for realist evaluations. DA - 2016/06/24/ PY - 2016 DO - 10.1186/s12916-016-0643-1 DP - BioMed Central VL - 14 IS - 1 SP - 96 J2 - BMC Medicine SN - 1741-7015 UR - https://doi.org/10.1186/s12916-016-0643-1 Y2 - 2023/10/23/18:44:44 KW - Delphi approach KW - Realist evaluation KW - Reporting guidelines ER - TY - JOUR TI - Randomized impact evaluation of education interventions: Experiences and lessons from a reading to learn intervention in East Africa AU - Ngware, M.W. AU - Abuya, B. AU - Oketch, M. AU - Admassu, K. AU - Mutisya, M. AU - Musyoka, P. T2 - International Journal of Research & Method in Education DA - 2015/// PY - 2015 DO - 10.1080/1743727X.2014.965252 VL - 38 IS - 4 SP - 430 EP - 451 UR - https://doi.org/10.1080/1743727X.2014.965252. ER - TY - JOUR TI - Randomized Trial of Tablet Computers for Education and Learning in Children and Young People with Low Vision AU - Gothwal, Vijaya K. AU - Thomas, Rachel AU - Crossland, Michael AU - Bharani, Seelam AU - Sharma, Sujata AU - Unwin, Hilary AU - Xing, Wen AU - Khabra, Komel AU - Dahlmann-Noor, Annegret T2 - Optometry and Vision Science AB - SIGNIFICANCE  Mobile devices such as tablet computers have become widely available as mainstream devices and are also used in some schools, but there is an absence of robust information regarding the efficacy of any optical/electronic low vision device or tablet computer in supporting education of young people with low vision. PURPOSE  A randomized controlled trial (RCT) is needed to measure the impact of tablet computers on education, specifically on independent access to educational material, in children and young people with low vision. We conducted a pilot RCT to determine the feasibility of conducting a full-scale trial. METHODS  This was a randomized multicenter pilot trial across two sites in the United Kingdom and one site in India. Forty children and young people aged 10 to 18 years with low vision (best-corrected visual acuity for distance between <20/60 [0.48 logMAR] and 20/400 [1.30 logMAR] in the better eye) in the United Kingdom (n = 20) and India (n = 20) were randomized to two parallel arms, with a 1:1 allocation ratio, to control (n = 20) or intervention (n = 20). Control group participants received standard low vision care. The intervention group received a tablet computer (iPad) with low vision applications and instruction in its use, including accessibility features. Four primary outcomes included (1) 6-month recruitment rate, (2) retention of participants for 3 months, (3) acceptance/usage of device, and (4) accessibility of device. RESULTS  Nineteen participants (95%) enrolled within 6 months in the United Kingdom, and 20 participants (100%), in India. Retention at 3 months was 85% (n = 17) in the United Kingdom and 95% (n = 19) in India. More than one half of participants reported using a tablet computer at school at least once every day. The majority (90%) found it easily accessible. CONCLUSIONS  This study demonstrated that it is feasible to recruit children and young people with low vision into an international multicenter RCT of electronic assistive technology. Regardless of geographical location, children and young people with low vision reported using tablet computers at least once a day at school and accessed them easily. DA - 2018/09// PY - 2018 DO - 10.1097/OPX.0000000000001270 DP - journals.lww.com VL - 95 IS - 9 SP - 873 EP - 882 LA - en-US SN - 1538-9235 UR - https://journals.lww.com/optvissci/Fulltext/2018/09000/Randomized_Trial_of_Tablet_Computers_for_Education.23.aspx Y2 - 2022/04/16/10:01:09 ER - TY - JOUR TI - Randomized trials with missing outcome data: how to analyze and what to report AU - Groenwold, Rolf HH AU - Moons, Karel GM AU - Vandenbroucke, Jan P. T2 - Canadian Medical Association Journal DA - 2014/// PY - 2014 DO - 10.1503/cmaj.131353 DP - Google Scholar VL - 186 IS - 15 SP - 1153 EP - 1157 ST - Randomized trials with missing outcome data KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - eCubed ER - TY - JOUR TI - Rapid community identification, pain and distress associated with lymphoedema and adenolymphangitis in resource-limited communities of North-eastern Nigeria AU - Akogun, Oladele B AU - MK, Akogun AU - Apake, E. AU - Kale, O.O. T2 - Acta Tropica DA - 2011/// PY - 2011 VL - 120S SP - 62 EP - 68 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - Rapid-Cycle Evaluations AU - American Institute for Research DA - 2018/// PY - 2018 UR - https://optimizingoutcomes.air.org/rapid-cycle.php Y2 - 2022/12/21/22:02:34 ER - TY - JOUR TI - Rapid Evidence Assessment (REA) of What Works to Improve Educational Outcomes for People with Disabilities in Low and Middle-Income Countries. Campbell Collaboration and International Centre for Evidence in Disability AU - Kuper, Hannah AU - Saran, Ashrita AU - White, Howard DA - 2018/// PY - 2018 UR - https://www.gov.uk/research-fordevelopment-outputs/improving-educational-outcomes-for-people-with-disabilities-in-low-and-middle-incomecountries-why-does-it-matter-and-what-works KW - ⛔ No DOI found ER - TY - RPRT TI - Rapid Evidence Review: Accelerated Learning and EdTech AU - Damani, Kalifa DA - 2020/// PY - 2020 LA - English PB - The EdTech Hub UR - https://edtechhub.org/wp-content/uploads/2020/09/RER-Accelerated-Learning-and-EdTech.pdf Y2 - 2020/11/13/00:00:00 ER - TY - BLOG TI - Rapid Evidence Review: Girls' Education and EdTech T2 - EdTech Hub AB - Full PDF Download Key Findings Access to technology has shown to be often disproportionately more empowering for girls relative to boys, with wider benefits which expand beyond formal education. Most studies suggest there is a significant existing gender digital divide: cultural bias and gendered assumptions about girls’ competence and enjoyment of technology, and the benefits […] DA - 2020/// PY - 2020 LA - en-GB ST - Rapid Evidence Review UR - https://edtechhub.org/rapid-evidence-review-girls-education-and-edtech/ Y2 - 2020/07/30/16:46:49 KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Rapid Evidence Review: Radio AU - Damani, Kalifa AU - Mitchell, Joel DA - 2020/// PY - 2020 LA - en ST - Rapid Evidence Review UR - https://docs.edtechhub.org/lib/YMWE6FR6 ER - TY - RPRT TI - Rapid food and income security assessment Round 2: How are BRAC International volunteers and programme participants coping with COVID-19 AU - BRAC DA - 2020/// PY - 2020 UR - https://covid19.bracinternational.nl/wp-content/uploads/2020/04/BI-COVID-19-Rapid-Assessment-Round2_20200424.pdf Y2 - 2020/06/28/18:08:51 KW - _COVID-Continuity-Blogpost-01 KW - _COVID_DEAA-List ER - TY - RPRT TI - Rapid Review of Assistive Technologies for Persons with Disability in India AU - Singh, Suneeta AU - Tomar, Manika AU - Mahendra, Vaishali S AB - The purpose of this study is to support a better understanding of the evidence on assistive technology and support an effective response DA - 2020/// PY - 2020 LA - en PB - Amaltas Consulting Private Ltd UR - https://www.gov.uk/research-for-development-outputs/rapid-review-of-assistive-technologies-for-persons-with-disability-in-india Y2 - 2020/12/10/21:15:32 ER - TY - BLOG TI - Rayyan - AI Powered Tool for Systematic Literature Reviews AB - Rayyan is an intelligent research collaboration platform that saves you time completing literature reviews and systematic reviews. Intuitive, scalable, fast. DA - 2021/11/08/T19:01:59+00:00 PY - 2021 LA - en-US UR - https://www.rayyan.ai/ Y2 - 2024/01/20/08:43:13 KW - _Added-ailr-2024 ER - TY - JOUR TI - (Re)considering the Concept of Literature Review Reproducibility AU - Cram, W. Alec AU - Templier, Mathieu AU - Pare, Guy T2 - Journal of the Association for Information Systems DA - 2020/09/11/ PY - 2020 DO - 10.17705/1jais.00630 VL - 21 IS - 5 SP - 1103 EP - 1114 LA - en SN - 1536-9323 UR - https://aisel.aisnet.org/jais/vol21/iss5/10 ER - TY - JOUR TI - (Re)Designing Augmented Reality Applications to Facilitate Intercultural Telecollaborations AU - Hadjistassou, Stella AU - Avgousti, Maria-Iosifina AU - Louca, Petros T2 - Journal of Learning for Development AB - This paper draws on design-based research to develop a real-world classroom Augmented Reality (AR) scenario which was accompanied by tasks used to mediate intercultural telecollaboration. It investigates the role of these tasks and AR scenario in enacting affordances to enrich students’ learning experiences, to establish a connection between classroom management techniques, their local context and future teaching practices and to promote insightful reflections on such practices. The trajectories upon which these tasks were designed were practice-oriented inviting students to explore three options in dealing with classroom misbehavior and reserved students. Using their mobile devices, students could view in AR a classroom setting, a student’s disruptive behavior and three possible approaches in dealing with such behavior. Upon exploring the three options in handling classroom misbehavior, students across the two participating academic institutions in Europe could post their comments on a newly created platform, ReDesign. DA - 2021/03/18/ PY - 2021 DP - jl4d.org VL - 8 IS - 1 SP - 58 EP - 73 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/413 Y2 - 2022/04/05/12:22:30 KW - Augmented Reality (AR) KW - Learning Management System (LMS) KW - intercultural telecollaboration KW - language learning KW - ⛔ No DOI found ER - TY - JOUR TI - Re-Integrating Vocational Technical Skill Acquisition into the Educational Curriculum: Capacity Building for Future Professionals AU - Olukanni, David O. AU - Aderonmu, Peter A. AU - Ogbiye, Adebanji S. AU - Akinwumi, Isaac I. AU - Chova, LG AU - Martinez, AL AU - Torres, IC T2 - ICERI 2014 AB - One of the observable problems facing most developing nations today is the non-availability of adequately trained and well-motivated professionals with the capacity to solving problems of national development. Many University graduate professionals complain of unemployment. However, there exist substantial employment opportunities in Africa and other developing nations but the major challenge being that, the skills to match up with imminent challenges are missing. There is, therefore a need to re-integrate vocational technical skill acquisition into the Educational Curriculum for young professionals with proper mental orientation and practical skills for solving societal problems. This paper underlined the necessity of re-integrating vocational technical education (VTE) courses with special targets on sustainability and capacity building aspect of citizenry lives with a view to ascertain the empowerment of students for self employment after graduation. In a bid to achieve this, the current pedagogical approach and curriculum dynamics employed at the Architecture and Civil Engineering Department of Covenant University Ota, Nigeria was evaluated. Specific reference was made in terms of knowledge application from fabrication, construction in timber, reinforced concrete and steel to the main architectural design project. As regards the capacity building development aspect within the architectural and civil engineering education, the application of the respective vocational technical knowledge, obtained through lectures, site works and work shop practices were of major essence in collaborative design projects. It is expected that the indispensability of VTE courses for a successfully-integrated design would bind every element of the design together in different scales. In this way, the sustainability component of the designs in the studio, engineering workshop practice and energy-efficient design would be put to use. The study recommended the investigation and application of all critical elements of VTE-based curriculum development for a sustainable capacity development of emerging future professionals. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:T KW - D:developing nation KW - F:curriculum KW - F:pedagogy KW - P:architecture KW - P:construction KW - T:TVET KW - T:trainee KW - Z:Capacity Building KW - Z:Educational Curriculum KW - Z:Future Professionals KW - Z:Sustainability KW - Z:Vocational Technical Skill KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Re-positioning Agricultural Policies in Nigeria T2 - Multidisciplinary Journal of Research & Development DA - 2006/07// PY - 2006 VL - 7 IS - 2 SP - , EP - 103 – 108 LA - en KW - ⛔ No DOI found ER - TY - CHAP TI - Re-visioning Technical Vocational Education and Training (TVET) for the Youth in Sub-Saharan Africa (SSA) and the Sustainable Development Goals (SDGs): Prospects and Promises Within the Framework of the Ubuntu Paradigm AU - Ogwo, Benjamin A. T2 - Re-Visioning Education in Africa: Ubuntu-Inspired Education for Humanity A2 - Takyi-Amoako, Emefa J. A2 - Assié-Lumumba, N'Dri Thérèse AB - Ogwo explains the concept of Ubuntu paradigm and analyses how its precepts could be adopted in designing and implementing technical vocational education and training (TVET) programmes that can enhance the attainment of the sustainable development goals (SDGs) in sub-Saharan African countries. The chapter adopts the conceptual approach of using the Ubuntu lens to re-vision technical vocational education and training (TVET), which is the fundamental means for technically acculturating the youth who will steer the sustainable development goals (SDGs) programmes towards eradicating poverty, enhancing food security, encouraging gender empowerment, improving quality of life, and sustainable progress of sub-Saharan Africa. It also examines Ubuntu-based soft skills, affective competencies, and ethical re-engineering of TVET programmes for environmentally friendly, justice-driven, people oriented and communally derived sustainable development of sub-Saharan Africa. DA - 2018/// PY - 2018 SP - 155 EP - 173 LA - en SN - 978-3-319-70043-4 UR - https://doi.org/10.1007/978-3-319-70043-4_9 Y2 - 2020/05/28/14:07:52 ER - TY - RPRT TI - Reaching SDG4 by 2030: Characteristics of Interventions That Can Accelerate Progress in the Lowest-Income Countries AU - Haßler, Björn AU - Open Development & Education CN - 0276 DA - 2022/05/30/ PY - 2022 LA - en PB - OpenDevEd SN - Policy Note UR - https://docs.opendeved.net/lib/8RSB5NPN KW - Author:OpenDevEd KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Reaching SDG4 by 2030: Options for Interventions That Can Accelerate Progress in the Lowest-Income Countries AU - Haßler, Björn T2 - Decision DA - 2022/08/01/ PY - 2022 DO - 10.1007/s40622-022-00321-0 VL - 49 IS - 2 SP - 189 EP - 194 J2 - Decision LA - en UR - https://docs.opendeved.net/lib/95JMZKRC KW - Author:OpenDevEd KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Reaching SDG4 by 2030: Options for Interventions That Can Accelerate Progress in the Lowest-Income Countries AU - Haßler, Björn AU - Open Development & Education CN - 0277 DA - 2022/08/01/ PY - 2022 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/2U7PR3EE KW - Author:OpenDevEd KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Reaching The Marginalized AU - Education For All T2 - Global Monitoring Report DA - 2010/// PY - 2010 ST - Reaching The Marginalized UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2010-marginalization/ ER - TY - BOOK TI - Reaching the marginalized AU - UNESCO T2 - EFA Global Monitoring Report DA - 2010/// PY - 2010 DP - Google Scholar UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2010-marginalization/ Y2 - 2014/04/30/12:13:03 ER - TY - RPRT TI - Reading at the Transition AU - Higgins, Steve AU - Katsipataki, Maria AU - Coleman, Robbie CY - London DA - 2014/// PY - 2014 LA - English M3 - Interim Evidence Brief PB - Education Endowment Foundation UR - https://educationendowmentfoundation.org.uk/public/files/Publications/EEF_Interim_Evidence_Brief_ReadingAtTheTransition.pdf Y2 - 2020/11/24/00:00:00 KW - _Added to LR KW - _T:reviewed ER - TY - BLOG TI - Reading Audrey Watters: A reflection on personalised learning via education technology through a decolonial lens AU - Sarwar, Moizza Binat T2 - EdTech Hub AB - At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions. DA - 2022/04/21/T16:48:16+00:00 PY - 2022 LA - en-US ST - Reading Audrey Watters UR - https://edtechhub.org/2022/04/21/personalised-learning/ Y2 - 2023/01/20/23:10:57 KW - Final_citation KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Reading for pleasure in paradise: paired reading in Antigua and Barbuda AU - Warrington, Molly J AU - George, Patricia T2 - Literacy AB - Reading for pleasure is essential in the development of literacy. This paper reports on findings from a paired reading strategy introduced into primary schools in Antigua and Barbuda in order to foster children's pleasure in reading. This programme of cross‐age peer tutoring intervention began with the training of teachers in a small group of seven schools and was extended to all the schools on the islands in the following year. Qualitative research data from children and teachers showed that children were enthusiastic about the experience, with some evidence to show that their wider interest in reading was stimulated. Although for the pupils, particularly the younger ones, the main benefit of shared reading was perceived to be an improvement in reading skills, for teachers, it was the increase in children's confidence in reading that was cited as the most positive outcome. Although resource constraints in some schools did limit the scope of the programme, the paper argues that it boosted the reading development of a number of children and may have acted as a catalyst for stimulating a lasting pleasure and joy in reading. DA - 2014/// PY - 2014 DO - 10.1111/lit.12020 VL - 48 IS - 2 SP - 66 EP - 71 Y2 - 2020/11/17/00:00:00 KW - _Added to LR KW - _T:reviewed ER - TY - MGZN TI - Reading with iPads–the difference makes a difference AU - Sheppard, Dale T2 - Education Today DA - 2011/// PY - 2011 VL - 11 IS - 3 SP - 12 EP - 15 ER - TY - RPRT TI - Real-Time Evaluation of World Vision's Response to the Syrian Crisis DA - 2014/// PY - 2014 DP - Zotero LA - en PB - World Vision UR - https://www.alnap.org/system/files/content/resource/files/main/rte-syria-crisis-final.pdf KW - CitedIn:eCubed KW - eCubed ER - TY - BOOK TI - Realising Article 24 of the Convention on the Rights of Persons with Disabilities: Case Studies in Mainstreaming and Inclusive Education AU - Secretariat, Commonwealth AB - As part of an ongoing commitment to support the development of a more inclusive education system across Commonwealth countries, the Commonwealth Secretariat commissioned documentation to support good policy and practice, particularly on including students with disabilities in mainstream education. This has been prepared with the objective of initiating a wider dialogue on inclusive practices for mainstreaming disability.This document provides examples from 11 Commonwealth countries, highlighting the process of change that is underway in these countries and the evolution of policies and strategies to improve access to education for children with disabilities.It additionally provides models and self-assessment tools to support policy-makers and education professionals as they work towards achieving Sustainable Development Goal (SDG) 4 to ensure inclusive andequitable quality education and promote lifelong learning opportunities for all. DA - 2023/01/31/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Realising Article 24 of the Convention on the Rights of Persons with Disabilities UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1090 Y2 - 2023/05/12/09:30:33 ER - TY - JOUR TI - Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms AU - Warwick, Paul AU - Cook, Victoria AU - Vrikki, Maria AU - Major, Louis AU - Rasmussen, Ingvill T2 - Learning, Culture and Social Interaction DA - 2020/// PY - 2020 DO - 10.1016/j.lcsi.2019.100376 DP - Google Scholar VL - 24 SP - 100376 KW - __C:filed:1 ER - TY - JOUR TI - Realist review--a new method of systematic review designed for complex policy interventions AU - Pawson, Ray AU - Greenhalgh, Trisha AU - Harvey, Gill AU - Walshe, Kieran T2 - Journal of Health Services Research & Policy AB - Evidence-based policy is a dominant theme in contemporary public services but the practical realities and challenges involved in using evidence in policy-making are formidable. Part of the problem is one of complexity. In health services and other public services, we are dealing with complex social interventions which act on complex social systems--things like league tables, performance measures, regulation and inspection, or funding reforms. These are not 'magic bullets' which will always hit their target, but programmes whose effects are crucially dependent on context and implementation. Traditional methods of review focus on measuring and reporting on programme effectiveness, often find that the evidence is mixed or conflicting, and provide little or no clue as to why the intervention worked or did not work when applied in different contexts or circumstances, deployed by different stakeholders, or used for different purposes. This paper offers a model of research synthesis which is designed to work with complex social interventions or programmes, and which is based on the emerging 'realist' approach to evaluation. It provides an explanatory analysis aimed at discerning what works for whom, in what circumstances, in what respects and how. The first step is to make explicit the programme theory (or theories)--the underlying assumptions about how an intervention is meant to work and what impacts it is expected to have. We then look for empirical evidence to populate this theoretical framework, supporting, contradicting or modifying the programme theories as it goes. The results of the review combine theoretical understanding and empirical evidence, and focus on explaining the relationship between the context in which the intervention is applied, the mechanisms by which it works and the outcomes which are produced. The aim is to enable decision-makers to reach a deeper understanding of the intervention and how it can be made to work most effectively. Realist review does not provide simple answers to complex questions. It will not tell policy-makers or managers whether something works or not, but will provide the policy and practice community with the kind of rich, detailed and highly practical understanding of complex social interventions which is likely to be of much more use to them when planning and implementing programmes at a national, regional or local level. DA - 2005/07// PY - 2005 DO - 10.1258/1355819054308530 DP - PubMed VL - 10 Suppl 1 SP - 21 EP - 34 J2 - J Health Serv Res Policy LA - eng SN - 1355-8196 KW - Evaluation Studies as Topic KW - Evidence-Based Medicine KW - Models, Theoretical KW - Policy Making KW - Practice Patterns, Physicians' KW - State Medicine KW - United Kingdom ER - TY - JOUR TI - Realist synthesis: illustrating the method for implementation research AU - Rycroft-Malone, Jo AU - McCormack, Brendan AU - Hutchinson, Alison M. AU - DeCorby, Kara AU - Bucknall, Tracey K. AU - Kent, Bridie AU - Schultz, Alyce AU - Snelgrove-Clarke, Erna AU - Stetler, Cheryl B. AU - Titler, Marita AU - Wallin, Lars AU - Wilson, Val T2 - Implementation Science AB - Realist synthesis is an increasingly popular approach to the review and synthesis of evidence, which focuses on understanding the mechanisms by which an intervention works (or not). There are few published examples of realist synthesis. This paper therefore fills a gap by describing, in detail, the process used for a realist review and synthesis to answer the question ‘what interventions and strategies are effective in enabling evidence-informed healthcare?’ The strengths and challenges of conducting realist review are also considered. DA - 2012/04/19/ PY - 2012 DO - 10.1186/1748-5908-7-33 DP - BioMed Central VL - 7 IS - 1 SP - 33 J2 - Implementation Science SN - 1748-5908 ST - Realist synthesis UR - https://doi.org/10.1186/1748-5908-7-33 Y2 - 2023/10/23/18:42:37 KW - Change Agency KW - Data Extraction Form KW - Knowledge Translation KW - Knowledge Utilisation KW - Programme Theory ER - TY - ELEC TI - Realities of Remote Learning: Lessons from Initial Findings of an 8,000-Household Survey in Peru During COVID-19 T2 - Innovations for Poverty Action AB - Most schools throughout Latin America have closed due to the COVID-19 pandemic. With the school closures, nearly 8 million Peruvian students, from preschool to high school, are stuck at home. Within a few weeks, the Ministry of Education (Minedu) developed the Aprendo en Casa (AeC) (meaning “Learn at Home”) strategy. Although the strategy has been designed with diverse users in mind, many have asked: How many students are actually using the AeC distance education program? What can we improve? In this context, Minedu's Office of Strategic Monitoring and Evaluation (OSEE), with the support of Innovations for Poverty Action (IPA) and the Inter-American Development Bank (IDB), designed a survey to learn about the experiences of school administrators, teachers, and parents with the program. DA - 2020/06/22/T14:01:40-04:00 PY - 2020 LA - en ST - Realities of Remote Learning UR - https://www.poverty-action.org/blog/realities-remote-learning-lessons-initial-findings-8000-household-survey-peru-during-covid-19 Y2 - 2020/08/21/14:08:06 ER - TY - BLOG TI - Realities of Remote Learning: Lessons from Initial Findings of an 8,000-Household Survey in Peru During COVID-19 AU - Hernandez-Agramonte, Juan Manuel AU - Méndez, Carolina AU - Näslund-Hadley, Emma AU - Velarde, Luciana T2 - Innovations for Poverty Action AB - Most schools throughout Latin America have closed due to the COVID-19 pandemic. With the school closures, nearly 8 million Peruvian students, from preschool to high school, are stuck at home. Within a few weeks, the Ministry of Education (Minedu) developed the Aprendo en Casa (AeC) (meaning “Learn at Home”) strategy. Although the strategy has been designed with diverse users in mind, many have asked: How many students are actually using the AeC distance education program? What can we improve? In this context, Minedu's Office of Strategic Monitoring and Evaluation (OSEE), with the support of Innovations for Poverty Action (IPA) and the Inter-American Development Bank (IDB), designed a survey to learn about the experiences of school administrators, teachers, and parents with the program. DA - 2020/06/22/T14:01:40-04:00 PY - 2020 LA - en ST - Realities of Remote Learning UR - https://www.poverty-action.org/blog/realities-remote-learning-lessons-initial-findings-8000-household-survey-peru-during-covid-19 Y2 - 2020/08/23/20:32:21 ER - TY - BLOG TI - Realizing the promise: How can education technology improve learning for all? T2 - Brookings AB - This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology. DA - 2020/09/10/T13:00:00+00:00 PY - 2020 LA - en-US ST - Realizing the promise UR - https://www.brookings.edu/essay/realizing-the-promise-how-can-education-technology-improve-learning-for-all/ Y2 - 2021/06/04/17:41:31 ER - TY - BLOG TI - Realizing the promise: How can education technology improve learning for all? AU - Ganimian, Alejandro J. AU - Vegas, Emeliana AU - Hess, Frederick M T2 - Brookings AB - This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology. DA - 2020/09/10/ PY - 2020 LA - en-US ST - Realizing the promise UR - https://www.brookings.edu/essay/realizing-the-promise-how-can-education-technology-improve-learning-for-all/ Y2 - 2022/12/24/01:22:07 KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - RPRT TI - Realizing the promise: How can education technology improve learning for all? AU - Ganimian, Alejandro J. AU - Vegas, Emiliana AU - Hess, Frederick M. AB - This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology. DA - 2020/09/10/T13:00:00+00:00 PY - 2020 LA - en-US ST - Realizing the promise UR - https://docs.opendeved.net/lib/BJGB75GW Y2 - 2021/06/04/17:41:31 ER - TY - CHAP TI - Recent Advances in Intelligent Textbooks for Better Learning AU - Jiang, Bo AU - Gu, Meijun AU - Du, Ying T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - Intelligent textbooks are a new form of digital textbooks that provides students with intelligent learning services, such as automatic question answering, adaptive navigation support, automatic linking, and personalized recommendation. Educators are investing much effort into the conversion of their paper-based textbooks and digital textbooks into intelligent textbooks. This chapter provides a brief introduction to the development of intelligent textbooks and reviews major adaptive technologies and the usage of intelligent textbooks in the past decade. We first summarize the development of intelligent textbooks and the existing authoring platforms. Then, the key intelligent technologies used in the intelligent textbooks are reviewed, including domain modeling, student modeling, and instruction technologies. Moreover, the empirical studies conducted to evaluate intelligent textbooks are summarized. This chapter would promote understanding of the current state of the technology and platform development of intelligent textbooks. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 247 EP - 261 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 UR - https://doi.org/10.1007/978-3-031-09687-7_15 Y2 - 2024/02/23/23:57:15 KW - Adaptive learning systems KW - Intelligent textbooks KW - Intelligent tutoring system ER - TY - JOUR TI - Recent research on geometry education: an ICME-13 survey team report AU - Sinclair, Nathalie AU - Bussi, Maria G. Bartolini AU - de Villiers, Michael AU - Jones, Keith AU - Kortenkamp, Ulrich AU - Leung, Allen AU - Owens, Kay T2 - ZDM DA - 2016/// PY - 2016 DO - 10.1007/s11858-016-0796-6 DP - Google Scholar VL - 48 IS - 5 SP - 691 EP - 719 ST - Recent research on geometry education KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Guinea GIN KW - _C:India IND KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Peru PER KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Recognition of Prior Learning Implementation in Library and Information Science Schools in South Africa: A Literature Review AU - Hlongwane, I T2 - Africa Education Review AB - This article reviews the literature on trends and practices of recognition of prior learning (RPL) in Africa and internationally with specific reference to some of the key elements of the RPL system, including; purpose; assessment methods; quality assurance; and legislative and regulatory frameworks. In addition, a theoretical foundation of RPL is discussed underpinned by the experiential learning theory principles with a brief description of other learning theories related to RPL. The article also discusses the trends and practices of RPL in African countries with an established RPL system. The key finding of the literature review was that there are different conceptions of RPL globally but which all have a similar purpose, that is, economic benefit. Africa has a different take on RPL. A portfolio of evidence is the most commonly used method of assessment both internationally and in Africa with an increased use of e-portfolios internationally. A variety of quality assurance methods are used which differ from country to country but are similar to the Council for Adult and Experiential Learning (CAEL) quality standards which have been in use for many decades in the United States (US) since the inception of RPL. There are discrepancies in terms of legislative and regulatory frameworks. Some countries in Africa and internationally have no formal legislative and regulatory frameworks for RPL despite providing RPL services for years or decades. South Africa and Mauritius boast standardised and regulated RPL systems as do other developed countries such as New Zealand. DA - 2018/// PY - 2018 DO - 10.1080/18146627.2017.1353396 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/18146627.2017.1353396?casa_token=mVqMsUJqt2YAAAAA:jSn5yM2sgdExKp_8cNVuEzuKlZFjAIbuAyhpV6np_bcff2UmjQ4m6qXW2VwJ9RwJOxIi7Zj3n3Cwbg KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Mauritius KW - C:Namibia KW - C:Seychelles KW - C:South Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - Q:open learning KW - R:literature review KW - SpecialTopic:Library KW - T:TVET KW - publicImportV1 ER - TY - JOUR TI - Recognizing the Political in Implementation Research AU - McDonnell, Lorraine M. AU - Weatherford, M. Stephen T2 - Educational Researcher AB - The widely publicized opposition to the implementation of the Common Core State Standards (CCSS) is in marked contrast to its relatively uncontroversial development and adoption—a contrast that points to the importance of understanding how the politics of enactment differs from the politics of implementation. In this article, we draw on the research literatures on enactment, implementation, and policy feedback to outline the reasons that the politics of policy implementation may look quite different from the politics of enactment, and we argue that education researchers need to pay as much attention to the political sustainability of reforms as to their implementation into school-level practice. This essay is an exercise in retrieval and construction, looking back to early implementation studies that featured political factors as key components of their analytical frameworks but also building on the insights from newer research that uses policy feedback as its theoretical lens. In arguing why the analysis of a policy’s political sustainability should be more systematically integrated into implementation research, we draw illustrative examples from the CCSS. DA - 2016/05// PY - 2016 DO - 10.3102/0013189X16649945 DP - DOI.org (Crossref) VL - 45 IS - 4 SP - 233 EP - 242 J2 - Educational Researcher LA - en SN - 0013-189X, 1935-102X UR - http://journals.sagepub.com/doi/10.3102/0013189X16649945 Y2 - 2022/12/29/22:56:24 ER - TY - CHAP TI - Recommendation 7: Use ICT to provide access to content, professional development and professional learning communities AU - Lawrie, J. AU - Hennessy, Sara AU - Haßler, Björn AU - Bhandigadi, Phalachandra T2 - Where it's needed most: Quality professional development for all teachers CY - New York, NY DA - 2015/// PY - 2015 SP - 131 EP - 143 PB - Inter-agency network for education in emergencies KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - docs.opendeved.net KW - ⛔ No DOI found ER - TY - GEN TI - Recommendations for the safe opening of schools for the 2020-2021 school year - COVID-19 SMART AU - NEMO DA - 2020/// PY - 2020 PB - Ministry of National Security UR - http://education.gov.vc/education/images/Stories/pdf/Recommendations_for_the_Opening_of_Schools_2020-2021.pdf Y2 - 2020/12/08/00:00:00 ER - TY - RPRT TI - Recommendations Report for Technology and CPD for Secondary School Leaders and Teachers in Sierra Leone AU - Lurvink, Anne-Fleur AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1067 DA - 2023/12/31/T00:00:00.000Z PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/IMCM84F3 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Reconhecimento do trabalho de cuidado: o caso do Programa Expandido de Trabalhos Públicos na África do Sul AU - Bilo, Charlotte AU - others DA - 2017/// PY - 2017 LA - Portuguese PB - International Policy Centre for Inclusive Growth UR - http://www.ipc-undp.org/pub/port/OP365PT_Reconhecimento_do_trabalho_de_cuidado.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:South Africa KW - CLL:pt KW - publicImportV1 ER - TY - JOUR TI - Reconsidering Access: Using Specific Impact Ranking Metrics to Manage Access in Conventional and Open Higher Education AU - Kassim, Halima-Sa'adia AU - Rampersad, David T2 - Journal of Learning for Development AB - This paper considers the widening access and participation agenda, its implications for higher education institutions (HEIs) and contends that it must be underpinned by strategic measurement and monitoring.  Access is viewed through of the following lenses: (i) supporting participation, and (ii) facilitating equity. Using mixed methods, the paper draws on data from The University of the West Indies (UWI) and provides examples from key plans and initiatives over 20 years to showcase how the UWI has increased access. Concurrently, the need for more nuanced and complex datasets to assess the extent of equity is highlighted with metrics drawn from the Times Higher Education University Impact Ranking. The authors argue that the strategic use and management of data can promote public accountability associated with access and boost institutional reputation. However, universities will have to be innovative and accelerate measures to survive/thrive in the post-pandemic environment by identifying their institutional scope and “system of interest” in widening access. DA - 2022/03/15/ PY - 2022 DP - jl4d.org VL - 9 IS - 1 SP - 17 EP - 36 LA - en SN - 2311-1550 ST - Reconsidering Access UR - https://jl4d.org/index.php/ejl4d/article/view/542 Y2 - 2022/04/05/12:27:44 KW - Access and participation KW - Caribbean KW - Equity KW - Measurement and monitoring KW - The University of the West Indies KW - _genre:PR-primary_research KW - ⛔ No DOI found ER - TY - CHAP TI - Reconstructing education in post-conflict Sierra Leone AU - Pai, Grace T2 - Security, Education and Development in Contemporary Africa CY - City University of New York (CUNY) DA - 2016/01/01/ PY - 2016 PB - Guttman Community College UR - https://academicworks.cuny.edu/nc_pubs/87 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Recovering from school closures in Sierra Leone: Status of pupil learning outcomes in junior and senior secondary schools AU - Leh Wi Lan DA - 2021/// PY - 2021 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic AU - Warren, Shana AU - Parkerson, Doug AU - Collins, Elliott DA - 2020/// PY - 2020 PB - Innovations for Poverty Action UR - https://www.poverty-action.org/recovr-study/recovr-sierra-leone-tracking-effects-covid-19-pandemic Y2 - 2020/12/16/10:25:08 KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa AU - Mulkeen, Aidan AU - Chapman, David AU - DeJaeghere, Joan AU - Leu, Elizabeth T2 - World Bank Working Papers DA - 2007/03/22/ PY - 2007 DP - elibrary.worldbank.org (Atypon) SP - 92 PB - The World Bank SN - 978-0-8213-7066-7 UR - https://elibrary.worldbank.org/doi/abs/10.1596/978-0-8213-7066-7 Y2 - 2021/03/07/18:08:51 KW - _C:Angola AGO KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:China CHN KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Djibouti DJI KW - _C:Dominican Republic DOM KW - _C:Equatorial Guinea GNQ KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:India IND KW - _C:Ireland IRL KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Togo TGO KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Recruitment, Effort, and Retention Effects of Performance Contracts for Civil Servants AU - Leaver, Clare AU - Ozier, Owen AU - Serneels, Pieter AU - Zeitlin, Andrew DA - 2020/// PY - 2020 DP - Google Scholar KW - ⛔ No DOI found ER - TY - JOUR TI - Recruitment, effort, and retention effects of performance contracts for civil servants: Experimental evidence from Rwandan primary schools AU - Leaver, Clare AU - Ozier, Owen AU - Serneels, Pieter AU - Zeitlin, Andrew T2 - American economic review DA - 2021/// PY - 2021 DO - 10.1257/aer.20191972 DP - Google Scholar VL - 111 IS - 7 SP - 2213 EP - 46 ST - Recruitment, effort, and retention effects of performance contracts for civil servants ER - TY - JOUR TI - Recursos educativos abiertos: oportunidades y barreras AU - Nincehelser, García AU - Elena, María DA - 2018/// PY - 2018 DP - Google Scholar ST - Recursos educativos abiertos KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone AU - Barnett, Sarah AU - van Dijk, Jetske AU - Swaray, Abdulai AU - Amara, Tamba AU - Young, Patricia T2 - BMJ AB -

Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone

DA - 2018/// PY - 2018 DO - 10.1136/bmj.k4667 DP - www.bmj.com VL - 363 SP - k4667 J2 - BMJ LA - en SN - 0959-8138, 1756-1833 ST - Redesigning an education project for child friendly radio UR - http://www.bmj.com/lookup/doi/10.1136/bmj.k4667 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone AU - Barnett, Sarah AU - van Dijk, Jetske AU - Swaray, Abdulai AU - Amara, Tamba AU - Young, Patricia T2 - BMJ DA - 2018/12/07/ PY - 2018 DO - 10.1136/bmj.k4667 DP - DOI.org (Crossref) SP - k4667 J2 - BMJ LA - en SN - 0959-8138, 1756-1833 ST - Redesigning an education project for child friendly radio UR - https://www.bmj.com/lookup/doi/10.1136/bmj.k4667 Y2 - 2022/12/25/00:50:35 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Redesigning the Education Workforce: A Design Thinking Approach Background Paper: Transforming the Education Workforce AU - Mlambo, Yeukai AU - Neilsen, Ann AU - Silova, Iveta AU - Wolfenden, Freda AU - Rafaeli, Tal AU - Jones, Charlotte AB - The Education Workforce Initiative (EWI) was established in response to a recommendation from the Education Commission’s Learning Generation report to explore new ways of diversifying and strengthening the education workforce. The Transforming the Education Workforce report is one of EWI’s key contributions to catalyzing this thinking. It draws on recent evidence and provides thought leadership on how to rethink the education workforce. For the full report and other supporting documents, please visitEducationWorkforce.org. The Transforming the Education Workforce report was originally commissioned as a set of sequential background papers and thus each paper infuenced and references the others. The background papers are written by different authors and cover the rationale for rethinking the education workforce, the design of the education workforce, how it can be strengthened, and political economy and fnancial considerations. This background paper focuses on redesigning the education workforce using a design thinking approach to propose design options for the workforce needed now and in the future. CY - New York DA - 2020/05// PY - 2020 LA - en M3 - Other ST - Redesigning the Education Workforce UR - https://educationcommission.org/wp-content/uploads/2020/05/redesigning-the-education-workforce-design-thinking.pdf Y2 - 2022/04/18/16:28:16 ER - TY - JOUR TI - Rediscovering the use of chatbots in education: A systematic literature review AU - Pérez, José Quiroga AU - Daradoumis, Thanasis AU - Puig, Joan Manuel Marquès T2 - Computer Applications in Engineering Education DA - 2020/// PY - 2020 DO - 10.1002/cae.22326 DP - Google Scholar VL - 28 IS - 6 SP - 1549 EP - 1565 ST - Rediscovering the use of chatbots in education ER - TY - ELEC TI - Reducing class size AU - Education Endowment Foundation T2 - Education Endowment Foundation DA - 2018/08/29/ PY - 2018 UR - https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=144&t=Teaching%20and%20Learning%20Toolkit&e=144&s= Y2 - 2020/12/10/12:30:57 ER - TY - JOUR TI - Reducing classroom temperature in a tropical climate improved the thermal comfort and the performance of elementary school pupils AU - Porras-Salazar, Jose Ali AU - Wyon, David P. AU - Piderit-Moreno, Beatriz AU - Contreras-Espinoza, Sergio AU - Wargocki, Pawel T2 - Indoor Air AB - A two-­week-l­ong intervention study was performed in two classrooms in an elementary school in Costa Rica. Split-­cooling air-­conditioning (AC) units were installed in both classrooms. During the first week, the air temperature was reduced in one classroom while in the other (placebo) classroom the fans were operated but no cooling was provided. During the second week, the conditions were exchanged to create a 2 × 2 crossover design in which each pupil was their own control. A total of 37 children performed tasks similar to school work and completed questionnaires reporting their thermal sensation and perceptions. Operating the AC units reduced classroom temperature by about 5 K, from about 30 to 25°C. Thermal sensations changed from hot to neutral and slightly cold, and the percentage of children rating the thermal conditions as acceptable increased significantly. Neutral temperature was estimated to be about 27°C. The 11-­year-­old children performed the language and logical-­ thinking tasks significantly better in terms of speed at the lower temperature, while the less able pupils performed better on all tasks at the lower temperature. There were no significant effects on accuracy. These results confirm published findings from moderate climates and extend their validity to the tropics. They indicate that acclimatization can increase the optimal temperature for learning. DA - 2018/11// PY - 2018 DO - 10.1111/ina.12501 DP - DOI.org (Crossref) VL - 28 IS - 6 SP - 892 EP - 904 J2 - Indoor Air LA - en SN - 09056947 UR - https://onlinelibrary.wiley.com/doi/10.1111/ina.12501 Y2 - 2022/06/01/13:25:32 KW - BE:RELEVANT KW - children KW - performance KW - school KW - thermal environment KW - tropical climates ER - TY - JOUR TI - Reducing Inequality Through Dynamic Complementarity: Evidence from Head Start and Public School Spending. AU - Johnson, R.C. AU - Jackson, C.K. T2 - American Economic Journal: Economic Policy DA - 2019/// PY - 2019 DO - 10.1257/pol.20180510 SP - 310 EP - 49 UR - https://www.aeaweb.org/articles ER - TY - BOOK TI - Reducing parent‐school information gaps and improving education outcomes: Evidence from high frequency text messaging in Chile AU - Berlinski, Samuel AU - Busso, Matias AU - Dinkelman, Taryn AU - Martinez, Claudia DA - 2016/// PY - 2016 PB - Unpublished Manuscript ER - TY - JOUR TI - Reducing Physical Violence Toward Primary School Students With Disabilities AU - Devries, Karen AU - Kuper, Hannah AU - Knight, Louise AU - Allen, Elizabeth AU - Kyegombe, Nambusi AU - Banks, Lena Morgon AU - Kelly, Susan AU - Naker, Dipak T2 - Journal of Adolescent Health AB - Purpose We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. Methods We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11–14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. Results At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26–.65]), students with some functional difficulties (aOR = .36, 95% CI .21–.63), and students with disabilities (aOR = .29, 95% CI .14–.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. Conclusions The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools. DA - 2018/03/01/ PY - 2018 DO - 10.1016/j.jadohealth.2017.09.004 DP - ScienceDirect VL - 62 IS - 3 SP - 303 EP - 310 J2 - Journal of Adolescent Health LA - en SN - 1054-139X UR - https://www.sciencedirect.com/science/article/pii/S1054139X17304688 Y2 - 2022/04/01/12:45:02 KW - Adolescents KW - Children KW - Disabilities KW - Physical abuse KW - School-based interventions KW - Uganda KW - Violence ER - TY - JOUR TI - Reengineering mass career acquisition through technical vocational education training counseling in Kenya AU - Macharia, Muriu Stephen AU - Department of Human Resource Development. School of Business, Karatina University, Kenya T2 - International Journal of Research In Business and Social Science A2 - Macharia, Muriu Stephen; Department of Human Resource Development. School of Business, Karatina University, Kenya T3 - Feature AB - Vocational and Technical Education forms a very key foundation in enabling a nation to achieve aspired MDGs and SDG. Kenya as a country highly depends on technical skills to achieve The Vision 2030 and Sustainable Development Goals. However, this can only be achieved through proper and realistic career counseling information provided by the counseling teachers at secondary school level. According to KCSE results released every year, majority of the candidates score below grade C+ especially in 2016 and 2017 though above D- which is the requirements for entrance for proficiency level for TVET courses. However, majority of students do not join Vocational or Technical Education due to a missing link between the natures of career counseling services offered at secondary school level. Counselors has expectations and premise that majority of the candidates join trainings at university levels thus package their counseling information on the few ignoring other students. The objective behind this study was to examine the final results scored by students and the subject choice at secondary school, various career theories and models that guide career choices formed foundation for the study. The study used a descriptive design where data was collected through past existing data review from KNEC and one Technical Training Institute over a period of four years. Data was analyzed and presented in tables and figures. Findings revealed that majority of the candidates (86.92%) of the KCPE candidates scored less than C+ and had no career information on Vocational and Technical Education. The study recommends reengineering of the career guidance in Kenya education system to involve the Ministry, professionals and Human Resource Management experts. DA - 2019/// PY - 2019 DO - 10.20525/ijrbs.v8i6.533 ER - TY - GEN TI - Reference Coverage Analysis of OpenAlex compared to Web of Science and Scopus AU - Culbert, Jack AU - Hobert, Anne AU - Jahn, Najko AU - Haupka, Nick AU - Schmidt, Marion AU - Donner, Paul AU - Mayr, Philipp AB - OpenAlex is a promising open source of scholarly metadata, and competitor to the established proprietary sources, the Web of Science and Scopus. As OpenAlex provides its data freely and openly, it permits researchers to perform bibliometric studies that can be reproduced in the community without licensing barriers. However, as OpenAlex is a rapidly evolving source and the data contained within is expanding and also quickly changing, the question naturally arises as to the trustworthiness of its data. In this empirical paper, we will study the reference and metadata coverage within each database and compare them with each other to help address this open question in bibliometrics. In our large-scale study, we demonstrate that, when restricted to a cleaned dataset of 16,788,282 recent publications shared by all three databases, OpenAlex has average reference numbers comparable to both Web of Science and Scopus. We also demonstrate that the comparison of other core metadata covered by OpenAlex shows mixed results, with OpenAlex capturing more ORCID identifiers, fewer abstracts and a similar number of Open Access information per article when compared to both Web of Science and Scopus. DA - 2024/01/29/ PY - 2024 DP - arXiv.org PB - arXiv UR - http://arxiv.org/abs/2401.16359 Y2 - 2024/02/01/16:54:13 KW - Computer Science - Digital Libraries ER - TY - JOUR TI - References from: Cobb, C. D. (2020). DA - 2020/// PY - 2020 DP - Zotero SP - 8 LA - en ER - TY - BLOG TI - Reflecting on epistemic injustices in open and online education AU - Adam, Taskeen T2 - Open Development & Education AB - In memory of Hector Pieterson and the hundreds of student protesters that were brutally murdered by police on the 16 June 1976 in the Soweto Uprising in South Africa. The Soweto Uprising refers to the protests by black South African high school students during apartheid against the use of Afrikaans as a medium of instruction. […] DA - 2020/06/16/T15:46:19+00:00 PY - 2020 LA - en-GB UR - https://opendeved.net/2020/06/16/reflecting-on-epistemic-injustices-in-open-and-online-education/ Y2 - 2020/06/23/20:00:04 KW - Author:OpenDevEd ER - TY - JOUR TI - Reflecting on Five Decades of Teacher Professional Development in Tanzania: The Missing Dimensions AU - Dachi, Hillary T2 - Papers in Education and Development AB - The importance of teacher development need not be over stated. This is adducible by the fact that transformations, innovations and diffusions in education make it imperative that teachers have to continually change and adopt. This paper takes stock of the trajectory of teacher professional development in Tanzania by locating related initiatives in the macro-policies and education transformations spanning a period of nearly five decades. It identifies the missing dimensions for robust in-service continuous professional development programmes (CPD) for primary and secondary school teachers. The paper proposes the need to support a cost effective in-service CPD model, which is school based designed around a reflective practitioner approach, for which teaching is an interactive problem solving professional undertaking requiring continuous updating of key competences that teachers require for classroom practices. Key words:      teachers’ professionalism; teachers’ continuous professional development; macro-policies; education transformations DA - 2016/02/18/ PY - 2016 DP - journals.udsm.ac.tz VL - 36 IS - 0 LA - en SN - 0856-4027 ST - Reflecting on Five Decades of Teacher Professional Development in Tanzania UR - http://journals.udsm.ac.tz/index.php/ped/article/view/2528 Y2 - 2019/06/01/11:48:49 KW - _C:Canada CAN KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Kenya KEN KW - _C:Korea, Republic KOR KW - _C:Malaysia MYS KW - _C:Namibia NAM KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CONF TI - Reflections on 'open' for the CGE Cultivator meeting AU - Haßler, Björn AU - Adam, Taskeen DA - 2020/08/20/ PY - 2020 DO - 10.5281/zenodo.3997374 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _publish KW - _r:ImportedToMyEducationEvidence KW - _yl:r KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Reflections on Technology, Teaching, Learning, and Professional Development: Findings from a Teacher Survey in Tanzania. AU - Koomar, Saalim AU - Hennessy, Sara AU - Zubairi, Asma AU - Kindoli, Robert AU - Kreimeia, Adam T2 - African Educational Research Journal DA - 2022/// PY - 2022 DO - 10.30918/AERJ.104.22.048 DP - Google Scholar VL - 10 IS - 4 SP - 342 EP - 368 ST - Reflections on Technology, Teaching, Learning, and Professional Development UR - https://eric.ed.gov/?id=EJ1373064 Y2 - 2023/11/08/16:15:04 ER - TY - CHAP TI - Reflections on the Contributions and Future Scenarios in AI-Based Learning AU - Pea, Roy D. AU - Lu, Yu AU - Niemi, Hannele T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - This chapter reflects on the contributions of different articles of the book from various perspectives. Seven categories provide perspectives to reflections. Four of them are connected to different levels of the educational system, others opening scenarios to research on education and learning with AI, and finally the last category is devoted to ethical challenges of AI in education and learning. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 331 EP - 342 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 UR - https://doi.org/10.1007/978-3-031-09687-7_20 Y2 - 2024/02/23/23:58:46 KW - AI ethical issues KW - Artificial intelligence KW - Human learning KW - Lifelong learning KW - Machine learning ER - TY - CHAP TI - Reflections on the Methodological Approach of Systematic Reviews AU - Hammersley, Martyn T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - The concept of systematic reviewing of research literatures became influential in the second half of the 20th century, in the context of the longstanding, and challenging, issue of how to ‘translate’ research findings into reliable guidance for practical decision-making—to determine which policies, programs, and strategies should (and should not) be adopted (Hammersley 2014; Nisbet and Broadfoot 1980). CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 23 EP - 39 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Systematic Reviews in Educational Research UR - https://doi.org/10.1007/978-3-658-27602-7_2 Y2 - 2020/11/26/15:49:34 ER - TY - JOUR TI - Reforming teacher deployment in Indonesia AU - Heyward, Mark AU - Hadiwijaya, Aos Santosa AU - Mahargianto AU - Priyono, Edy T2 - Journal of Development Effectiveness AB - This paper reports on a mixed-method, multiple-site study of teacher deployment in Indonesian primary schools. Results from a sample of 23 districts were analysed at district and national level. Substantial disparities in teacher distribution were found in all districts, between schools, between sub-districts and between specialist subjects. Two main issues emerged: uneven teacher distribution and small schools. The study found that a policy research approach which addresses political and cultural, as well as technical, dimensions at sub-national level can succeed in improving teacher deployment where previous efforts have failed. DA - 2017/04/03/ PY - 2017 DO - 10.1080/19439342.2017.1301978 DP - Taylor and Francis+NEJM VL - 9 IS - 2 SP - 245 EP - 262 SN - 1943-9342 UR - https://doi.org/10.1080/19439342.2017.1301978 Y2 - 2021/03/07/18:08:31 KW - Comparative education KW - _C:Australia AUS KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Pakistan PAK KW - _C:Republic of Moldova MDA KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - decentralization KW - educational administration KW - educational policy KW - teacher management ER - TY - JOUR TI - Reforming Teacher Education for Inclusion in Developing Countries in the Asia-Pacific Region AU - Sharma, Umesh AU - Forlin, Chris AU - Deppeler, Joanne AU - Guang-Xue, Yang T2 - International Journal of Inclusive Education AB - A number of Asian Pacific countries have ratified the UN Conventions on the Rights of People with Disabilities and have identified an urgent need to include children with special educational needs in regular school programs. Successful implementation of such a policy reform requires significant changes in the way education is provided to all students, but most importantly depends upon how adequately the teachers and related professionals are prepared to implement the reform. This paper reviews research from 13 Asian Pacific countries, undertaken in the last five years, to address two questions. First it reports on the issues, challenges, and proposals related to inclusive education in these countries. Second the review reports on how each region has progressed towards implementing the Millennium Development Goals with particular emphasis on how teacher education has or has not responded to this. The review concludes that a lack of well thought out policy, few resources, and limited understanding of inclusion seems widespread in the Asia-Pacific region. As yet special education and related service expertise and teacher education for inclusion, is not in place to support teachers to work inclusively. DA - 2013/01/01/ PY - 2013 DP - ResearchGate VL - 1 SP - 3 EP - 16 J2 - International Journal of Inclusive Education KW - ⛔ No DOI found ER - TY - JOUR TI - Reforming teacher education in Tanzania AU - Hardman, F AU - Abd-Kadir, J AU - Tibuhinda, A T2 - International Journal of Educational Development AB - It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the quality of teacher education at the pre- and in-service stages. Drawing on evidence from a baseline study of primary teacher interactional and discourse practices, and a review of teacher training colleges, this paper explores the training needs of teacher educators in Tanzania who, in the light of recent reforms to teacher education, will be responsible for education and training at the pre and in-service levels. DA - 2012/// PY - 2012 DO - 10.1016/j.ijedudev.2012.01.002 LA - en UR - http://www.sciencedirect.com/science/article/pii/S073805931200003X AN - DOI-10.1016/j.ijedudev.2012.01.002 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - D:developing country KW - F:pedagogy KW - F:teaching method KW - P:services KW - P:teacher education KW - P:teacher training KW - P:teachers KW - Q:college education KW - Q:primary education KW - T:Training KW - T:training needs KW - Z:African languages KW - Z:College education KW - Z:English language KW - Z:Mathematics education KW - Z:Primary education KW - Z:Teacher education KW - Z:Teaching methods KW - publicImportV1 ER - TY - RPRT TI - Refugee Education: A Rapid Evidence Review AU - Ashlee, Amy AU - Clericetti, Giulia AU - Mitchell, Joel DA - 2020/06// PY - 2020 LA - en PB - EdTech Hub ST - Refugee Education ER - TY - RPRT TI - Refugee Education: A Rapid Evidence Review AU - Ashlee, Amy AU - Clericetti, Giulia AU - Mitchell, Joel AB - This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient. DA - 2020/06// PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 3 ST - Rapid Evidence Review UR - https://docs.edtechhub.org/lib/UUNEJ7FS KW - L:Refugees and migrants KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _P:Evidence review VCMFM9ZD KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Refugee Education: A Rapid Evidence Review AU - Ashlee, Amy AU - Clericetti, Giulia AU - Mitchell, Joel DA - 2020/06// PY - 2020 LA - en PB - EdTech Hub ST - Refugee Education KW - Final_citation KW - cited KW - existing ER - TY - GEN TI - Refugee Education: is technology the solution? AU - Wagner, E. DA - 2017/// PY - 2017 PB - Save the  Children KW - ⛔ No DOI found ER - TY - CHAP TI - Regulating AI AU - Mantelero, Alessandro T2 - Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI A2 - Mantelero, Alessandro T3 - Information Technology and Law Series AB - Although the debate on AI regulation is still fluid at a global level and the European initiatives are in their early stages, three possible approaches to grounding AI regulation on human rights are emerging. One option is a principles-based approach, comprising guiding principles derived from existing binding and non-binding international human rights instruments, which could provide a comprehensive framework for AI. A different approach focuses more narrowly on the impacts of AI on individual rights and their safeguarding through rights-based risk assessment. This is the path followed by the Council of Europe in its ongoing work on AI regulation. Finally, as outlined in the EU proposal, greater emphasis can be placed on managing high-risk applications by focusing on product safety and conformity assessment. Despite the differences between these three models, they all share a core concern with protecting human rights, recognised as a key issue in all of them. However, in these proposals for AI regulation, the emphasis on risk management is not accompanied by effective models for assessing the impact of AI on human rights. Analysis of the current debate therefore confirms that the HRESIA could not only be an effective response to human-rights oriented AI development that also encompasses societal values, but it could also bridge a gap in the current regulatory proposals. CY - The Hague DA - 2022/// PY - 2022 DP - Springer Link SP - 139 EP - 183 LA - en PB - T.M.C. Asser Press SN - 978-94-6265-531-7 UR - https://doi.org/10.1007/978-94-6265-531-7_4 Y2 - 2024/02/23/23:56:54 KW - AI regulation KW - Ad hoc Committee on Artificial Intelligence (CAHAI) KW - Artificial Intelligence Act KW - Co-regulation KW - Conformity assessment KW - Democracy KW - Technology assessment ER - TY - GEN TI - Regulation on the Assessment Process and Procedures for Adult Education and Training (AET) - NQF Level 1 AU - Government of South Africa DA - 2013/// PY - 2013 LA - English KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:South Africa KW - Qualification Framework KW - publicImportV1 ER - TY - JOUR TI - Rehabilitation in Seven Sub-Saharan African Countries: Personnel Education and Training AU - Mpofu, Elias AU - Jelsma, Jennifer AU - Maart, Soraya AU - Levers, Lisa Lopez AU - Montsi, Mercy M R AU - Tlabiwe, Pinkie AU - Mupawose, Anniah AU - Mwamwenda, Tuntufye AU - Ngoma, Mary Shilalukey AU - Tchombe, Therese Mungah S T2 - Rehabilitation Education DA - 2007/// PY - 2007 DO - 10.1891/088970107805059562 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Botswana KW - C:Cameroon KW - C:Rwanda KW - C:South Africa KW - C:Tanzania KW - C:Zambia KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:curriculum KW - F:disability KW - P:culture KW - P:health KW - P:services KW - P:technician KW - T:TVET KW - T:Training KW - publicImportV1 ER - TY - RPRT TI - Reimagine Education with the Learning Passport: The case of Kosovo AU - UNICEF Kosovo Office DA - 2021/// PY - 2021 PB - UNICEF UR - https://www.unicef.org/kosovoprogramme/media/2511/file/Case%20Study%20Learning%20Passport.pdf Y2 - 2022/12/26/00:19:33 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Reimagine Tech-Inclusive Education: Evidence, Practices, and Road Map AU - Asian Development Bank CY - Manila, Philippines DA - 2023/07// PY - 2023 DP - DOI.org (Crossref) LA - en PB - Asian Development Bank ST - Reimagine Tech-Inclusive Education UR - https://www.adb.org/publications/tech-inclusive-education-evidence-practices-road-map Y2 - 2024/03/04/12:43:07 KW - Final_citation ER - TY - JOUR TI - Reimagining Digital Learning for Sustainable Development: AU - Passos, Rosario T2 - Journal of Learning for Development AB - Book review DA - 2021/11/18/ PY - 2021 DP - jl4d.org VL - 8 IS - 3 SP - 621 EP - 624 LA - en SN - 2311-1550 ST - Reimagining Digital Learning for Sustainable Development UR - https://jl4d.org/index.php/ejl4d/article/view/592 Y2 - 2022/04/05/12:25:50 KW - Educational Technology Digital Learning KW - _genre:PR-primary_research KW - ⛔ No DOI found ER - TY - JOUR TI - Reimagining digital literacies from a feminist perspective in a postcolonial context AU - Bali, Maha T2 - Media and Communication DA - 2019/// PY - 2019 DO - 10.17645/mac.v7i2.1935 DP - Google Scholar VL - 7 IS - 2 SP - 69 EP - 81 ER - TY - BLOG TI - Reimagining Education for Continuous Learning and Teaching AU - Sengeh, David Moinina AU - McBurnie, Chris AU - Beoku-Betts, Iman AU - Kargobai, Grace AU - Sebold, Juliet DA - 2021/// PY - 2021 UR - https://edtechhub.org/2021/09/14/edtech-in-sierra-leone-reimagining-education-for-continuous-learning-and-teaching/ ER - TY - BOOK TI - Reimagining our futures together: a new social contract for education AU - International Commission on the Futures of Education DA - 2021/01/01/ PY - 2021 DP - DOI.org (Crossref) PB - UNESCO SN - 978-92-3-100478-0 ST - Reimagining our futures together UR - https://unesdoc.unesco.org/ark:/48223/pf0000379707?posInSet=17&queryId=623476e6-314c-4b6b-8c16-afe6ca95a8fe Y2 - 2024/03/19/22:49:09 KW - Final_citation ER - TY - JOUR TI - Relationship Between Classroom Physical Environment and Students’ Academic Achievement at Secondary Level AU - Zaman, Fakhar AU - Begum, Shabnam AU - Ullah, Mati AB - For fruitful teaching and learning process, physical classroom environment is very essential. The key purpose of the study was examining relationship between classroom physical environment and students’ academic achievement at Secondary Level in Southern KP. The study was descriptive in nature. The population of the study comprised of the five districts in Southern KP in which (n = 400) respondents were taken as sample of the study by applying stratified random sampling technique in which 200 were urban (100 male students and 100 female students). Similarly, 200 were rural students (100 male and 100 female). From each selected district, 05 urban and 05 rural male schools and similarly 05 urban and 05 rural female schools were randomly selected among these 05 districts. Data were collected from 20 schools. A self-developed questionnaire was used to find views of the students about their physical class room environment. Cronbach Alpha was applied. The collected data was entered into SPSS. Results and conclusions were drawn according to the nature of study. Thus, some recommendations were suggested at the end for the further improvement and future researcher. DA - 2020/// PY - 2020 DP - Zotero VL - 1 IS - 1 SP - 6 LA - en KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - Relationship of Job Satisfaction and Turnover Intention of Private Secondary School Teachers AU - Shah, Nazir Haider AU - Jumani, Nabi Bux T2 - Mediterranean Journal of Social Sciences DA - 2015/07/01/ PY - 2015 DO - 10.5901/mjss.2015.v6n4s2p313 DP - DOI.org (Crossref) J2 - MJSS SN - 20399340, 20392117 UR - https://www.richtmann.org/journal/index.php/mjss/article/view/7082 Y2 - 2021/03/07/19:45:54 KW - Lebanon_event_2021 KW - _C:Australia AUS KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:China CHN KW - _C:Cyprus CYP KW - _C:Greece GRC KW - _C:India IND KW - _C:Italy ITA KW - _C:Korea XKOR KW - _C:Malaysia MYS KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Relevant Journals for Identifying Implementation Science Articles: Results of an International Implementation Science Expert Survey AU - Mielke, Juliane AU - Brunkert, Thekla AU - Zullig, Leah L. AU - Bosworth, Hayden B. AU - Deschodt, Mieke AU - Simon, Michael AU - De Geest, Sabina T2 - Frontiers in Public Health AB - In implementation science (IS), conducting well-targeted and reproducible literature searches is challenging due to non-specific and varying terminology that is fragmented over multiple disciplines. A list of journals that publish IS-relevant content for use in search strings can support this process. We conducted a cross-sectional online survey of 56 Australian, European, and North American IS experts to identify and prioritize relevant journals that publish IS articles. Journals' relevance was assessed by providing each with a list of 12 journals, to which they were encouraged to add additional journal names and comments as free text. We also assessed which journals had published special IS-focused issues—identified via PubMed and Google searches—over the last 20 years. Data were analyzed descriptively. Between February 28 and March 15, 2020, a purposive sample of 34/56 experts participated in the survey (response rate: 60.7%). Implementation Science and BMC Health Services Research were perceived as relevant by 97.1% of participants; other journals' relevance varied internationally. Experts proposed 50 additional journals from various clinical fields and health science disciplines. We identified 12 calls and 53 special issues on IS published within various journals and research fields. Experts' comments confirmed the described challenges in identifying IS literature. This report presents experts' ratings of IS journals, which can be included in strategies supporting searches of IS evidence. However, challenges in identifying IS evidence remain geographically and interdisciplinary. Further investment is needed to develop reproducible search strings to capture IS evidence as an important step in improving IS research quality. DA - 2021/04/30/ PY - 2021 DO - 10.3389/fpubh.2021.639192 DP - PubMed Central VL - 9 SP - 639192 J2 - Front Public Health SN - 2296-2565 ST - Relevant Journals for Identifying Implementation Science Articles UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8119993/ Y2 - 2022/11/29/15:08:57 ER - TY - JOUR TI - Religion and Politics: The Debate with Reference to Nigeria T2 - International Journal of Islamic Thought DA - 2014/// PY - 2014 VL - 3 IS - 1 SP - 79 EP - 96 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Relocating research on teacher learning: Toward pedagogically productive talk AU - Lefstein, Adam AU - Vedder-Weiss, Dana AU - Segal, Aliza T2 - Educational researcher DA - 2020/// PY - 2020 DO - 10.3102/0013189X20922998 DP - Google Scholar VL - 49 IS - 5 SP - 360 EP - 368 ST - Relocating research on teacher learning ER - TY - RPRT TI - Remedial Education Programs to Accelerate Learning for All AU - Schwartz, Analice C. DA - 2012/// PY - 2012 DP - DOI.org (Crossref) LA - en PB - Global Partnership for Education UR - http://elibrary.worldbank.org/doi/book/10.1596/26824 Y2 - 2020/07/27/13:20:26 ER - TY - JOUR TI - Remedying Education: Evidence from Two Randomized Experiments in India. AU - Banerjee, Abhijit AU - Cole, Shawn AU - Duflo, Esther AU - Linden, Leigh T2 - The Quarterly Journal of Economics DA - 2007/08/01/ PY - 2007 DO - 10.1162/qjec.122.3.1235 DP - DOI.org (Crossref) VL - 122 IS - 3 SP - 1235 EP - 64 J2 - The Quarterly Journal of Economics SN - 0033-5533, 1531-4650 ST - Remedying Education UR - https://www.nber.org/papers/w11904 ER - TY - RPRT TI - Remedying education: Evidence from Two randomized experiments in India AU - Banerjee, Abhijit AU - Cole, Shawn AU - Duflo, Esther AU - Linden, Leigh L AB - Many efforts to improve school quality by adding school resources have proven to be ineffective. This paper presents the results of two experiments conducted in Mumbai and Vadodara, India, designed to evaluate waysto improve the quality of education in urban slums. A remedial education program hired young women from the community to teach basic literacy and numeracy skills to children lagging behind in government schools. We find the program to be very effective: it increased average test scores of all children in treatment schools by 0.14 standard deviations in the first year, and 0.28 in the second year, relative to comparison schools. A computer-assisted learning program provided each child in the fourth grade with two hours of shared computer time per week, in which students played educational games that reinforced mathematics skills. The program was also very effective, increasing math scores by 0.35 standard deviations the first year, and 0.47 the second year. These results were not limited to the period in which students received assistance, but persisted for at least one year afterleaving the program. Two instrumental variable strategies suggest that while remedial education benefited the children who attended the remedial classes, their classmates, who did not attend the remedial courses but did experience smaller classes, did not post gains, confirming that resources alone may not be sufficient to improve outcomes. CY - Cambridge, MA DA - 2005/// PY - 2005 M3 - Working Paper PB - NBER SN - 11904 UR - https://www.nber.org/system/files/working_papers/w11904/w11904.pdf Y2 - 2020/07/27/15:55:33 KW - _Added to LR KW - _T:reviewed ER - TY - BOOK TI - Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic AU - World Bank DA - 2020/03/26/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - World Bank, Washington, DC UR - http://hdl.handle.net/10986/33499 Y2 - 2021/06/24/12:40:42 ER - TY - JOUR TI - Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look AU - Reich, Justin AU - Buttimer, Christopher J. AU - Fang, Alison AU - Hillaire, Garron AU - Hirsch, Kelley AU - Larke, Laura R. AU - Littenberg-Tobias, Joshua AU - Moussapour, Roya Madoff AU - Napier, Alyssa AU - Thompson, Meredith DA - 2020/// PY - 2020 DO - 10.35542/osf.io/437e2 DP - Google Scholar ST - Remote learning guidance from state education agencies during the COVID-19 pandemic UR - https://edarxiv.org/437e2/?utm_medium=email&utm_source=other&utm_campaign=opencourse.GdeNrll1EeSROyIACtiVvg.announcements~opencourse.GdeNrll1EeSROyIACtiVvg.AHpedUxETU63JlTk4fDolw Y2 - 2024/02/29/13:29:54 KW - Final_citation ER - TY - RPRT TI - Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Students during the COVID-19 Quarantine AU - Asanov, Igor AU - Flores, Francisco AU - McKenzie, David AU - Mensmann, Mona AU - Schulte, Mathis DA - 2020/// PY - 2020 DP - Zotero LA - en PB - World Bank UR - http://documents1.worldbank.org/curated/en/328261589899308503/pdf/Remote-learning-Time-Use-and-Mental-Health-of-Ecuadorian-High-School-Studentsduring-the-COVID-19-Quarantine.pdf KW - _COVID-Continuity-Blogpost-01 KW - _COVID_DEAA-List ER - TY - JOUR TI - Remote sensing and AI for building climate adaptation applications AU - Sirmacek, Beril AU - Vinuesa, Ricardo T2 - Results in Engineering DA - 2022/// PY - 2022 DO - 10.1016/j.rineng.2022.100524 DP - Google Scholar VL - 15 SP - 100524 UR - https://www.sciencedirect.com/science/article/pii/S2590123022001943 Y2 - 2024/02/24/11:11:39 ER - TY - JOUR TI - Remote Sensing Techniques in Mapping Spatial Variability of Salinity in Kano River Irrigation Project (KRIP AU - Dahiru, M. AU - Maina, M.M. AU - Audu, I. AU - Tudunwada, I.Y. AU - Nasiru, N.K. T2 - Nigeria. Nigerian Journal of Technology (NIJOTECH DA - 2021/// PY - 2021 DO - 10.4314/njt.v40i4.20 VL - 40 IS - 4 SP - 732 EP - 739 LA - en ER - TY - RPRT TI - Remote Supervision Options for School Quality Assurance Officers AU - Beoku-Betts, Iman AU - Ampofo, Rudolph AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1068 DA - 2024/01/31/T00:00:00.000Z PY - 2024 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/RZ4C7VGQ KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - COMP TI - Rensvandeschoot/software-overview-machine-learning-for-screening-text AU - schoot, Rens van de AB - The repository aims to create an overview and comparison of software used for systematically screening large amounts of textual data using machine learning. DA - 2023/07/11/T18:14:36Z PY - 2023 DP - GitHub UR - https://github.com/Rensvandeschoot/software-overview-machine-learning-for-screening-text Y2 - 2024/01/19/23:02:53 KW - _Added-ailr-2024 KW - active-learning KW - machine-learning KW - software-development KW - systematic-reviews ER - TY - JOUR TI - Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets. AU - Andrabi, Tahir AU - Das, Jishnu AU - Khwaja, Asim Ijaz T2 - American Economic Review DA - 2017/// PY - 2017 DO - 10.1257/aer.20140774 VL - 107 SP - 1535 EP - 63 UR - https://www.aeaweb.org/articles ER - TY - JOUR TI - Report of the Secretary-General Roadmap for Digital Cooperation DA - 2020/06// PY - 2020 DP - Zotero SP - 39 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Report of the Southern Africa Regional Workshop on Work-based Learning AU - UNESCO CY - GABORONE, BOTSWANA DA - 2018/// PY - 2018 LA - English PB - UNESCO KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CC:Botswana KW - CC:Lesotho KW - CC:Malawi KW - CC:Mozambique KW - CC:Namibia KW - CC:South Africa KW - CC:Zambia KW - CC:Zimbabwe KW - CC:eSwatini (Swaziland) KW - CLL:en KW - publicImportV1 ER - TY - RPRT TI - Report on research outcomes AU - McBurnie, Chris AU - Godwin, Katy AU - Vijil, Alejandra AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org CN - 0082 DA - 2022/03/31/ PY - 2022 LA - en PB - EdTech Hub SN - 4 UR - https://docs.edtechhub.org/lib/KT9PMHDT KW - _r:AddedByZotZen ER - TY - ELEC TI - Report shows student tablet flaws AU - Lamphai Intathep DA - 2013/10/07/ PY - 2013 UR - http://www.bangkokpost.com/lite/breakingnews/373312/ Y2 - 2015/02/16/13:26:37 ER - TY - RPRT TI - Reporting with pictures: a concept paper for researchers and health policy decision-makers AU - WHO AU - Haaland, A. AU - Akogun, Oladele B AU - Oladepo, O. AU - Kale, OO DA - 2000/// PY - 2000 SP - 80 LA - en M3 - Technical report. WHO/TDR/IDE/RP/00.1 ER - TY - JOUR TI - Reports from the Field: Primary School in Brazil Using Finnish Innovation Pedagogy to Create Meaningful Online Education During the COVID-19 Pandemic AU - Joshi, Marjo AU - Scheinin, Minna AU - Miranda, Luis AU - Piispa, Juliana T2 - Journal of Learning for Development AB - ISO Colegío in Paraiba, Brazil, implemented Finnish innovation pedagogy from Turku University of Applied Sciences (TUAS) as a pedagogical strategy in their new primary school in early 2020. The implementation started in class teaching but due to the pandemic, it was transferred online, still using the new pedagogical approaches. Experiences by teachers and pupils have so far been mostly positive. Management has been satisfied with the overall success and plan to continue with innovation pedagogy as a strategy. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 473 EP - 478 LA - en SN - 2311-1550 ST - Reports from the Field UR - https://jl4d.org/index.php/ejl4d/article/view/446 Y2 - 2020/11/21/13:32:09 KW - Brazil KW - Finland KW - online learning KW - pedagogy KW - ⛔ No DOI found ER - TY - JOUR TI - Reports from the Field: Secondary School in Hong Kong Integrating the Spirit of Humanities into STEAM Education AU - Ng, Sin Fai Eric AU - Ng, Chin Hung T2 - Journal of Learning for Development AB - A small project of STEAM education called “Innovation for Love and Care” was implemented in a local secondary school in Hong Kong. Four seventh-grade students participated from November 2020 to February 2021. The project aims to integrate humanism into the traditional STEAM curriculum to stimulate the students’ innovation in a people-oriented approach. The project consisted of three modules implemented by means of both online teaching and face-to-face lessons due to the COVID-19 pandemic. The responses of the students were very positive. The overall performance has been recognised by the school management team. For the next step, the project team plans to expand the project to all seventh-grade students. DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 456 EP - 464 LA - en SN - 2311-1550 ST - Reports from the Field UR - https://jl4d.org/index.php/ejl4d/article/view/500 Y2 - 2022/04/05/12:23:29 KW - Hong Kong KW - STEAM education KW - humanities KW - interdisciplinary approach KW - ⛔ No DOI found ER - TY - JOUR TI - Repositories of Open Educational Resources: An Assessment of Reuse and Educational Aspects AU - Santos-Hermosa, Gema AU - Ferran-Ferrer, Núria AU - Abadal, Ernest T2 - The International Review of Research in Open and Distributed Learning DA - 2017/08/15/ PY - 2017 DO - 10.19173/irrodl.v18i5.3063 DP - www.irrodl.org VL - 18 IS - 5 J2 - 1 LA - en SN - 1492-3831 ST - Repositories of Open Educational Resources UR - http://www.irrodl.org/index.php/irrodl/article/view/3063 Y2 - 2019/03/26/00:30:06 KW - OER KW - evaluation KW - higher education KW - open educational resources KW - repositories KW - reuse ER - TY - RPRT TI - Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality AU - UNICEF DA - 2020/// PY - 2020 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note AU - World Bank DA - 2013/// PY - 2013 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/16787/ACS43930PNT0P10x0379833B00PUBLIC00.pdf?sequence=1&isAllowed=y KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Republished research: Implementation research: what it is and how to do it: Implementation research is a growing but not well understood field of health research that can contribute to more effective public health and clinical policies and programmes. This article provides a broad definition of implementation research and outlines key principles for how to do it AU - Peters, David H. AU - Adam, Taghreed AU - Alonge, Olakunle AU - Agyepong, Irene Akua AU - Tran, Nhan T2 - British Journal of Sports Medicine AB - The field of implementation research is growing, but it is not well understood despite the need for better research to inform decisions about health policies, programmes, and practices. This article focuses on the context and factors affecting implementation, the key audiences for the research, implementation outcome variables that describe various aspects of how implementation occurs, and the study of implementation strategies that support the delivery of health services, programmes, and policies. We provide a framework for using the research question as the basis for selecting among the wide range of qualitative, quantitative, and mixed methods that can be applied in implementation research, along with brief descriptions of methods specifically suitable for implementation research. Expanding the use of well designed implementation research should contribute to more effective public health and clinical policies and programmes. Implementation research attempts to solve a wide range of implementation problems; it has its origins in several disciplines and research traditions (supplementary table A). Although progress has been made in conceptualising implementation research over the past decade,1 considerable confusion persists about its terminology and scope.2–,4 The word “implement” comes from the Latin “implere,” meaning to fulfil or to carry into effect.5 This provides a basis for a broad definition of implementation research that can be used across research traditions and has meaning for practitioners, policy makers, and the interested public: “Implementation research is the scientific inquiry into questions concerning implementation—the act of carrying an intention into effect, which in health research can be policies, programmes, or individual practices (collectively called interventions).” Implementation research can consider any aspect of implementation, including the factors affecting implementation, the processes of implementation, and the results of implementation, including how to introduce potential solutions into a health system or how to promote their large scale use and … DA - 2014/04/01/ PY - 2014 DO - 10.1136/bmj.f6753 DP - bjsm.bmj.com VL - 48 IS - 8 SP - 731 EP - 736 J2 - Br J Sports Med LA - en SN - 0306-3674, 1473-0480 ST - Republished research UR - https://bjsm.bmj.com/content/48/8/731 Y2 - 2022/11/29/15:09:11 ER - TY - RPRT TI - Repurposing Established Radio and Audio Series to Address the COVID-19 Educational Crises AU - Richmond, Simon DA - 2020/// PY - 2020 SP - 9 LA - EN PB - Education Development Center UR - https://www.edc.org/sites/default/files/Repurposing-Established-Radio-Audio-Series.pdf Y2 - 2020/04/04/16:44:47 ER - TY - BLOG TI - Research T2 - Schools2030 AB - Through the generous support of the Jacobs Foundation, Schools2030 is working with independent research partners to increase our understanding of how holistic DA - 2022/02/08/T11:08:50+00:00 PY - 2022 LA - en-US UR - https://schools2030.org/research/ Y2 - 2022/03/31/17:51:35 ER - TY - JOUR TI - Research commentarydata-driven computationally intensive theory development AU - Berente, N. AU - Seidel, S AU - Safadi, H. T2 - Information Systems Research DA - 2019/// PY - 2019 DO - 10.1287/isre.2018.0774 VL - 30 IS - 1 SP - 50 EP - 64 LA - en KW - _Added-ailr-2024 ER - TY - BOOK TI - Research design: Qualitative, quantitative, and mixed methods approaches AU - Creswell, John W. DA - 2013/// PY - 2013 DP - Google Scholar PB - Sage publications ST - Research design Y2 - 2016/09/01/15:47:13 KW - CitedIn:BIBBTVET KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - CitedIn:PhD_Thesis KW - InterviewMethodology KW - TPD@Scale-cited KW - TPD@Scale_1 ER - TY - BOOK TI - Research design: Qualitative, quantitative, and mixed methods approaches AU - Creswell, John W. AU - Creswell, J. David DA - 2017/// PY - 2017 DP - Google Scholar PB - Sage publications ST - Research design KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - TPD@Scale_1 KW - eCubed ER - TY - JOUR TI - Research in African universities to inform the Sustainable Development Goal for Education: visibility, gaps and future priorities AU - Mitchell, Rafael AU - Rose, Pauline AU - Asare, Samuel DA - 2018/// PY - 2018 DP - Google Scholar ST - Research in African universities to inform the Sustainable Development Goal for Education KW - ⛔ No DOI found ER - TY - JOUR TI - Research in International Transfer of Vocational Education and Training – A Systematic Literature Review AU - Toepper, Miriam AU - Zlatkin-Troitschanskaia, Olga AU - Kühling-Thees, Carla T2 - International Journal for Research in Vocational Education and Training AB - Context: The transfer of vocational education and training (VET) has a long tradition and can be based on various conceptual and methodical approaches. Transfer process and success can be influenced by numerous factors at different levels (systemic, institutional and individual). However, the existing research on the challenges and success factors of VET transfer is very heterogenous and fragmented. Method: To provide a comprehensive and structured overview of the current state of the international research on transfer in the context of VET, we conducted a literature review, which is presented here. Using the method of systematic literature review, a total of 231 studies were found and 41 studies were selected based on the defined criteria for full text analysis. Findings: Various specific research foci and analytical approaches used on the included studies were identified and documented. The transfer of a dual VET system or its elements is based on different approaches and perspectives of the recipient country and the transferee. Major challenges for the transfer of dual VET systems include the social reputation of VET in the recipient countries and (language- and culture-related) communication difficulties between the involved parties. For a successful transfer of VET, a deeper knowledge of the contextual conditions in the recipient country are of particular importance, as well as a close, longstanding cooperation between the involved parties. Conclusion: The generated knowledge about key contextual conditions at the individual, company and systemic level in the context of VET transfer can provide a valuable basis for future VET cooperation. DA - 2021/12/15/ PY - 2021 DO - 10.13152/IJRVET.8.4.7 DP - journals.sub.uni-hamburg.de VL - 8 IS - 4 SP - 138 EP - 169 LA - en SN - 2197-8646 UR - https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/138-169 Y2 - 2023/01/23/11:24:02 KW - Literature Review KW - Professional Competence KW - Success Factors KW - Transfer KW - VET KW - Vocational Education and Training ER - TY - JOUR TI - Research Methods for Business Students Eight Edition AU - Saunders, M. N. K. AU - Lewis, Philip AU - Thornhill, Adrian T2 - QualitativeMarket Research: An International Journal DA - 2019/// PY - 2019 DP - Google Scholar KW - ⛔ No DOI found ER - TY - RPRT TI - Research Methods for Education AU - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe) AU - UNESCO Regional Office for Southern Africa AU - Open Development and Education CN - 0265 DA - 2021/12// PY - 2021 LA - en M3 - RTT Evaluation PB - OpenDevEd SN - 1 UR - https://docs.opendeved.net/lib/F6WS8X4W KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Research Methods for Education: Reading List AU - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe), AU - UNESCO Regional Office for Southern Africa AU - Open Development and Education CN - 0267 DA - 2022/03/02/ PY - 2022 LA - en M3 - RTT Evaluation PB - OpenDevEd SN - 3 UR - https://docs.opendeved.net/lib/MSK5WMMF KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Research Methods in Education AU - Cohen, Louis AU - Manion, Lawrence AU - Morrison, Keith AB - This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research. This edition contains new chapters on: Mixed methods research The role of theory in educational research Ethics in Internet research Research questions and hypotheses Internet surveys Virtual worlds, social network software and netography in educational research Using secondary data in educational research Statistical significance, effect size and statistical power Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses. Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen. DA - 2017/10/12/ PY - 2017 DP - Google Books SP - 945 LA - en PB - Routledge SN - 978-1-315-45652-2 KW - Education / Experimental Methods KW - Education / General KW - Education / Research ER - TY - BOOK TI - Research Methods in Education AU - Cohen, Louis AU - Manion, Lawrence AU - Morrison, Keith AB - This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research. This edition contains new chapters on: Mixed methods research The role of theory in educational research Ethics in Internet research Research questions and hypotheses Internet surveys Virtual worlds, social network software and netography in educational research Using secondary data in educational research Statistical significance, effect size and statistical power Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses. Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen. CY - London DA - 2017/10/30/ PY - 2017 ET - 8 SP - 944 PB - Routledge SN - 978-1-315-45653-9 ER - TY - BOOK TI - Research Methods in Education AU - Cohen, Louis AU - Manion, Lawrence AU - Morrison, Keith AB - This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research.This edition contains new chapters on:Mixed methods researchThe role of theory in educational researchEthics in Internet researchResearch questions and hypothesesInternet surveysVirtual worlds, social network software and netography in educational research Using secondary data in educational researchStatistical significance, effect size and statistical powerBeyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses.Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen. CY - London ; New York DA - 2017/11/03/ PY - 2017 DP - Amazon ET - 8th edition SP - 916 LA - English PB - Routledge SN - 978-1-138-20988-6 ER - TY - BOOK TI - Research on open educational resources for development in the Global South: Project landscape AU - Arinto, Patricia AU - Hodgkinson-Williams, Cheryl AU - King, Thomas AU - Cartmill, Tess AU - Willmers, Michelle DA - 2017/// PY - 2017 DP - Google Scholar PB - African Minds, International Development Research Centre & Research on Open … ST - Research on open educational resources for development in the Global South KW - _C:Afghanistan AFG KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Bolivia BOL KW - _C:Brazil BRA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Costa Rica CRI KW - _C:Cuba CUB KW - _C:Ecuador ECU KW - _C:El Salvador SLV KW - _C:Estonia EST KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Laos LAO KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:North Cyprus XNCYP KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Russian Federation RUS KW - _C:Slovenia SVN KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Research on School Effectiveness on Pupils’ Achievement in Developing Countries with Special Reference to Malawi: Some Methodological Issues. AU - Kadzamira, Chipo DA - 2001/// PY - 2001 DO - 10.4314/zjer.v13i2.25997 DP - Google Scholar ST - Research on School Effectiveness on Pupils’ Achievement in Developing Countries with Special Reference to Malawi KW - _C:Malawi MWI ER - TY - CONF TI - Research on the Novel Education Pattern for Science and Engineering Classes Based on Experiment and Interactive Teaching Method AU - Huang, Wenzhun AU - Xie, Xinxin AU - Bian, Wei AU - Zhang, Hui C3 - International Conference on Education, Management, Computer and Society DA - 2016/// PY - 2016 DO - 10.2991/emcs-16.2016.106 DP - Google Scholar PB - Atlantis Press KW - _C:China CHN KW - _C:Switzerland CHE KW - _C:Turkey TUR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - SLIDE TI - Research on the response to COVID19 T2 - BE2 A2 - Haßler, Björn A2 - Fitzpatrick, Rachael AB - Presentation given at BE2, 2020-10-06. CY - UNESCO, Paris (virtual meeting) DA - 2020/10/06/ PY - 2020 UR - https://docs.edtechhub.org/lib/5VQMVDB9 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _EdTechHub_Output KW - _r:ImportedToMyEducationEvidence KW - _yl:u KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Research perspectives: design theory indeterminacy: what Is it, how can it be reduced, and why did the polar bear drown? AU - Lukyanenko, R. AU - Parsons, J. T2 - Journal of the Association for Information Systems DA - 2020/// PY - 2020 DO - 10.17705/1jais.00639 VL - 21 IS - 5 SP - 1343 EP - 1369 LA - en KW - _z:no_pdf ER - TY - BOOK TI - Research proposal DA - 2023/01/18/ PY - 2023 ER - TY - RPRT TI - Research publication strategy and proposed publications AU - Haßler, Björn AU - McIntyre, Nora AU - Hollow, David AU - Jordan, Katy AU - Hennessy, Sara AU - Brugha, Meaghan AU - Mitchell, Joel CY - Cambridge and London, UK DA - 2019/12/18/ PY - 2019 M3 - EdTech Hub Working Paper PB - EdTech Hub SN - 4 UR - http://docs.edtechhub.org/lib/NM6CPLE9 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:n ER - TY - CONF TI - Research, resources and client requirements - how can we achieve more widespread adoption of Interlocking Stabilized Soil Blocks (ISSB) AU - Nambatya, Mauricia AU - Marsh, Alastair T2 - Global Partnership for Sustainable Construction and Resource Efficiency Workshop (Erasmus) DA - 2021/07/16/ PY - 2021 ER - TY - JOUR TI - Research review/teacher learning: What matters AU - Darling-Hammond, Linda AU - Richardson, Nikole T2 - Educational leadership DA - 2009/// PY - 2009 VL - 66 IS - 5 SP - 46 EP - 53 KW - ⛔ No DOI found ER - TY - RPRT TI - Research-to-Change Toolkit: Implementation Research for Youth Practitioners AU - Brian Batayeh DA - 2022/// PY - 2022 PB - IREX and Youth Excel Consortium. UR - https://www.youthlead.org/sites/default/files/YouthLead/files/resources/Youth%20Excel%20Research-to-Change%20%28R2C%29%20Toolkit_0%20%281%29-compressed.pdf Y2 - 2022/12/17/22:32:05 ER - TY - JOUR TI - Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010 AU - Hwang, Gwo-Jen AU - Tsai, Chin-Chung T2 - British Journal of Educational Technology DA - 2011/07// PY - 2011 DO - 10.1111/j.1467-8535.2011.01183.x DP - CrossRef VL - 42 IS - 4 SP - E65 EP - E70 LA - en SN - 00071013 ST - Research trends in mobile and ubiquitous learning UR - http://doi.wiley.com/10.1111/j.1467-8535.2011.01183.x Y2 - 2014/04/08/11:00:16 ER - TY - JOUR TI - Research weaving: visualizing the future of research synthesis AU - Nakagawa, Shinichi AU - Samarasinghe, Gihan AU - Haddaway, Neal R. AU - Westgate, Martin J. AU - O’Dea, Rose E. AU - Noble, Daniel WA AU - Lagisz, Malgorzata T2 - Trends in ecology & evolution DA - 2019/// PY - 2019 DO - 10.1016/j.tree.2018.11.007 DP - Google Scholar VL - 34 IS - 3 SP - 224 EP - 238 ST - Research weaving UR - https://www.cell.com/trends/ecology-evolution/fulltext/S0169-5347(18)30278-7?ref=https://githubhelp.com Y2 - 2024/01/18/22:29:46 KW - _Added-ailr-2024 ER - TY - JOUR TI - ResearchGate como fuente de evaluación científica: desvelando sus aplicaciones bibliométricas AU - Orduña-Malea, Enrique AU - Martín-Martín, Alberto AU - Delgado-López-Cózar, Emilio T2 - Profesional de la Información DA - 2016/// PY - 2016 DO - 10.3145/epi.2016.mar.18 DP - Google Scholar VL - 25 IS - 2 SP - 303 EP - 310 ST - ResearchGate como fuente de evaluación científica ER - TY - JOUR TI - Researching and writing from an African-American perspective: reflective notes on three research studies AU - Tillman, L.C. T2 - International Journal of Qualitative Studies in Education DA - 2006/// PY - 2006 DO - 10.1080/09518390600696513 VL - 19 IS - 3 SP - 265 EP - 287 SN - 0951-8398 (print) / 1366-5898 (online)/06/020265-23 ST - Researching and writing from an African-American perspective: reflective notes on three research studies UR - http://dx.doi.org/10.1080/09518390600696513 ER - TY - CHAP TI - Researching Educational Technology AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - In this chapter, we explore the role of theory in educational technology research and ask what the role of theory should be. We begin with a brief history of education and educational technology research. This history suggests these fields have been dominated by ideas about research that are rooted in the affordances of print technology, in a way that does not fit the needs and affordances of digital technology. We also establish how there has been an unproductive alternation between what we call ‘inside’ views, how things feel to participants, and what we call ‘outside’ views, such as statistical patterns in data. It appears that new digital technology not only makes new ways of doing educational research possible, but it also changes how we should think about the purpose and nature of educational research. We end by proposing relatively new methodologies and paradigms influenced by dialogic theory that respond to these historical challenges and are better suited to researching educational technology. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - JOUR TI - Researching Information Technology in Education: Meeting the Challenges of an Ever-Changing Environment AU - Cox, Margaret J. T2 - Second Handbook of Information Technology in Primary and Secondary Education DA - 2018/// PY - 2018 DP - Google Scholar SP - 1105 ST - Researching Information Technology in Education KW - __C:filed:1 KW - ❓ Multiple DOI ER - TY - BOOK TI - Researching mobile learning-Interim report to Becta AU - McFarlane, A AU - Triggs, P AU - Yee, W DA - 2008/// PY - 2008 PB - UK: Becta ER - TY - JOUR TI - Researching vocational education and training: An international perspective AU - Mulder, Martin T2 - Journal of Vocational, Adult and Continuing Education and Training DA - 2018/11/13/ PY - 2018 DO - 10.14426/jovacet.v1i1.12 DP - www.epubs.ac.za VL - 1 IS - 1 SP - 35 EP - 35 LA - en ST - Researching vocational education and training UR - http://www.epubs.ac.za/index.php/JOVACET/article/view/302 AN - UA-D14DAFD8-4406-45A2-83B9-2B35F9805FD7 Y2 - 2019/02/07/16:54:32 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:LOW KW - -RRQ:M:final KW - RRQ:other KW - publicImportV1 ER - TY - JOUR TI - Resilience, Adaptability, and Sustainability of Higher Education: A systematic Mapping Study on the Impact of the Coronavirus (Covid-19) Pandemic and the Transition to the New Normal AU - Bozkurt, Aras T2 - Journal of Learning for Development AB - The coronavirus (COVID-19) pandemic has been a global crisis, affecting many areas of society, including higher education, which has not been immune to its effects. This study, therefore, examines COVID-19 from the perspective of higher education, applying data mining and analytics approaches, i.e., t-SNE analysis, text-mining, and social network analysis, to identify research themes and patterns. The results obtained show that studies have not been restricted to addressing only the impact of COVID-19 on learners and educational institutions in terms of pedagogical issues. The study identified three broad themes from the body of research on this subject: (1) educational crisis and higher education in the new normal: resilience, adaptability, and sustainability, (2) psychological pressures, social uncertainty, and mental well-being of learners, and (3) the rise of online distance education and blended-hybrid modes. The study concludes that the survival of higher education depends on the resilience, adaptability, and sustainability skills of higher education institutions. DA - 2022/03/15/ PY - 2022 DP - jl4d.org VL - 9 IS - 1 SP - 1 EP - 16 LA - en SN - 2311-1550 ST - Resilience, Adaptability, and Sustainability of Higher Education UR - https://jl4d.org/index.php/ejl4d/article/view/590 Y2 - 2022/04/05/12:27:48 KW - Covid-19 pandemic KW - _genre:PR-primary_research KW - emergency remote education KW - higher education KW - online distance education KW - teaching and learning KW - ⛔ No DOI found ER - TY - BOOK TI - Resilienz, Empowerment und Selbstorganisation geflüchteter Menschen AU - Kleefeldt, Esther DA - 2018/// PY - 2018 PB - Vandenhoeck & Ruprecht ER - TY - CHAP TI - Resisting Dehumanizing Assessments: Enacting Critical Humanizing Pedagogies in Online Teacher Education AU - Shelton, Catharyn AU - Aguilera, Earl AU - Gleason, Benjamin AU - Mehta, Rohit AB - With the shift to online learning in the wake of COVID-19, teacher educators (TEs) risk becoming swept up in a “cult of efficiency” that can dehumanize the learning process for teachers and students. In this chapter, we share how we, four TEs, use new technologies to implement critical humanizing pedagogies. This involves pushing beyond purely cognitive approaches, while reflexively addressing issues of power, access, and representation with emphasis on valuing voices historically subjected to colonizing educational practices. Specifically, we discuss our approach to online assessments, focusing on meaning-making, connecting to social realities, and engaging multimodality. We close the chapter by offering a set of guiding questions and technology tools that may help TEs (re)designing their own online assessments with students’ humanity in mind. DA - 2020/06/15/ PY - 2020 DP - ResearchGate SP - 125 EP - 128 SN - 978-1-939797-49-0 ST - Resisting Dehumanizing Assessments ER - TY - GEN TI - Resolution Concerning Updating the International Standard Classification of Occupations AU - ILO DA - 2007/// PY - 2007 LA - EN UR - https://www.ilo.org/public/english/bureau/stat/isco/docs/resol08.pdf Y2 - 2020/02/01/16:21:18 ER - TY - JOUR TI - Resolving the “Cost-Effective but Unaffordable” Paradox: Estimating the Health Opportunity Costs of Nonmarginal Budget Impacts AU - Lomas, James AU - Claxton, Karl AU - Martin, Stephen AU - Soares, Marta T2 - Value in Health DA - 2018/03/01/ PY - 2018 DO - 10.1016/j.jval.2017.10.006 VL - 21 IS - 3 SP - 266 EP - 275 J2 - Value in Health LA - en SN - 1098-3015 ST - Resolving the “Cost-Effective but Unaffordable” Paradox ER - TY - RPRT TI - Resource list for T-TEL Ghana (2015-2016) AU - Haßler, Björn DA - 2022/// PY - 2022 UR - https://docs.opendeved.net/lib/?featured=J6YRIZ5K ER - TY - BOOK TI - Respect in the Commonwealth: A toolkit for building relationships, generating new ideas and increasing respect AU - Secretariat, Commonwealth AB - This 'project in a box' on building resilience and inter-community dialogue encompasses detailed instructions, illustrations, and inspiration. The toolkit focuses on how to deliver workshops on inter- and intra-community relationship building, and aims to improve global citizenship literacy, awareness of tools and learning of skills to build socially cohesive and tolerant communities that are resilient to violent extremism. This toolkit is for anyone who feels motivated to improve relationships and respect in the community, the workplace and even among friends and family. You can use it to improve respect generally or to tackle a specific issue, such as hate speech or inter-ethnic conflict. Depending on your level of experience of bringing people together, and the kinds of issues you are working with, you will find a range of different tools to apply. Whether you are experienced in facilitating change or are just starting out, this toolkit has been designed and tested for you. DA - 2022/06/15/ PY - 2022 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Respect in the Commonwealth UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1069 Y2 - 2023/05/12/09:29:51 ER - TY - JOUR TI - Responding to the COVID-19 pandemic in Trinidad and Tobago: challenges and opportunities for teacher education AU - Kalloo, Rowena Constance AU - Mitchell, Beular AU - Kamalodeen, Vimala Judy T2 - Journal of Education for Teaching AB - Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties.The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period : Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness. DA - 2020/07/29/ PY - 2020 DO - 10.1080/02607476.2020.1800407 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 11 SN - 0260-7476 ST - Responding to the COVID-19 pandemic in Trinidad and Tobago UR - https://doi.org/10.1080/02607476.2020.1800407 Y2 - 2020/08/12/17:03:15 KW - COVID-19 KW - Teacher education KW - __C:filed:1 KW - inequities KW - online education ER - TY - JOUR TI - Response Surface Regression Model for Predicting Clay Composition and it Relationship with selected Soil Properties at Kano River Irrigation Project, Nigeria AU - Dahiru, M. AU - Maina, M.M. AU - Audu, I. AU - Tudunwada, I.Y. AU - Nasiru, N.K. AU - Umar, S.E. T2 - Dutse Journal of Pure and Applied Sciences (DUJOPAS DA - 2021/// PY - 2021 VL - 7 IS - 1March LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Responsibility Report 2018 AU - The LEGO Group DA - 2018/// PY - 2018 DP - Zotero LA - en KW - Final_citation KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Restructuring vocational and technical education in Ghana: The role of leadership development AU - Boateng, C T2 - International Journal of Humanities and Social Science AB - Vocational technical education and training in Ghana is currently undergoing restructuring. Many reforms are in place to improve the quality of provision and learning outcomes to make it more accessible and attractive to all, and to ensure it is relevant and connected to the world of work. The potential success of these reforms will depend largely on the administrators and managers who are responsible for generating ideas and formulating policies ,as well as those responsible for transforming policies into practice. In this regard, effective leadership becomes an important variable that must be considered in the new vocational education environment. There is the need for Ghana to pay attention to providing leadership programs and guidance to current leaders and new and aspiring administrators and managers of vocational technical education. Such leadership development programs should attempt to cultivate in individuals key attributes and characteristics that can predispose successful leadership performance. The availability of leadership development programs and the possibility of being able to acquire certain leadership behaviours and enhance and use certain leadership attributes holds great promise for those participating in and leading vocational educational programs, reform efforts, and the change process in the country. DA - 2012/// PY - 2012 LA - en UR - https://pdfs.semanticscholar.org/b171/6c09ac0070a4745af81b41d615400b343082.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:leadership KW - F:policy KW - T:TVET KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Results From a Controlled Study of the iPad Fractions Game Motion Math AU - Riconscente, Michelle M T2 - Games and Culture DA - 2013/// PY - 2013 DO - 10.1177/1555412013496894 VL - 8 IS - 4 SP - 186 EP - 214 ER - TY - JOUR TI - Results from a Study for Teaching Human Body Systems to Primary School Students Using Tablets AU - Fokides, Emmanuel AU - Mastrokoukou, Aikaterini T2 - Contemporary Educational Technology DA - 2018/// PY - 2018 DO - 10.30935/cet.414808 DP - Google Scholar VL - 9 IS - 2 SP - 154 EP - 170 KW - _C:Canada CAN KW - _C:Dominican Republic DOM KW - _C:Greece GRC KW - _C:Singapore SGP KW - _C:Sweden SWE KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Results of Mongolia COVID-19 Household Response Phone Survey (Round 1) AU - World Bank DA - 2020/// PY - 2020 LA - en M3 - Working Paper PB - World Bank Group SN - 150989 UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail Y2 - 2020/08/17/20:06:19 ER - TY - RPRT TI - Results of Mongolia COVID-19 Household Response Phone Survey (Round 1) AU - World Bank AU - National Statistics Office of Mongolia DA - 2020/07// PY - 2020 M3 - Working Paper PB - World Bank Group SN - 150989 UR - http://documents1.worldbank.org/curated/en/656061595316484647/pdf/Results-of-Mongolia-COVID-19-Household-Response-Phone-Survey-Round-1.pdf Y2 - 2020/08/19/14:57:15 ER - TY - JOUR TI - Retention and attrition among National Certificate (Vocational) Civil and Construction students in South African TVET AU - Van der Bijl, Andre AU - Lawrence, Mark T2 - Industry and Higher Education T3 - Journal AB - © The Author(s) 2018. The National Certificate (Vocational) (NC(V)) was introduced into South Africa’s system of vocational training to ‘solve problems of poor quality programmes, lack of relevance to the economy, as well as low technical and cognitive skills of TVET [technical and vocational education and training] graduates’. The NC(V) did not, however, meet expectations, partially because of systemic difficulties. This article reports on research conducted among students who studied on the NC(V) Civil and Construction programme in an effort to identify appropriate corrections that could be made by college management. The research project made use of Tinto’s Student Integration Model to identify reasons for both student attrition and student persistence. The study provides information on the predicament facing TVET Civil and Construction students and has broad relevance for practitioners operating in higher and post-school education. DA - 2019/// PY - 2019 DO - 10.1177/0950422218800649 ER - TY - JOUR TI - Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa AU - Erkkie, Haipinge AU - Kadhila, Ngepathimo T2 - Journal of Learning for Development AB - Massive Open Online Courses (MOOCs) are online courses that are open to anyone with Internet access. Pioneered in North America, they were developed for contexts with broader access to technology and wider access to the Internet. As globally networked learning environments (GNLEs), MOOCs foster collaborative communities and learning in ways not conceived as feasible until recently. The affordances of MOOCs, such as the ability to access learning beyond one’s immediacy, exemplify their benefits for open and distance learning, especially in developing countries that continue to consume rather than produce online courses. However, the globality of MOOCs and their delivery mode pose a challenge of contextualising learning content to the local needs of educational institutions or individual students that choose to use the courses. This theoretical paper used a desk-research approach by revising literature to investigate and propose ways of contextualising MOOCs to the African higher education setting. It applied the principles of reuse and repurposing learning content, while suggesting the use of mobile learning as a technological delivery solution that is relevant to the local context. The paper also suggests a framework for inter-institutional collaboration for higher education institutions to guide future efforts in the creation and sharing of credit-bearing MOOCs. DA - 2021/03/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 1 SP - 204 EP - 220 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/442 Y2 - 2022/04/05/12:21:07 KW - MOOCs KW - Sub-Saharan Africa KW - connectivism KW - contextualisation KW - higher education KW - online learning KW - ⛔ No DOI found ER - TY - JOUR TI - Rethinking education for the Caribbean: A radical approach AU - Jules, Didacus T2 - Comparative Education DA - 2008/// PY - 2008 DO - 10.1080/03050060802041142 DP - Google Scholar VL - 44 IS - 2 SP - 203 EP - 214 ST - Rethinking education for the Caribbean ER - TY - THES TI - Rethinking mobile learning for development: Using the Capability Approach and a mixed-methods systematic review to conceptualise the application of mobile technologies as an educational tool in Low-and Middle-Income Countries AU - Langer, Laurenz DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - UCL (University College London) ST - Rethinking mobile learning for development KW - _C:Afghanistan AFG KW - _C:Albania ALB KW - _C:Algeria DZA KW - _C:Angola AGO KW - _C:Antigua and Barbuda ATG KW - _C:Argentina ARG KW - _C:Armenia ARM KW - _C:Australia AUS KW - _C:Azerbaijan AZE KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Belarus BLR KW - _C:Belize BLZ KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Bosnia and Herzegovina BIH KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Bulgaria BGR KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Costa Rica CRI KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Czech Republic CZE KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Eritrea ERI KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Federated States of Micronesia FSM KW - _C:Fiji FJI KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Grenada GRD KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:Honduras HND KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Italy ITA KW - _C:Ivory Coast CIV KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kazakhstan KAZ KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Korea XKOR KW - _C:Kosovo XKSVO KW - _C:Kyrgyzstan KGZ KW - _C:Laos LAO KW - _C:Latvia LVA KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Libya LBY KW - _C:Lithuania LTU KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Malta MLT KW - _C:Marshall Islands MHL KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:North Macedonia MKD KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Palau PLW KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Republic of Moldova MDA KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Samoa WSM KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Serbia SRB KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Slovakia SVK KW - _C:Slovenia SVN KW - _C:Solomon Islands SLB KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Suriname SUR KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Timor-L'este TLS KW - _C:Togo TGO KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Turkmenistan TKM KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Vanuatu VUT KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review ER - TY - BOOK TI - Rethinking play and pedagogy in early childhood education: concepts, contexts and cultures AU - Rogers, Sue AB - Bringing together a collection of chapters from international experts in the field of early childhood education, Rethinking Play and Pedagogy in Early Childhood Education seeks to explore how play in the Early Years is valued as a means of learning. The book discusses how play is presented, transformed by institutional and pedagogical discourses and ultimately experienced by children. Adopting cultural, conceptual and contextual approaches to play and pedagogy across its chapters, this book addresses contemporary emerging issues surrounding play and pedagogy including:
DA - 2017/// PY - 2017 DP - ProQuest VL - 16 IS - 3 LA - English ST - Teachers’ Use of Information and Communications Technology in Education UR - http://search.proquest.com/docview/1953141340/abstract/442669BF15EF46B3PQ/1 Y2 - 2019/02/25/12:02:32 KW - :C:Cameroon KW - Cited KW - Communications technology KW - Data acquisition KW - Developing nations KW - Education KW - Education--Teaching Methods And Curriculum KW - Information technology KW - Learning KW - RRQ1:High KW - RRQ2:Medium KW - Rural areas KW - Secondary schools KW - Statistical tests KW - Teachers KW - Teaching KW - Training KW - ⛔ No DOI found ER - TY - JOUR TI - Teachers' views about technical education: implications for reforms towards a broad based technology curriculum in Malawi AU - Chikasanda, VK AU - K Otrel-Cass, K AU - Jones, A T2 - International Journal of Technology and Design Education AB - Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided for teachers to achieve this goal. This paper reports from a wider study that looked at teachers’ existing views and practices in technical education in Malawi. The article focuses on the findings from interviews that were conducted with six secondary school teachers to find out about their understanding of the meaning and rationale for technical education. It is also discussed how the teachers view technical education as involving skills development for making things and their thoughts on the benefits of such knowledge. It is argued that teachers’ views about technical education were strongly linked to the goals of the curriculum vacationalization policies adopted at the dawn of political independence. Besides skills training they saw the potential to impart thinking skills related to design and problem solving, and the need for essential pedagogical techniques to support learning in technical education. Examination requirements, inadequate opportunities to conduct practical activities and a lack of supportive policy were seen as limiting factors. This article claims that teachers’ views were shaped by their expectations and beliefs about the nature of technical education and what they perceived students may gain from such learning. Their views were also influenced by contextual factors which may have implications on reforms towards broader notions of technology education. DA - 2011/// PY - 2011 DO - 10.1007/s10798-010-9125-5 LA - en UR - https://link.springer.com/article/10.1007/s10798-010-9125-5 AN - UTI-10E36A62-F31B-3BA6-9A1F-5C1A789FDEE1 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Malawi KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:curriculum KW - P:teachers KW - P:technology KW - Q:educational technology KW - T:TVET KW - publicImportV1 ER - TY - BOOK TI - Teaching and learning: achieving quality for all AU - UNESCO T2 - EFA Global Monitoring Report A3 - Rose, Pauline DA - 2014/// PY - 2014 DP - Open WorldCat LA - English PB - UNESCO Publishing SN - 978-92-3-104255-3 92-3-104255-6 ST - Teaching and learning UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/ KW - AWP2 KW - AWP2-actual KW - CitedIn:AKFC KW - CitedIn:OER4S-TPE-HHH2 KW - CitedIn:OER4Schools-2012-HHH1 KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - CitedIn:OER4Schools-HHH3-B KW - CitedIn:PhD_Thesis KW - EfA KW - GMR KW - RPF-May-2016 KW - _C:Afghanistan AFG KW - _C:Albania ALB KW - _C:Algeria DZA KW - _C:Andorra AND KW - _C:Angola AGO KW - _C:Antigua and Barbuda ATG KW - _C:Argentina ARG KW - _C:Armenia ARM KW - _C:Artsakh XARTH KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Azerbaijan AZE KW - _C:Bahamas BHS KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Belarus BLR KW - _C:Belgium BEL KW - _C:Belize BLZ KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Bosnia and Herzegovina BIH KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Brunei Darussalam BRN KW - _C:Bulgaria BGR KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:Costa Rica CRI KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Equatorial Guinea GNQ KW - _C:Eritrea ERI KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Federated States of Micronesia FSM KW - _C:Fiji FJI KW - _C:Finland FIN KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Grenada GRD KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:Honduras HND KW - _C:Hungary HUN KW - _C:Iceland ISL KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Ivory Coast CIV KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kazakhstan KAZ KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Korea XKOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Korea, Republic KOR KW - _C:Kuwait KWT KW - _C:Kyrgyzstan KGZ KW - _C:Latvia LVA KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Libya LBY KW - _C:Lithuania LTU KW - _C:Luxembourg LUX KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Malta MLT KW - _C:Marshall Islands MHL KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Monaco MCO KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nauru NRU KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Palau PLW KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Pridnestrovian Moldovan Republic XPRMR KW - _C:Qatar QAT KW - _C:Republic of Moldova MDA KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Samoa WSM KW - _C:San Marino SMR KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Serbia SRB KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Slovakia SVK KW - _C:Slovenia SVN KW - _C:Solomon Islands SLB KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Suriname SUR KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Togo TGO KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Turkmenistan TKM KW - _C:Tuvalu TUV KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Vanuatu VUT KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Teaching and Learning Experiences in Medical Education During the COVID-19 Pandemic: The Case of Kilimanjaro Christian Medical University College (KCMUCo), Tanzania AU - Ibrahim, Glory AU - Luzinge, Heavenlight AU - Kapanda, Gibson T2 - Journal of Learning for Development AB - Objective The purpose of this paper was to share teaching and learning experiences during the COVID-19 pandemic and mandated university closure. Methods A cross-sectional study was conducted among all eligible students and faculty members using voluntary anonymous questionnaires.  To capture the attitudes and perceptions of respondents, five-point Likert scale questions were used. Results A total of 865 (58%) students and 57 (51%) faculty members participated in the survey. Uptake of e-learning platforms increased by 15.4% for students, 43.0% for faculty and by 22.3% in courses. The overall students’ strength of consensus measure of perception on accessibility of platforms was 65% and support entities 79%. About 70% of students owned a smartphone as a learning device. More than 67% of the students highlighted the cost of Internet bundles as a major challenge. Conclusion Shifting from blended learning to online learning during the lockdown was feasible given the pre-planned e-learning practices. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 433 EP - 446 LA - en SN - 2311-1550 ST - Teaching and Learning Experiences in Medical Education During the COVID-19 Pandemic UR - https://jl4d.org/index.php/ejl4d/article/view/448 Y2 - 2020/11/21/13:31:50 KW - COVID-19 KW - blended learning KW - online learning KW - students and faculty experiences KW - ⛔ No DOI found ER - TY - RPRT TI - Teaching and learning of mathematics in the context of the National Numeracy Programme: Finding from a rapid in-depth qualitative study AU - Oliveira, Andre Correa de AU - Kanyoza, Charity AU - Boilo, Violet AU - Chidothi, Emmanuel AU - Kadzamira, Esme AU - Mpoola, Dorothy AU - McBurnie, Chris AU - Phiri, Magret AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/// PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/2AN8XVIA KW - Author:OpenDevEd KW - _forthcoming KW - _r:AddedByZotZen ER - TY - RPRT TI - Teaching and Learning of Mathematics in the Context of the National Numeracy Programme in Malawi: Findings from a Rapid In-depth Qualitative Study AU - Correa de Oliveira, André AU - Kanyoza, Charity AU - Lurvink, Anne-Fleur AU - Boilo, Violet AU - Kadzamira, Esme AU - Haßler, Björn DA - 2023/01// PY - 2023 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/B8SQMMBA KW - _forthcoming KW - _r:AddedByZotZen ER - TY - RPRT TI - Teaching approaches and strategies that work; Keeping children engaged and achieving in mathematics AU - New Zealand Government DA - 2018/02// PY - 2018 UR - https://www.ero.govt.nz/assets/Uploads/ERO-17763-Teaching-Strategies-that-work-Mathematics-v7.pdf Y2 - 2020/05/16/16:21:18 KW - C:New Zealand ER - TY - JOUR TI - Teaching as a profession: Lessons in teacher preparation and professional development AU - Darling-Hammond, L. T2 - Phi delta kappan DA - 2005/// PY - 2005 DO - 10.1177/003172170508700318 VL - 87 IS - 3 SP - 237 UR - http://www.oup.hu/howhigh_doug.pdf. ER - TY - NEWS TI - Teaching at the Bottom of the Pyramid AU - Akyeampong, Kwame T2 - LBOP2 PRE-CONF DRAFT AB - LBOP2 PRE-CONF DRAFT Sept 23, 2020 Teaching at the bottom of the pyramid: Teacher Education in Poor and Marginalised Communities Kwame Akyeampong The Open University Abstract The goal of providing quality education for every child is only achievable if every child has access to a teache... DA - 2020/// PY - 2020 LA - en-GB UR - https://docs.google.com/document/u/1/d/1Y_BI6ck8TTzcMgbdrlHnnyjzGIkLuWtS1CqY2xDjRi0/edit?usp=embed_facebook Y2 - 2020/12/04/10:26:38 ER - TY - JOUR TI - Teaching Digital Ethics in Information Systems AU - Paltiel, Minna AU - Cheong, Marc AU - Coghlan, Simon AU - Lederman, Reeva DA - 2022/// PY - 2022 DP - Google Scholar UR - https://aisel.aisnet.org/acis2022/25/ Y2 - 2024/02/24/08:49:28 KW - ⛔ No DOI found ER - TY - JOUR TI - Teaching Equivalent Fractions to Secondary Students With Disabilities via the Virtual–Representational–Abstract Instructional Sequence AU - Bouck, Emily C. AU - Bassette, Laura AU - Shurr, Jordan AU - Park, Jiyoon AU - Kerr, Jackie AU - Whorley, Abbie T2 - Journal of Special Education Technology DA - 2017/// PY - 2017 DO - 10.1177/0162643417727291 DP - Google Scholar VL - 32 IS - 4 SP - 220 EP - 231 KW - __C:filed:1 ER - TY - JOUR TI - Teaching Group Counseling in Botswana: Two U.S.-Trained Counselors Discuss Experiences and Share Cultural Considerations for Practice AU - Coker, Angela D. AU - Majuta, Aaron R. T2 - Journal for Specialists in Group Work AB - There is a paucity of research in the area of teaching group counseling within an African context. In this article we describe and reflect on our experiences teaching group counseling at an institution of higher learning in the country of Botswana. We discuss cultural traditions and strengths that support an environment of group work in Botswana, describe cross-cultural challenges we experienced along the way as we implemented Western-derived didactic and experiential components of group counseling training, and discuss the ways in which we addressed the cultural differences we encountered. Implications for future cross-cultural research and training are discussed. DA - 2015/// PY - 2015 DO - 10.1080/01933922.2014.992506 LA - en AN - DOI-10.1080/01933922.2014.992506 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Botswana KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:attitude KW - F:learning KW - F:pedagogy KW - F:teaching KW - P:culture KW - P:environment KW - P:social KW - Q:higher education KW - T:Training KW - T:trainee KW - Z:Acquired Immunodeficiency Syndrome (AIDS) KW - Z:Colleges KW - Z:Counselor Training KW - Z:Cross Cultural Training KW - Z:Cultural Awareness KW - Z:Cultural Differences KW - Z:Foreign Countries KW - Z:Group Counseling KW - Z:Group Dynamics KW - Z:Higher Education KW - Z:Interpersonal Communication KW - Z:Prosocial Behavior KW - Z:Social Attitudes KW - publicImportV1 ER - TY - RPRT TI - Teaching in Cambodia AU - Benveniste, Luis AU - Marshall, Jeffery AU - Araujo, M. Caridad AB - This report aims to address some of the Ministry of Education, Youth and Sport's (MoEYS) specific concerns in the area of teacher civil service reform as it considers alternatives for the next phase of Cambodia's educational development. This study uses the most recent empirical data to document the most salient trends around Cambodian teachers: their attributes, the characteristics of their jobs relative to those of other professionals, and their working conditions, as well as aggregate data on how the teaching profession is responding to the demands of a rapidly growing school system. This report also reviews the most important policies that affect teachers' salaries, contracts and incentives to join the profession and remain in it. It also provides observational data of teacher classroom performance and attendance, while linking student academic outcomes to teaching inputs. The objective of this study is to inform the dialogue around policy reforms that may affect the education sector, the civil service, and teachers in particular. CY - Washington, DC DA - 2008/06// PY - 2008 DP - openknowledge.worldbank.org LA - en_US PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/8073 Y2 - 2022/07/13/08:57:24 KW - Attendance KW - Civil Service KW - Classroom Performance KW - Contracts KW - Educational Development KW - Incentives KW - Salaries KW - School System KW - Teachers KW - Working Conditions ER - TY - JOUR TI - Teaching/learning resources and academic performance in mathematics in secondary schools in Bondo District of Kenya AU - Yara, P.O. AU - Otieno, K.O. T2 - Asian Social Science DA - 2010/// PY - 2010 DO - 10.5539/ass.v6n12p126 VL - 6 IS - 12 SP - 126 EP - 132 UR - https://doi.org/10.5539/ass.v6n12p126. ER - TY - GEN TI - Teaching & Learning Toolkit AU - Education Endowment Foundation DA - 2018/// PY - 2018 PB - Education Endowment Foundation UR - https://educationendowmentfoundation.org.uk/public/files/Toolkit/complete/EEF-Teaching-Learning-Toolkit-October-2018.pdf Y2 - 2021/02/25/00:00:00 ER - TY - RPRT TI - Teaching Learning Toolkit: An accessible summary of the international evidence on teaching 5-16 year-olds DA - 2018/10// PY - 2018 UR - https://educationendowmentfoundation.org.uk/public/files/Toolkit/complete/EEF-Teaching-Learning-Toolkit-October-2018.pdf Y2 - 2021/03/25/22:51:22 ER - TY - JOUR TI - Teaching & Learning Toolkit (English/Arabic) DA - 2018/// PY - 2018 DP - Zotero SP - 7 LA - en KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - JOUR TI - Teaching machine learning in K–12 classroom: Pedagogical and technological trajectories for artificial intelligence education AU - Tedre, Matti AU - Toivonen, Tapani AU - Kahila, Juho AU - Vartiainen, Henriikka AU - Valtonen, Teemu AU - Jormanainen, Ilkka AU - Pears, Arnold T2 - IEEE access DA - 2021/// PY - 2021 DO - 10.1109/ACCESS.2021.3097962 DP - Google Scholar VL - 9 SP - 110558 EP - 110572 ST - Teaching machine learning in K–12 classroom UR - https://ieeexplore.ieee.org/abstract/document/9490241/ Y2 - 2024/02/24/10:05:09 ER - TY - BOOK TI - Teaching Machines: The History of Personalized Learning AU - Watters, Audrey CY - Cambridge, Massachusetts DA - 2021//03/Agosto PY - 2021 DP - Amazon SP - 316 LA - Inglés SN - 978-0-262-04569-8 ST - Teaching Machines ER - TY - JOUR TI - Teaching Replays, Teaching Rehearsals and Re-Visions of practice: Learning from colleagues in a mathematics teacher community AU - Horn, I T2 - Teachers College Record: The Voice of Scholarship in Education DA - 2010/// PY - 2010 DO - 10.1177/016146811011200109 UR - http://www.tcrecord.org/Content.asp?ContentId=15820 ER - TY - JOUR TI - Teaching Science to Visually Impaired Students: A Small-Scale Qualitative Study. AU - Sahin, Mehmet AU - Yorek, Nurettin T2 - Online Submission DA - 2009/// PY - 2009 DP - Google Scholar VL - 6 IS - 4 SP - 19 EP - 26 ST - Teaching Science to Visually Impaired Students UR - https://eric.ed.gov/?id=ED505732 Y2 - 2024/03/27/15:17:12 KW - ⛔ No DOI found ER - TY - CHAP TI - Teaching Systematic Review AU - Nind, Melanie T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - This chapter is about teaching systematic review; it is not, however, the product of a systematic review. It combines and builds on insights from two sets of research experiences: being taught about how to conduct systematic reviews ahead of doing this myself, and more recently, conducting study of the Pedagogy of Methodological Learning for the National Centre for Research Methods in the UK. The latter engaged teachers and learners in the process of building capability and capacity in the co-construction of understandings of what is important in teaching and learning advanced social science research methods, including systematic review. The chapter advocates teaching systematic review in ways that support critical thinking, utilising deep knowledge of the method and a willingness to be reflexive and open about its messy realities. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 55 EP - 68 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Systematic Reviews in Educational Research UR - https://doi.org/10.1007/978-3-658-27602-7_4 Y2 - 2020/11/26/15:49:34 ER - TY - CONF TI - Teaching tech to talk: K-12 conversational artificial intelligence literacy curriculum and development tools AU - Van Brummelen, Jessica AU - Heng, Tommy AU - Tabunshchyk, Viktoriya C3 - Proceedings of the AAAI Conference on Artificial Intelligence DA - 2021/// PY - 2021 DP - Google Scholar VL - 35 SP - 15655 EP - 15663 ST - Teaching tech to talk UR - https://ojs.aaai.org/index.php/AAAI/article/view/17844 Y2 - 2024/02/24/10:03:01 KW - ⛔ No DOI found ER - TY - JOUR TI - Teaching the science of learning AU - Weinstein, Yana AU - Madan, Christopher R. AU - Sumeracki, Megan A. T2 - Cognitive Research: Principles and Implications AB - The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies. DA - 2018/// PY - 2018 DO - 10.1186/s41235-017-0087-y DP - PubMed VL - 3 IS - 1 SP - 2 J2 - Cogn Res Princ Implic LA - eng SN - 2365-7464 KW - Education KW - Learning KW - Memory KW - Teaching ER - TY - JOUR TI - Teaching well? Educational reconstruction efforts and support to teachers in postwar Liberia AU - Shriberg, Janet AU - Kirk, J. AU - Winthrop, R. T2 - New York: International Rescue Committee DA - 2007/// PY - 2007 KW - ⛔ No DOI found ER - TY - JOUR TI - Teaching with and Learning through ICTs in Zimbabwe's Teacher Education Colleges. AU - Musarurwa, C T2 - US-China Education Review AB - The use of ICTs (information and communication technologies) in Zimbabwe’s teacher education colleges is of paramount importance. The teacher trainees have a dual role to play: learning through ICTs and also learning how to teach through them. Interestingly, the rate at which schools have embraced the use of ICTs is unprecedented, but this has not been matched with an equal effort by teacher education colleges and hence teacher trainees have been less exposed and trained in using such technologies. Evidently, this has created a mismatch between the need for teachers who are conversant with ICTs and e-learning and their availability. This paper stems from a pilot programme in which the author was an active participant. It reflects on efforts made to integrate ICTs into the teacher education curriculum and evaluates the impact that this programme will have on teacher education in Zimbabwe. DA - 2011/// PY - 2011 LA - en UR - https://eric.ed.gov/?id=ED529913 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Mozambique KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:curriculum KW - F:learning KW - F:teaching KW - P:measurement KW - P:teacher education KW - P:teacher training KW - Q:ICT KW - Q:ODEL KW - Q:open learning KW - T:TVET KW - meta KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Teaching With the Test: Experimental Evidence on Diagnostic Feedback and Capacity-Building for Schools in Argentina. AU - de Hoyos AU - Rafael, Alejandro Ganimian AU - Holland, Peter T2 - World Bank Economic Review DA - 2019/// PY - 2019 UR - https://doi.org/10.1093/wber/lhz026 ER - TY - JOUR TI - Team quality Management for Community interactive research experiences in Northeastern Nigeria AU - Akogun, Oladele B T2 - The Nigerian Journal of Parasitology DA - 2001/// PY - 2001 VL - 22 IS - 1 &2 SP - 17 EP - 22 LA - en KW - ⛔ No DOI found ER - TY - BLOG TI - Tech plus teachers: Did one-on-one phone tutorials help kids learn better during school closures in Sierra Leone? AU - Crawfurd, L AU - Evans, D AU - Guiterrez Bernal, M AU - Hares, S AU - Sam-Kpakra, R AU - Sandefur, J AU - Shojo, M DA - 2021/// PY - 2021 UR - https://blogs.worldbank.org/africacan/tech-plus-teachers-did-one-one-phone-tutorials-help-kids-learn-better-during-school KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Technical and implementation issues in reading literacy interactive games AU - Mahalingam, G.R. AU - Samah, N.A. AU - Rahman, K.A.A. AU - Ali, D.F. AU - Abdullah, A.H. AU - Ashari, Z.M. AU - Jumaat, N.F. AU - Harikrishnan, H. T2 - International Journal of Engineering and Advanced Technology AB - The technology-based learning process is able to influence pupils on learning and teaching, especially the use of interactive games can transform the way learning of problematic learners in reading skills. Although interactive games are said to be very effective in learning but there are still many technical and implementation shortcomings on remedial education students which identified as slow learners. This paper focuses on technical and implementation issues which restrict the effective integration of Reading Literacy Interactive Games (RLIG) in learning of reading skill among slow learners. The aim of this study is to investigate the critical issues and develop the effective RLIG in order to fulfill the slow learners’ needs. Therefore, a need-analysis was conducted to investigate the issues of technical and implementation of RLIG among slow learners. The findings revealed that there are many technical and implementation issues that restricted slow learners from adapting RLIG in the process of teaching and learning. The findings of this research can assist educators to improve the development of RLIG by incorporating relevant pedagogical approaches and game-based features in the development process. © 2019, Blue Eyes Intelligence Engineering and Sciences Publication. All rights reserved. DA - 2019/// PY - 2019 DO - 10.35940/ijeat.E1161.0585C19 VL - 8 IS - 5 SP - 1154 EP - 1158 J2 - Int. J. Eng. Adv. Technol. LA - English SN - 22498958 (ISSN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073729326&doi=10.35940%2fijeat.E1161.0585C19&partnerID=40&md5=35519bf0ca1b4d06f478fe605c98f18f DB - Scopus KW - Interactive games KW - Reading literacy KW - Slow learners KW - _AcademicRecoveryOECS KW - edtech KW - remedial ER - TY - ELEC TI - Technical and Vocational Education and Training Act DA - 2013/// PY - 2013 UR - https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/98807/117649/F1763223240/KEN98807.pdf Y2 - 2020/08/04/13:04:51 ER - TY - RPRT TI - Technical and Vocational Education and Training Act n°29 DA - 2013/// PY - 2013 UR - https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/98807/117649/F1763223240/KEN98807.pdf ER - TY - RPRT TI - Technical and vocational Education and Training in Ethiopia AU - Krishnan, P AU - Shaorshadze, I AB - This report presents a background study of the state of Technical and Vocational Education and Training in Ethiopia. We discuss the state of TVET in Ethiopia, as well as the contextual information on education system and economic indicators in Ethiopia as they relate to the TVET implementation and policy. We argue that given the supply-driven nature of the TVET system in Ethiopia, it is important to improve its efficiency, and we propose two ways to doing this: (1) Improve efficiency and equity of the centrallydriven allocation mechanism drawing on the recent advances in matching algorithms and their application to the school choice; (2) Impact evaluation of the final labour market outcomes of the graduates has to be integral part of the TVET system, and we discuss various ways such evaluation could be conducted. DA - 2013/// PY - 2013 LA - en M3 - Working Paper UR - http://prime-ethiopia.org/wp-content/uploads/2015/03/TVET1.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Ethiopia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - T:Ausbildung KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CONF TI - Technical and vocational education and training in sub-Saharan Africa: a comprehensive review of the current state of the research (AfriTVET) AU - Kigwilu Changilwa, Peter AU - Haßler, Björn AU - Marsden, Melissa AU - Watson, Joseph AU - Schaffer, Jens AU - Kagambega, Asseta AU - Iseje, Fatuma AU - Maseko, Vusi AU - Orji, Chibueze Tobias AU - Deodonne, Kunwufine AU - Amina, Idris AU - Ewnetu, Tamene AU - Ezekoye, Benadeth T2 - AfriTVET International Conference, RVTTI, Kenya, June 2019 AB - Research funded by Federal Ministry for Research and Education, Germany DA - 2019/06// PY - 2019 DO - 10.5281/zenodo.3976864 KW - Author:Haßler KW - Author:OpenDevEd ER - TY - CONF TI - Technical and vocational education and training in sub-Saharan Africa: a comprehensive review of the current state of the research (VETNET @ ECER) AU - Haßler, Björn AU - Marsden, Melissa AU - Iseje, Fatuma AU - Deodonne, Kunwufine AU - Changilwa, Peter AU - Maseko, Vusi T2 - VETNET @ ECER AB - Research funded by Federal Ministry for Research and Education, Germany VETNET @ ECER, September 2019 DA - 2019/09/03/ PY - 2019 DO - 10.5281/zenodo.3385078 ST - Technical and vocational education and training in sub-Saharan Africa UR - https://zenodo.org/record/3385078#.XgqCpcb7Qeo Y2 - 2019/12/30/23:05:17 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:j ER - TY - BOOK TI - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno AB - This report provides an in-depth overview about the research on technical and vocational education and training (TVET) in Sub-Saharan Africa, to identify gaps in the research and provide the impetus for further research and the formation of international research networks in TVET in Sub-Saharan Africa. This report (in English) is an expanded and revised version of an earlier report, published in 2019 in German (https://lit.bibb.de/vufind/Record/DS-184013). The present report covers the research design (methodological approach) of the report; the quality and relevance of the publications found on TVET; the concept and practice of TVET; stakeholders in TVET research and their networks; topics, perspectives and current debates of TVET research; a systematic review of reliable studies on TVET in SS; models for the design, development and delivery of TVET; gender issues; key state actors; the importance of non-governmental actors in TVET; national standards, guidelines and quality frameworks; challenges that arise when implementing guidelines and political decisions; influencing institutional framework conditions; networks for research. The final chapter offers a summary and — based on this — directs our attention to possible future developments regarding TVET and TVET research. A number of appendices present additional information, such as an annotated bibliography, the full bibliography for the report, the methodology for the interviews and structured community review, and the results of the structured community review, as well as a list of additional materials for the report. CY - Bonn, Germany DA - 2020/// PY - 2020 ET - 1 LA - English PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/ZEDIHF57 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - Reviewed KW - ___duplicate_item KW - _bjoern_cv KW - _genre:LR-literature_review KW - _r:ImportedToMyEducationEvidence KW - _yl:a ER - TY - BOOK TI - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (updated version) AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno AB - This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. CY - London, UK DA - 2020/// PY - 2020 ET - 2 LA - English PB - Open Development & Education UR - https://docs.opendeved.net/lib/EHKG4JUL KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - Reviewed ER - TY - COMP TI - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape [ZIP Archive] T2 - Berufsbildung in SSA AB - This is a zip archive of the InDesign Files for Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. DOI: 10.5281/zenodo.4264612. Available from https://docs.opendeved.net/lib/ZEDIHF57 CY - Bonn, Germany DA - 2020/// PY - 2020 PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/E79M555M Y2 - 2018/12/08/20:00:54 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _yl:ac ER - TY - JOUR TI - Technical and Vocational Education and Training in Sub-Saharan Africa: the missing middle in post-school education AU - Lolwana, Peliwe AB - The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school. DA - 2017/// PY - 2017 DP - Zotero SP - 14 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CLL:en KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Technical and vocational education and training in Uganda: A critical analysis AU - Ibrahim, Mike Okumu AU - School of Economics, Makerere University, Kampala, Uganda AU - Bbaale, Edward T2 - Development Policy Review A2 - Ibrahim, Mike Okumu; School of Economics, Makerere University, Kampala, Uganda T3 - Journal Article AB - This article undertakes a diagnostic study of the Technical and Vocational Education and Training (TVET) sub‐sector in Uganda, with a view to characterizing the sub‐sector and identifying its potential strengths and weakness. We undertook a cross‐sectional pre‐survey of purposively selected key stakeholders in the TVET sub‐sector. We selected performance indicators following their importance in influencing the TVET reform process. Both qualitative and quantitative data was solicited from the stakeholders. Quantitative data was collected through stakeholder‐specific structured questionnaires, whilst qualitative data was collected through desk review and field visits, individual focused interviews and focus group discussions. Our findings indicate that financing and planning constraints have resulted in poor quality equipment, under‐ and ill‐trained staff, limited adoption of a competence‐based education and training (CBET) curriculum, not to mention the supervision inadequacies of TVET institutions. Besides, the limited TVET sub‐sector interaction with the private sector has incapacitated TVET curriculum development to nurture skills demanded by the private sector. Furthermore, backward technology use in the private sector has equally inhibited the success of student attachment programmes. Finally, legal ambiguities have perpetuated a qualification jungle and overlapping curricula. DA - 2019/// PY - 2019 DO - 10.1111/dpr.12407 ER - TY - RPRT TI - Technical and vocational education and training (TVET) and skills development for poverty reduction – do rural women benefit? AU - Hartl, Maria AB - This paper discusses technical and vocational education and training (TVET) as well as skills development in rural areas, mainly pertaining to agriculture and related activities and explores existing gender differences. TVET has suffered from a focus on basic, and especially primary education, which led to the neglect of post-basic education and training and their non-inclusion in the UN Millennium Development Goals. Recently, there has been a renewed interest in training and skills development because of increased evidence that a minimalist approach to microfinance for poverty reduction and enterprise development did not lead to sustainable growth. The paper argues that many training interventions do not cater for the specific needs of women who are under-represented in formal training programmes and often directed towards typical female occupations. It reviews vocational and skills training in several IFAD supported programmes and explores how these target the poor and most vulnerable and to what extend gender differences in training provision, methodology, training content and transition to labour markets have been taken into account. DA - 2009/// PY - 2009 DP - Zotero LA - en M3 - Paper presented at the FAO-IFAD-ILO Workshop on Gaps, trends and current research in gender dimensions of agricultural and rural employment: differentiated pathways out of poverty PB - International Fund for Agricultural Development, Italy UR - http://fao-ilo.org/fileadmin/user_upload/fao_ilo/pdf/Papers/25_March/Hartl-formatted_01.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Botswana KW - C:Senegal KW - C:Seychelles KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:gender KW - F:policy KW - F:women KW - Q:primary education KW - T:Ausbildung KW - T:TVET KW - T:trainee KW - _C:Ghana GHA KW - gender KW - publicImportV1 ER - TY - JOUR TI - Technical and vocational education and training (TVET) for young people in low- and middle-income countries: a systematic review and meta-analysis AU - Tripney, Janice S AU - Hombrados, Jorge G T2 - Empirical Research in Vocational Education and Training AB - The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed. DA - 2013/// PY - 2013 DO - 10.1186/1877-6345-5-3 DP - Crossref VL - 5 IS - 1 SP - 3 J2 - ERVET LA - en SN - 1877-6345 ST - Technical and vocational education and training (TVET) for young people in low- and middle-income countries UR - http://ervet-journal.springeropen.com/articles/10.1186/1877-6345-5-3 Y2 - 2018/08/01/14:35:33 KW - -AB-Review KW - -AB-Review-SSA KW - -RQAsummary KW - -codedOrSummarised KW - -review KW - C:Kenya KW - CLL:en KW - FF1.1/3 KW - FF2.2 KW - FF2.7.a KW - keyReview en KW - onLongList KW - retain_obsolete KW - revofrevSummarisedSeptember2018 KW - summarised ER - TY - JOUR TI - Technical and vocational education and training (TVET) in Nigeria and energy development, marketing and national transformation AU - Okoye, KRE AU - Chijioke, Okwelle P. T2 - Journal of Education and Practice AB - Education is considered by many as an agent of human development, social mobility and socio-economic development of any society. However, it is arguable that the type and quality of education a nation offers to its citizens is a function of the level of progression of that nation. In this context, technical and vocational education and training (TVET) has been recognized as the wide-diversified education system instrumental in making the remarkable contribution to economic growth of a country by a way of suitable manpower production relevant to the needs of industry, society and changing technological work environment. This paper explores the TVET situation for Nigeria for its transformation agenda with highlights on such factors as trends on TVET policies for human resource development, capacity building, energy development and professional marketing in the national transformation agenda. DA - 2013/// PY - 2013 VL - 4 IS - 4 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:attitude KW - P:electro KW - P:technology KW - T:Educação profissionalizante KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Technical and Vocational Education in Cameroon and Critical Avenues for Development AU - Che, S. Megan T2 - Research in Comparative and International Education AB - Technical and vocational education (TVE) can influence development and economic progress for post-colonial societies. Some newly independent sub-Saharan African countries attempted curricular transformation that might produce a skilled workforce through widespread access to versions of TVE. In Cameroon, no such post-colonial curricular revolution was enacted. This article qualitatively analyzes fourteen Cameroonian secondary mathematics teachers' spontaneous discussions about the possibilities and perceived necessity for increased TVE avenues in Cameroon. Relationships between TVE, the problem of educated unemployed, the public and private sectors, and development are explored. This article views teachers' discussions from a lens of critical theory. DA - 2007/// PY - 2007 DO - 10.2304/rcie.2007.2.4.333 LA - en AN - DOI-10.2304/rcie.2007.2.4.333 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Cameroon KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:developing nation KW - F:access KW - F:attitude KW - F:curriculum KW - P:economy KW - P:teachers KW - R:qualitative KW - T:TVET KW - Z:Critical Theory KW - Z:Curriculum Development KW - Z:Developing Nations KW - Z:Economic Development KW - Z:Economic Progress KW - Z:Foreign Countries KW - Z:Job Skills KW - Z:Labor Force Development KW - Z:Labor Market KW - Z:Mathematics Teachers KW - Z:Secondary School Mathematics KW - Z:Secondary School Teachers KW - Z:Teacher Attitudes KW - Z:Technical Education KW - Z:Unemployment KW - Z:Vocational Education KW - publicImportV1 ER - TY - JOUR TI - Technical-Vocational Education and Language Policy in Ghana AU - Adogpa, James Nsoh T2 - International Journal of Educational Administration and Policy Studies AB - Technical and vocational graduates in Ghana are often ill-equipped to become self-reliant or well-fitted into the demands of the job market. This pattern can be examined in terms of the educational language policy implementation that disregards regional linguistic needs. This seems to arise as a result of the medium of instruction that is implemented in wholesale. This paper illustrates the need for the adoption of predominant regional Ghanaian languages to be used as medium of instruction in our various technical and vocational institutions in Ghana to enable learners grasp the desired skills and concepts that are relevant to preparing graduates of technical and vocational institutions for the job market. Such changes would better facilitate the technological and national advancement that we need. DA - 2015/// PY - 2015 LA - en AN - LOCAL-PQ-1871587202 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:policy KW - P:measurement KW - P:media KW - P:technology KW - Policy analysis KW - T:TVET KW - Z:African Languages KW - Z:Change Strategies KW - Z:Educational Change KW - Z:Educational Needs KW - Z:Educational Policy KW - Z:Foreign Countries KW - Z:Job Skills KW - Z:Language of Instruction KW - Z:Vocational Education KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Technical Vocational Education and Training (TVET) as intervention mechanism for global competitiveness: perspectives from Nigeria AU - Okoye, KRE AU - Okwelle, PC T2 - Developing Country Studies AB - At national and international platforms, it has been maintained that TVET provides the needed employable skills and attitudes necessary for effective performance in the workplace. In many nations across the globe, some reform strategies to build on the inherent strength of TVET systems has been vigorously adopted, Nigeria not left behind. This paper explores the national TVET system in response to the emergent global issues on economic productivity. The following outlines provided a guide in the discourse; TVET defined, TVET reform standard and adaptability, TVET and the state of the art in Nigeria, unemployment level and the causes in Nigeria, concept transformation as mechanism for skill acquisition and why few enrolment in TVET Programs. Based on the analysis made in this paper, some recommendations were made on ways of strengthening TVET system in Nigeria for global competitiveness. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - P:mechanic KW - P:service industry KW - P:social KW - Q:open learning KW - T:Educação profissionalizante KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Technical Vocational Education Training (TVET) Brief AU - Iyengar, R AU - Shin, HI AU - Aliyu, B AU - Menkiti, A AB - As Kaura Specialist Development Foundation (KSDF) explores various pathways to support Technical Vocational Education Training (TVET) for the youth in Bauchi state, Nigeria, this brief has been written to provide information on the current status of education and youth in Bauchi state, as well as to document relevant strategies and best practices utilized around the world for TVET. Positioned within the global framework, under Sustainable Development Goals (SDGs), the aim of this brief is to highlight prevalent trends cited in the TVET literature and global examples to support a design of an effective program for Bauchi state’s youth to develop their personal and professional skills to become an integral part of the workforce and engage in lifelong learning. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Guinea KW - C:Mali KW - C:Mauritania KW - C:Nigeria KW - C:Senegal KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - F:gender KW - F:learning KW - P:economy KW - Q:distance learning KW - Q:mobile learning KW - T:Ausbildung KW - T:TVET KW - T:Training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Techniklehrerausbildung in Mosambik: Berufsausbildung in Mosambik unter Berücksichtigung der technischen Lehrerausbildung an der Pädagogischen Universität Maputo AU - Mucauque, Francisco DA - 2010/// PY - 2010 PB - Südwestdeutscher Verlag für Hochschulschriften ER - TY - CONF TI - Technologie w\lasne czy szkolne? Podzia\l cyfrowy i jego skutki w kontekście nauczania i uczenia się wzbogaconego technologicznie AU - Kopciewicz, Lucyna AU - Bougsiaa, Hussein C3 - Forum Oświatowe DA - 2019/// PY - 2019 DP - Google Scholar VL - 30 SP - 199 EP - 218 ST - Technologie w\lasne czy szkolne? KW - _C:Denmark DNK KW - _C:Poland POL KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Technologies in education across the Americas: The promise and the peril – and some potential ways forward AU - Trucano, Michael AB - National educational technology agencies (‘ICT/education agencies’, and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. By documenting emerging lessons from the histories of various national educational technology agencies and their functional equivalents, which are typically responsible for similar roles but which can differ radically in form by country and over time, it is hoped that this publication can help inform perspectives of decision makers considering how to create and support such an institution, the forms it might take, what roles it might take on, and how these forms and roles might be expected to evolve over time. Case studies from Korea (KERIS), Malaysia (Smart Schools), England (Becta), Chile (Enlaces), Armenia (NaCET), Uruguay (Plan Ceibal); Indonesia (PUSTEKKOM), Costa Rica (Omar Dengo Foundation), Thailand (Schoolnet Thailand), Australia (EdNA) and the Philippines are included, as well as a discussion of general lessons from international experiences, and pointers to other notable institutions around the world. CY - Washington, DC DA - 2016/// PY - 2016 M3 - Technology & Innovation: SABER-ICT Technical Paper Series PB - World Bank Education SN - 12 UR - https://openknowledge.worldbank.org/handle/10986/26259 Y2 - 2019/02/14/15:36:54 ER - TY - BOOK TI - Technologies of Refuge and Displacement Rethinking Digital Divides AU - Leung, Linda DA - 2018/// PY - 2018 PB - Lexington Books SN - 1-4985-0002-1 ER - TY - CHAP TI - Technology and education – Why it's crucial to be critical AU - Selwyn, Neil T2 - Critical Perspectives on Technology and Education A2 - Bulfin, S. A2 - Johnson, N.F. A2 - Rowan, L. CY - Basingstoke and St. Martins, New York DA - 2015/// PY - 2015 SP - 245 EP - 255 PB - Palgrave Macmillan UR - https://www.academia.edu/7771394/Technology_and_education_-_why_its_crucial_to_be_critical ER - TY - CHAP TI - Technology and Expanding Dialogic Space AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - This chapter explores the concept of dialogic space in education and its relationship with technology. We begin by tracing the history of communications technology and its intersection with education, leading up to the emergence of AI chatbots as dialogue partners, arguing that technology has an important role in fostering dialogic spaces. We explore the modern concept of dialogic space, which is rooted in educational research and emphasises the importance of creating a space for open and exploratory dialogue. Specifically, we revisit Martin Buber’s seminal notion of ‘the space between’ as a realm of possibilities within interpersonal relationships. We also highlight the limitations of this theory in not accounting for technology’s materiality in shaping dialogic spaces. Integrating Buber’s ‘space between’ with recent dialogic space theory, we demonstrate how combining pedagogical and technological design can open, widen and deepen dialogic spaces. Two case studies exemplify how designing technology in tandem with pedagogy can project students into an expanded dialogic space. We suggest that expanding dialogic space may be the essence of education and perhaps the most important function of educational technology. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - CHAP TI - Technology and Expanding Dialogic Time AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - This chapter explores the concept of ‘dialogic time’ and its potential to offer insights into the design and use of technology in education. Education, we argue, is centrally concerned with drawing students into participation in the longer-term dialogues of culture such as science and the arts. We suggest that the design of educational technology and associated pedagogy can bring different temporal contexts into a dialogic relation. Considering dialogic time as well as dialogic space can help educators design for more effective and expansive learning experiences. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - JOUR TI - Technology and Language Learning: Assessing the Influence of Prior iPad Experience AU - Garcia, Jazmynn DA - 2019/// PY - 2019 DP - Google Scholar ST - Technology and Language Learning KW - _C:Australia AUS KW - _C:Denmark DNK KW - _C:Korea, Republic KOR KW - _C:Poland POL KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Technology and Learning for Early Childhood and Primary Education AU - Outhwaite, Laura AU - Ang, Lynn AU - Herbert, Elisabeth AU - Sumner, Emma AU - Van Herwegen, Jo AB - Educational software and apps offer a potential solution for the global learning crisis in maths and literacy. When designed, implemented, and integrated effectively, these programmes can offer accessible and personalised learning experiences for young children at school and at home. This paper synthesises current evidence evaluating the use of educational software and apps with young children aged 0-8 years in early childhood and primary education, including those from disadvantaged and marginalised groups across a range of low-, middle- and high-income countries. Based on this evidence synthesis, recommendations for system-wide conditions in the EdTech ecosystem to achieve optimal outcomes for all children are discussed, including potential avenues for effective pedagogy, implementation, and integration. CY - Paris, France DA - 2023/// PY - 2023 DP - discovery.ucl.ac.uk LA - eng M3 - Report PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000386108.locale=en Y2 - 2023/10/26/14:30:49 ER - TY - RPRT TI - Technology and School Mapping AU - Vijil, Alejandra AU - Godwin, Katie AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Mcburnie, Chris AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/12/31/ PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/IJ2GD927 KW - _r:AddedByZotZen ER - TY - BOOK TI - Technology and social inclusion: rethinking the digital divide AU - Warschauer, Mark CN - HN49.I56 W37 2003 CY - Cambridge, Mass. ; London DA - 2003/// PY - 2003 DP - ul-newton.lib.cam.ac.uk Library Catalog SP - 260 PB - MIT Press SN - 978-0-262-23224-1 ST - Technology and social inclusion KW - Digital divide KW - Marginality, Social ER - TY - BOOK TI - Technology and social inclusion: rethinking the digital divide AU - Warschauer, Mark CN - HN49.I56 W37 2003 CY - Cambridge, Mass. ; London DA - 2003/// PY - 2003 DP - ul-newton.lib.cam.ac.uk Library Catalog SP - 260 PB - MIT Press SN - 978-0-262-23224-1 ST - Technology and social inclusion KW - Digital divide KW - Final_citation KW - Marginality, Social KW - cited KW - existing ER - TY - RPRT TI - Technology and Teacher Professional Development (TPD): the process and content of microlearning in a school-based integrated in-service teacher education (INSET) project AU - Ibn Junaid, Muhammad AU - Ogange, Betty AU - Allela, Melissa DA - 2016/// PY - 2016 UR - http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y Y2 - 2020/07/15/10:19:04 ER - TY - RPRT TI - Technology and Teacher Professional Development (TPD): the process and content of microlearning in a school-based integrated in-service teacher education (INSET) project AU - Ibn Junaid, Muhammad AU - Ogange, Betty AU - Allela, Melissa DA - 2019/// PY - 2019 UR - http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y Y2 - 2020/07/15/10:19:04 ER - TY - RPRT TI - Technology and Teacher Professional Development (TPD): the process and content of microlearning in a school-based integrated in-service teacher education (INSET) project AU - Junaid, Muhammad Ibn AU - Ogange, Betty AU - Allela, Melissa DA - 2016/// PY - 2016 UR - http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y ER - TY - JOUR TI - Technology as small group face-to-face collaborative scaffolding AU - Nussbaum, M. AU - Alvarez, C. AU - McFarlane, A. AU - Gomez, F. AU - Claro, S. AU - Radovic, D. T2 - Computers and Education DA - 2009/// PY - 2009 DO - 10.1016/j.compedu.2008.07.005 VL - 52 IS - 1 SP - 147 EP - 153 ST - Technology as small group face-to-face collaborative scaffolding ER - TY - JOUR TI - Technology Enabled Delivery of Medical Programmes through ODL : A Case of Training Medical Doctors in Geriatric Medicine AU - Kuba, Ruchika T2 - Journal of Learning for Development AB - COVID-19 provided an opportunity to experiment with alternative delivery mechanisms for a medical education programme offered through open and distance learning with face-to-face training as an essential component of the programme. Non-availability of hard copies of the course material (92%) and lack of communication from the university (32%) as well as training centres (42%) were some of the challenges faced by students of the Geriatric Medicine programme of the Indira Gandhi National Open University (IGNOU) during the COVID pandemic. Around 90% were willing to attend online classes and 65% to 77% were willing to present cases online for discussion. A programme-specific web portal containing all resource material and information was visited by 85% of students. Most students attended the online classes and 68% attempted the formative assessments based on the online classes. Online classes were recorded and uploaded and were found useful by 90% of students. The experiment successfully demonstrated the feasibility and acceptance of delivering practical skills using online technological tools. Further integrating technology to complement some of the face-to-face component could be used as a permanent and effective delivery strategy, which could also reduce resource requirements. DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 298 EP - 311 LA - en SN - 2311-1550 ST - Technology Enabled Delivery of Medical Programmes through ODL UR - https://jl4d.org/index.php/ejl4d/article/view/485 Y2 - 2022/04/05/12:25:14 KW - formative assessments KW - geriatric medicine KW - online classes KW - open and distance learning KW - ⛔ No DOI found ER - TY - JOUR TI - Technology-Enabled Learning: OER, MOOCs, and other TEL Designs AU - Panda, Santosh T2 - Journal of Learning for Development DA - 2021/03/18/ PY - 2021 DP - jl4d.org VL - 8 IS - 1 SP - 1 EP - 9 LA - en SN - 2311-1550 ST - Technology-Enabled Learning UR - https://jl4d.org/index.php/ejl4d/article/view/505 Y2 - 2022/04/05/12:22:44 KW - MOOC KW - OER KW - TEL KW - ⛔ No DOI found ER - TY - RPRT TI - Technology for professional development: access, interest and opportunity for teachers of English in South Asia AU - British Council CY - New Delhi DA - 2015/// PY - 2015 PB - British Council UR - https://www.britishcouncil.in/sites/default/files/digital_teachers_report_final_low_res.pdf Y2 - 2020/05/21/13:31:52 KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:China CHN KW - _C:India IND KW - _C:Italy ITA KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Pakistan PAK KW - _C:Sri Lanka LKA KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Technology in education AU - Burns, Mary T2 - Background paper prepared for the 2023 Global Education Monitoring Report AB - This think piece was commissioned by the Global Education Monitoring Report (GEM Report) Team to provide initial conceptual framing for the 2023 GEM Report, which focuses on information and communications technologies in education, or educational technology. The topics in this think piece were proposed by the GEM Report Team. As much as space permits, the think piece takes both a close up and wide-angle approachtechnology. The think piece focuses, as much as possible, on research outlining the educational benefits of technology and organises educational technology along three axes: (1) technology as a learning tool; (2) technology to deliver learning; and (3) technology to support learning, outlining the uses, benefits, challenges, and additional areas for research associated with each. It discusses the technology tools associated with each category and poses additional research questions that the GEM Reporting Team may wish to explore for the Global Education Monitoring Report. DA - 2021/// PY - 2021 UR - https://unesdoc.unesco.org/ark:/48223/pf0000378951/PDF/378951eng.pdf.multi ER - TY - RPRT TI - Technology in education in low-income countries: Problem analysis and focus of the Hub's work AU - Hennessy, Sara AU - Jordan, Katy AU - Haßler, Björn AU - Hollow, David AU - Brugha, Meaghan AU - Eberhardt, Molly Jamieson AU - Sabates, Ricardo CY - London, UK DA - 2020/// PY - 2020 LA - en M3 - EdTech Hub Working Paper PB - EdTech Hub SN - 5 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Technology Integration Changes over Three Years: Teacher Technology Acceptance in a One-to-One Tablet PC Integration Across Cities AU - Terashima, Kosuke AU - Nakagawa, Hitoshi AU - Kobayashi, Yuki AU - Murai, Masuo T2 - International Journal DA - 2019/// PY - 2019 DP - Google Scholar VL - 13 IS - 1 SP - 17 EP - 26 ST - Technology Integration Changes over Three Years KW - _C:Japan JPN KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Technology-supported personalised learning: Rapid Evidence Review AU - Major, Louis AU - Francis, Gill A. AB - This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org. DA - 2020/07/01/ PY - 2020 DP - Zenodo PB - Zenodo ST - Technology-supported personalised learning UR - https://zenodo.org/record/3948175 Y2 - 2020/07/25/13:06:03 KW - _genre:LR-literature_review ER - TY - RPRT TI - Technology-Supported Professional Development for Teachers: Lessons from Developing Countries. AU - McAleavy, Tony AU - Hall-Chen, Alex AU - Horrocks, Sarah AU - Riggall, Anna DA - 2018/// PY - 2018 DP - Google Scholar PB - Education Development Trust ST - Technology-Supported Professional Development for Teachers UR - https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for- KW - C:Low- and middle-income countries KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:China CHN KW - _C:France FRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Russian Federation RUS KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Technology-supported Teacher Learning Circles: Engagement and Barriers AU - Khalayleh, Abdullah AU - El-Serafy, Yomna AU - Megha-Bongnkar, Ghislaine AU - Haßler, Björn DA - 2021/// PY - 2021 PB - Open Development & Education SN - 4 UR - https://docs.opendeved.net/lib/T9WGI7FH KW - Author:OpenDevEd ER - TY - RPRT TI - Technology Tools for Teaching and Training Results AU - USAID DA - 2010/// PY - 2010 UR - http://idd.edc.org/sites/idd.edc.org/files/T4%20Results.pdf Y2 - 2020/08/12/11:27:07 ER - TY - JOUR TI - Technology usage in mathematics education research – A systematic review of recent trends AU - Bray, Aibhín AU - Tangney, Brendan T2 - Computers & Education DA - 2017/11// PY - 2017 DO - 10.1016/j.compedu.2017.07.004 DP - DOI.org (Crossref) VL - 114 SP - 255 EP - 273 J2 - Computers & Education LA - en SN - 03601315 UR - https://linkinghub.elsevier.com/retrieve/pii/S0360131517301677 Y2 - 2020/04/28/13:02:00 ER - TY - JOUR TI - Technology use for teacher education and professional development: Insights from a systematic review [preprint] AU - Hennessy, Sara AU - D'Angelo, Sophia AU - McIntyre, Nora AU - Brugha, Meaghan AU - Zubairi, Asma DA - 2022/// PY - 2022 DP - Google Scholar ST - Technology use for teacher education and professional development UR - https://eprints.soton.ac.uk/471081/1/D_Angelo_et_al._2022_Technology_Use_for_Teacher_Professional_Developmen.pdf Y2 - 2023/11/08/16:15:47 KW - ⛔ No DOI found ER - TY - JOUR TI - Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review AU - Hennessy, Sara AU - D'Angelo, Sophia AU - McIntyre, Nora AU - Koomar, Saalim AU - Kreimeia, Adam AU - Cao, Lydia AU - Brugha, Meaghan AU - Zubairi, Asma T2 - Computers and Education Open AB - Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators. DA - 2022/// PY - 2022 DO - 10.1016/j.caeo.2022.100080 DP - ScienceDirect VL - 3 SP - 100080 J2 - Computers and Education Open LA - en SN - 2666-5573 ST - Technology Use for Teacher Professional Development in Low- and Middle-Income Countries UR - https://www.sciencedirect.com/science/article/pii/S2666557322000088 Y2 - 2023/01/06/07:28:27 KW - ICT KW - Teacher professional development KW - _EdTechHub_Output KW - _MELA_knowledge_product KW - _MELA_seen KW - _genre:LR-literature_review KW - e-learning KW - low- and middle-income countries (LMICs) KW - pedagogy KW - peer learning KW - teacher training KW - technology ER - TY - JOUR TI - Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review AU - Hennessy, Sara AU - D'Angelo, Sophia AU - McIntyre, Nora AU - Koomar, Saalim AU - Kreimeia, Adam AU - Cao, Lydia AU - Brugha, Meaghan AU - Zubairi, Asma T2 - Computers and Education Open DA - 2022/// PY - 2022 DO - 10.1016/j.caeo.2022.100080 UR - https://www.sciencedirect.com/science/article/pii/S2666557322000088 KW - Disability KW - Final_citation KW - Read KW - Referenced KW - Teacher education and training KW - What works evidence KW - _EdTechHub_Output KW - _MELA_knowledge_product KW - _MELA_seen KW - cited KW - existing ER - TY - RPRT TI - Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review AU - D'Angelo, Sophia AU - Hennessy, Sara AU - Kreimeia, Adam AU - Koomar, Saalim AU - Cao, Lydia AU - McIntyre, Nora AU - Brugha, Meaghan AU - Zubairi, Asma AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/01/18/ PY - 2022 LA - en M3 - Policy Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/7S9CUP77 KW - _r:AddedByZotZen ER - TY - BOOK TI - Technology use in teacher preparation and professional development in low-and middle-income countries AU - GEM Report UNESCO DA - 2023/01/01/ PY - 2023 DP - DOI.org (Crossref) PB - GEM Report UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000386082.locale=en Y2 - 2023/10/22/16:19:17 ER - TY - RPRT TI - Technology use in teacher preparation and professional development in low- and middle-income countries AU - Hennessy, Sara AU - D'Angelo, Sophia AU - Koomar, Saalim AU - Adam, Taskeen AU - Cao, Lydia AU - Haßler, Björn DA - 2023/// PY - 2023 PB - Global Education Monitoring Report KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Technology use in teacher preparation and professional development in low- and middle-income countries: 2023 GEM Report – Evidence review AU - Hennessy, S. AU - D'Angelo, Sophia AU - Koomar, Saalim AU - Kreimeia, Adam AU - Adam, Taskeen AU - Cao, Lydia AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org CN - 0104 DA - 2022/08/03/ PY - 2022 LA - en M3 - Evidence review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/8SKNCIXH KW - _r:AddedByZotZen ER - TY - JOUR TI - Teenage School Attendance and Cash Transfers: An Impact Evaluation of PANES AU - Amarante, Verónica AU - Ferrando, Mery AU - Vigorito, Andrea T2 - Economía DA - 2013/// PY - 2013 VL - 14 SP - 61 EP - 96 KW - ⛔ No DOI found ER - TY - RPRT TI - Telehealth in an Increasingly Virtual World AU - Martinelli, Katherine AU - Cohen, Yakira AU - Kimball, Harry AU - Sheldon-Dean, Hannah CY - New York, NY DA - 2020/// PY - 2020 PB - Child Mind Institute UR - https://27c2s3mdcxk2qzutg1z8oa91-wpengine.netdna-ssl.com/wp-content/uploads/2020_ChildrensMentalHealthReport-web-Rev.pdf Y2 - 2021/03/11/00:00:00 ER - TY - JOUR TI - Temperature-dependent ventilation rates might improve perceived air quality in a demand-controlled ventilation strategy AU - Yang, Aileen AU - Holøs, Sverre B. AU - Resvoll, Marie Opsahl AU - Mysen, Mads AU - Fjellheim, Øystein T2 - Building and Environment DA - 2021/// PY - 2021 DO - 10.1016/j.buildenv.2021.108180 DP - Google Scholar VL - 205 SP - 108180 KW - BE:RELEVANT ER - TY - JOUR TI - Tensions and dilemmas of cross-cultural transfer of knowledge: post-structural/postcolonial reflections on an innovative teacher education in Pakistan AU - Kanu, Yatta T2 - International Journal of Educational Development DA - 2005/// PY - 2005 DO - 10.1016/j.ijedudev.2005.01.002 VL - 25 IS - 5 SP - 493 EP - 513 ER - TY - JOUR TI - Terminology for dissemination and implementation research AU - Rabin, Borsika A. AU - Brownson, Ross C. T2 - Dissemination and implementation research in health: Translating science to practice DA - 2017/// PY - 2017 DP - Google Scholar VL - 2 SP - 19 EP - 45 KW - ⛔ No DOI found ER - TY - RPRT TI - TESSA Formative Evaluation Report Executive Summary AU - Harley, Ken AU - Simiyu Barasa, Fred DA - 2012/// PY - 2012 PB - Teacher education in sub-Saharan Africa UR - http://www.tessafrica.net/sites/www.tessafrica.net/files/TESSA%20Executive%20Summary.pdf Y2 - 2020/06/26/16:00:06 KW - __C:filed:1 ER - TY - JOUR TI - Test of English Language Learning (℡L)(Pearson, 2016) AU - Gokturk, Nazlinur T2 - Language Assessment Quarterly DA - 2018/// PY - 2018 DO - 10.1080/15434303.2018.1448821 DP - Google Scholar SP - 1 EP - 8 KW - __C:filed:1 ER - TY - JOUR TI - Text classification using deep learning techniques: a bibliometric analysis and future research directions AU - Sarin, Gaurav AU - Kumar, Pradeep AU - Mukund, M. T2 - Benchmarking: An International Journal DA - 2023/// PY - 2023 DO - 10.1108/BIJ-07-2022-0454 DP - Google Scholar ST - Text classification using deep learning techniques UR - https://www.emerald.com/insight/content/doi/10.1108/BIJ-07-2022-0454/full/html Y2 - 2023/11/28/12:34:24 KW - Bibliometric analysis KW - Classification KW - Data mining KW - Deep learning KW - Text analytics KW - _Added-ailr-2024 ER - TY - JOUR TI - Text mining in organizational research AU - Kobayashi, V.B. AU - Mol, S.T. AU - Berkers, H.A. T2 - Organizational Research Methods DA - 2017/// PY - 2017 DO - 10.1177/1094428117722619 VL - 21 IS - 3 SP - 733 EP - 765 LA - en KW - _Added-ailr-2024 ER - TY - JOUR TI - Textbook Broke: Textbook Affordability as a Social Justice Issue AU - Jenkins, J. Jacob AU - Sánchez, Luis A. AU - Schraedley, Megan A. K. AU - Hannans, Jaime AU - Navick, Nitzan AU - Young, Jade T2 - Journal of Interactive Media in Education AB - In light of rising textbook prices, open education resources (OER) have been shown to decrease non-tuition costs, while simultaneously increasing academic access, student performance, and time-to-graduation rates. Yet very little research to date has explored OER’s specific impact on those who are presumed to benefit most from this potential: historically underserved students. This reality has left a significant gap of understanding in the current body of literature, resulting in calls for more empirically-based examinations of OER through a social justice lens. For each of these reasons, this study explored the impact of OER and textbook pricing among racial/ethnic minority students, low-income students, and first-generation college students at a four-year Hispanic Serving Institution (HSI) in Southern California. Drawing upon more than 700 undergraduate surveys, our univariate, bivariate and multivariate results revealed textbook costs to be a substantial barrier for the vast majority of students. However, those barriers were even more significant among historically underserved college students; thus, confirming textbook affordability as a redistributive justice issue, and positing OER as a potential avenue for realizing a more socially just college experience. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.549 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 3 LA - en SN - 1365-893X ST - Textbook Broke UR - http://jime.open.ac.uk/articles/10.5334/jime.549/ AN - n = 705, undergraduate students from a Hispanic Serving Institution (HSI) Y2 - 2020/07/11/18:36:19 KW - Hispanic Serving Institution KW - OER KW - open education resources KW - redistributive justice KW - student equity ER - TY - GEN TI - The 12 Transferable Skills from UNICEF’s Conceptual and Programmatic Framework AU - UNICEF DA - 2022/// PY - 2022 UR - https://www.unicef.org/lac/media/31591/file/The%2012%20Transferable%20Skills.pdf ER - TY - GEN TI - The 2019 Global Learning Technology Investment Patterns: Another Record Shattering Year AU - Adkins, Sam S. DA - 2020/// PY - 2020 LA - en UR - https://users.neo.registeredsite.com/9/8/1/17460189/assets/Metaari-2019-Global-Learning-Technology-Investment-Patterns.pdf KW - Final_citation KW - anystyle KW - existing ER - TY - CHAP TI - The 2020 World Bank education strategy: Nothing new, or the same old gospel AU - De Siqueira, Angela C. T2 - The World Bank and Education DA - 2012/// PY - 2012 DP - Google Scholar SP - 67 EP - 81 PB - Brill ST - The 2020 World Bank education strategy UR - https://brill.com/downloadpdf/book/9789460919039/BP000006.pdf Y2 - 2024/02/29/14:14:08 KW - Final_citation ER - TY - JOUR TI - The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives AU - Ifenthaler, Dirk AU - Schweinbenz, Volker T2 - Computers in Human Behavior DA - 2013/// PY - 2013 DO - 10.1016/j.chb.2012.11.004 VL - 29 IS - 3 SP - 525 EP - 534 ER - TY - BOOK TI - The adult learner AU - Knowles, M.S. AU - Holton, E.F. AU - Swanson, R.A. CY - Burlington, MA DA - 2005/// PY - 2005 ET - 6th ed PB - Elsevier ER - TY - MPCT TI - The African Institute for Mathematical Sciences A3 - Haßler, Björn DA - 2004/// PY - 2004 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - The Agenda for Prosperity: Road to Middle Income Status AU - Government of Sierra Leone DA - 2013/// PY - 2013 DP - Zotero SP - 216 LA - en UR - http://extwprlegs1.fao.org/docs/pdf/sie149110.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - The AI gambit: leveraging artificial intelligence to combat climate change—opportunities, challenges, and recommendations AU - Cowls, Josh AU - Tsamados, Andreas AU - Taddeo, Mariarosaria AU - Floridi, Luciano T2 - AI & SOCIETY AB - Abstract In this article, we analyse the role that artificial intelligence (AI) could play, and is playing, to combat global climate change. We identify two crucial opportunities that AI offers in this domain: it can help improve and expand current understanding of climate change, and it can contribute to combatting the climate crisis effectively. However, the development of AI also raises two sets of problems when considering climate change: the possible exacerbation of social and ethical challenges already associated with AI, and the contribution to climate change of the greenhouse gases emitted by training data and computation-intensive AI systems. We assess the carbon footprint of AI research, and the factors that influence AI’s greenhouse gas (GHG) emissions in this domain. We find that the carbon footprint of AI research may be significant and highlight the need for more evidence concerning the trade-off between the GHG emissions generated by AI research and the energy and resource efficiency gains that AI can offer. In light of our analysis, we argue that leveraging the opportunities offered by AI for global climate change whilst limiting its risks is a gambit which requires responsive, evidence-based, and effective governance to become a winning strategy. We conclude by identifying the European Union as being especially well-placed to play a leading role in this policy response and provide 13 recommendations that are designed to identify and harness the opportunities of AI for combatting climate change, while reducing its impact on the environment. DA - 2023/02// PY - 2023 DO - 10.1007/s00146-021-01294-x DP - DOI.org (Crossref) VL - 38 IS - 1 SP - 283 EP - 307 J2 - AI & Soc LA - en SN - 0951-5666, 1435-5655 ST - The AI gambit UR - https://link.springer.com/10.1007/s00146-021-01294-x Y2 - 2024/02/24/11:14:05 ER - TY - JOUR TI - The Analysis of Elementary School Teachers' Perception of Using Artificial Intelligence in Education AU - Han, Hyeong-Jong AU - Kim, Keun-Jae AU - Kwon, Hye-Seong T2 - Journal of Digital Convergence DA - 2020/// PY - 2020 DO - 10.14400/JDC.2015.13.7.47 DP - Google Scholar VL - 18 IS - 7 SP - 47 EP - 56 UR - https://koreascience.kr/article/JAKO202021741260901.page Y2 - 2024/02/24/10:05:01 ER - TY - CONF TI - The application of artificial intelligence on different types of literature reviews-A comparative study AU - Müller, Henry AU - Pachnanda, Simran AU - Pahl, Felix AU - Rosenqvist, Christopher C3 - 2022 international conference on applied artificial intelligence (ICAPAI) DA - 2022/// PY - 2022 DO - 10.1109/ICAPAI55158.2022.9801564 DP - Google Scholar SP - 1 EP - 7 PB - IEEE UR - https://ieeexplore.ieee.org/abstract/document/9801564/ Y2 - 2024/03/12/20:57:27 ER - TY - JOUR TI - The application of machine learning for evaluating anthropogenic versus natural climate change AU - Abbot, John AU - Marohasy, Jennifer T2 - GeoResJ DA - 2017/// PY - 2017 DO - 10.1016/j.grj.2017.08.001 DP - Google Scholar VL - 14 SP - 36 EP - 46 UR - https://www.sciencedirect.com/science/article/pii/S2214242817300426 Y2 - 2024/02/24/11:09:19 ER - TY - BOOK TI - The Art of Feature Engineering: Essentials for Machine Learning AU - Duboue, P. AU - Eisenstein, J. CY - Cambridge, UK DA - 2020/// PY - 2020 LA - en PB - Cambridge University Press ER - TY - BOOK TI - The Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone AU - Paracka, Daniel J. AB - This book is about Fourah Bay College (FBC) and its role as an institution of higher learning in both its African and international context. The study traces the College's development through periods of missionary education (1816-1876), colonial education (1876-1938), and development education (1938-2001). DA - 2006/// PY - 2006 UR - https://www.routledge.com/The-Athens-of-West-Africa-A-History-of-International-Education-at-Fourah/Paracka-Jr/p/book/9781138987630 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - The Automation of Management and Business Science AU - Johnson, C.D. AU - Bauer, BC AU - Niederman, F. T2 - Academy of Management Perspectives DA - 2019/// PY - 2019 DO - 10.5465/amp.2017.0159 VL - 35 IS - 2 SP - 292 EP - 309 LA - en KW - _Added-ailr-2024 ER - TY - JOUR TI - The automation of science AU - King, R.D. AU - Rowland, J. AU - Oliver, S.G. T2 - Science DA - 2009/// PY - 2009 DO - 10.1126/science.1165620 VL - 324 IS - 5923 SP - 85 EP - 89 LA - en KW - _Added-ailr-2024 ER - TY - JOUR TI - The Availability of Electronic Courses Using ICT Infrastructure in Teaching and Learning among Teachers in Nigeria's TVET Institutions. AU - Hashim, MHM AU - Abubakar, B AB - Abstract: As information and communication technology becomes a regular feature of the educational environment, it may be difficult for teaching and learning activities especially in TVET institutions to remain unchallenged. However, ICT application as a pedagogical tool in Nigerian TVET institutions is not a common practice and it also remains unclear how utilisation of ICT enhances pedagogy. This study is interested in the availability of electronic courses using ICT infrastructure in teaching and learning. Using activity theory as a guide, multiple case studies are conducted. The Qualitative Case Study Methodology is used in this research. Five TVET institutions and 20 participants are selected using maximum variation and homogeneous purposive sampling strategies, respectively. During the visits to the institutions, classroom observation is carried out, documents such as the curriculum and teacher's lecture materials are reviewed for triangulation. Semi-structured interviews are conducted with 20 selected participants as the primary data collection method. At the data analysis stage, the inductive and deductive methods are used to analyse the data and two strategies of grounded theory as open and axial coding are employed. The coding process is achieved through the use of an inherent feature of NViVOlO. The findings show that four themes: availability of infrastructure, computer specifications, educational software and connectivity. DA - 2017/// PY - 2017 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:teaching KW - P:electro KW - P:teachers KW - Q:ICT KW - Q:educational technology KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - ‘The best app is the teacher’Introducing classroom scripts in technology-enhanced education AU - Montrieux, Hannelore AU - Raes, Annelies AU - Schellens, Tammy T2 - Journal of Computer Assisted Learning DA - 2017/// PY - 2017 DO - 10.1111/jcal.12177 DP - Google Scholar VL - 33 IS - 3 SP - 267 EP - 281 KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:China CHN KW - _C:Greece GRC KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The building block thesis AU - Choudary, Sangeet Paul AU - Maruwada, Shankar DA - 2022/// PY - 2022 DP - Zotero LA - en KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - The cascade model of teachers’ continuing professional development in Kenya: A time for change? AU - Bett, Harry Kipkemoi T2 - Cogent Education AB - Kenya is one of the countries whose teachers the UNESCO (2015) report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD) has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institution-based models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant. DA - 2016/12/31/ PY - 2016 DO - 10.1080/2331186x.2016.1139439 DP - www.cogentoa.com VL - 3 IS - 1 SP - 1139439 LA - En SN - 2331-186X ST - The cascade model of teachers’ continuing professional development in Kenya UR - https://www.cogentoa.com/article/10.1080/2331186X.2016.1139439 Y2 - 2017/12/29/23:31:40 ER - TY - JOUR TI - The Case of Non-formal Education Provisions in Namibia AU - Indabawa, SA AB - There are established and irrefutable evidences which show the symbiotic and dialectical links between education and development. (Aklilpelu,'90, Duke,'85;Obaiiewa.'84, Omolewa.'94;Indabawa,'94; and Sagcan.'97). Education can liberate and make human beings more completely human (Freire); it can empower especially the disadvantaged groups. It is also capable of being an instrument for the eradication of literacy, preventable diseases, social apathy, social immobility and can as well enhance the human potential for greater economic productivity and reduction of human social inequality, (Anipene,'80; Adiseshiah,'80;Duke,'83; and Indabawa,'91). Given this background. all investment in educational provisions, whether formal or nonformal. will be well justified. However, this is not to suggest that education on its own will be the only precondition for human development. Education too, has its own damaging consequences on society, especially if it is used as a vehicle for promoting less than the general good of society; or it turns out to be irelevant to the popular needs ( Ayandele,'74;Akinpelu,'97; Shirley,'96). The aim of this paper is to stimulate discussion of and interest in Nonformal Educational Provisions in the Republic of Namibia. In facilitating this, ttention will be paid to seven basic issues as follows: Country background, Concept of Nonformal Education. Policy context of nonformal education provisions; Diversity of provisions; relation to formal education; Relevance of programmes to beneficiaries and Impact. DA - 2000/// PY - 2000 LA - en UR - http://www.adeanet.org/adea/wgnfe/publications/indabawa.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Namibia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:ministry KW - P:culture KW - Q:higher education KW - Q:open learning KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - the case of the ‘nasty trolley’or how mobile learning and tablets are influencing emotions and affects and shaping the constitution of the identity of teachers and students AU - Lameu, Paula T2 - Technology, Knowledge and learning DA - 2020/// PY - 2020 DO - 10.1007/s10758-019-09411-y DP - Google Scholar VL - 25 IS - 1 SP - 45 EP - 61 KW - __C:filed:1 ER - TY - JOUR TI - The Catch-up Education Programme in Turkey: Opportunities and challenges AU - Börkan, Bengü AU - Ünlühisarcıklı, Özlem AU - Caner, H. Ayşe AU - Sart, Z. Hande T2 - International Review of Education AB - Turkish children between the ages of 10–14 who either never enrolled in primary education, dropped out of school, or were at least three years behind their peers had the opportunity of joining an accelerated learning programme. It was developed by the Turkish Ministry of National Education General Directorate of Primary Education as a response to the urgent need to secure these children’s right to education. The programme, called ‘‘Catch-up Education Programme’’ (CEP), was implemented between September 2008 and 2013 in collaboration with the United Nations Children’s Fund (UNICEF) to enable those children to complete several grades in a short time and then to continue their education with their peers. This paper presents the findings of a study, conducted in 2010, reviewing the challenges and opportunities experienced during the implementation process from the points of view of beneficiaries (pupils and parents) and implementers. The results are discussed in relation to educational policy and its implementation in general. DA - 2015/02// PY - 2015 DO - 10.1007/s11159-015-9464-2 DP - DOI.org (Crossref) VL - 61 IS - 1 SP - 21 EP - 41 J2 - Int Rev Educ LA - en SN - 0020-8566, 1573-0638 ST - The Catch-up Education Programme in Turkey UR - http://link.springer.com/10.1007/s11159-015-9464-2 Y2 - 2020/07/25/20:35:47 KW - _AcademicRecoveryOECS KW - _Added to LR KW - _T:reviewed KW - __C:filed:1 ER - TY - RPRT TI - The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — A Roadmap for IGOs AU - Caribbean Development Bank AU - CARICOM AU - Organisation of Eastern Caribbean States CN - 0254 DA - 2021/06/30/ PY - 2021 M3 - Let's REAP! PB - Open Development & Education SN - 4 UR - https://docs.opendeved.net/lib/QH4R5PWC KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _yl:r KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - RPRT TI - The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — A Roadmap for Ministries AU - Caribbean Development Bank AU - CARICOM AU - Organisation of Eastern Caribbean States CN - 0252 DA - 2021/06/30/ PY - 2021 M3 - Let's REAP! Guide PB - Open Development & Education SN - 2 UR - https://docs.opendeved.net/lib/E5JR8NU9 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - _yl:s KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - RPRT TI - The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Overview AU - Caribbean Development Bank AU - CARICOM AU - Organisation of Eastern Caribbean States CN - 0251 DA - 2021/06/30/ PY - 2021 M3 - Let's REAP! Guide PB - Open Development & Education SN - 1 UR - https://docs.opendeved.net/lib/NXIGDXWV KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - ___duplicate_item KW - _yl:u KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - RPRT TI - The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Overview AU - Caribbean Development Bank AU - CARICOM AU - Organisation of Eastern Caribbean States DA - 2021/06/30/ PY - 2021 M3 - Let It Rip! Guide PB - Open Development & Education SN - 4 UR - https://docs.opendeved.net/lib/NXIGDXWV KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - ___duplicate_item KW - _yl:u KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - RPRT TI - The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Roadmap for Principals AU - Caribbean Development Bank AU - CARICOM AU - Organisation of Eastern Caribbean States CN - 0253 DA - 2021/06/30/ PY - 2021 M3 - Let's REAP! Guide PB - Open Development & Education SN - 3 UR - https://docs.opendeved.net/lib/K9FG2R6M KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - _yl:t KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - RPRT TI - The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Roadmap Poster AU - Caribbean Development Bank AU - CARICOM AU - Organisation of Eastern Caribbean States CN - 0255 DA - 2021/06/30/ PY - 2021 M3 - Let's REAP! PB - Open Development & Education SN - 5 UR - https://docs.opendeved.net/lib/K9FG2R6M KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - _yl:t KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - JOUR TI - The Challenge of Education and Learning in the Developing World AU - Kremer, M. AU - Brannen, C. AU - Glennerster, R. T2 - Science DA - 2013/04/19/ PY - 2013 DO - 10.1126/science.1235350 DP - DOI.org (Crossref) VL - 340 IS - 6130 SP - 297 EP - 300 J2 - Science LA - en SN - 0036-8075, 1095-9203 UR - https://doi.org/10.1126/science.1235350. ER - TY - JOUR TI - The challenges and prospects of ICTs in teaching and learning in Sunyani Polytechnic, Ghana AU - Bonsu, KA AU - Duodu, A AU - Bonsu, K AU - Duodu, K T2 - Capa Scientific Journal AB - Globally, the impact of Information and Communication Technology (ICT) in the past decades has been enormous. ICT plays a crucial role in socio-economic development and in bringing the world together as a global village. Indeed, in today‟s knowledge based economy, a completely new set of skills are required. Developing countries need to respond to demand for strategies to prepare the youth for the competitive opportunities driven by information and communication technology. The role of ICT tools in education should be more emphasized despite the heavy investment on ICT infrastructure, equipment and professional development for improved education. However, the adoption of ICT and its integration in teaching and learning have met challenges. This study reports the state of ICT usage in teaching and learning at Sunyani Polytechnic, Ghana. The study highlights factors that influence effective integration of ICT in teaching and learning. The findings revealed minimal adoption of ICT in teaching and learning at Sunyani Polytechnic, Ghana. The study makes recommendations that would enhance ICT uptake and adoption when implemented. DA - 2013/// PY - 2013 LA - en UR - http://tum.ac.ke/assets/highlights/6896059_JOURNAL_FINAL_COPY.pdf#page=16 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - F:teaching KW - P:economy KW - P:teacher education KW - Q:ICT KW - Q:educational technology KW - R:case study KW - T:TVET KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - The Challenges of community- directed treatment with ivermectin (CDTI) within the African Programme for Onchocerciasis Control (APOC AU - AMAZIGO, U.V.B.R.I.E.G.E.R. AU - W.R., K.A.T.A.B.A.R.W.A.M. AU - Akogun, Oladele B AU - M., N.T.E.P. AU - BOATIN, B. AU - N’DOYO, J. AU - NOMA, M. AU - A, S.E.K.E.T.E.L.I. T2 - Annals of Tropical Medicine and Parasitology DA - 2002/// PY - 2002 VL - l IS - 1 SP - 41 EP - 58 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - The Changing Nature of Work AU - World Bank DA - 2019/// PY - 2019 UR - https://www.worldbank.org/en/publication/wdr2019 ER - TY - JOUR TI - The Changing Roles of Non-Governmental Organisations in Education in Malawi. AU - Kadzamira, Esme Chipo AU - Kunje, Demis DA - 2002/// PY - 2002 DP - Google Scholar KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - BOOK TI - The Circular Economy: Micro-Macro Linkages and Implications for Commonwealth Countries AU - Brain, Sophie AU - Awiti, Christine AB - In the ongoing fight against poverty and inequality, globalization and sustained economic growth are perceived as key to ending global poverty and achieving the Sustainable Development Goals (SDGs). Sustained economic growth is traditionally seen as leading to increased income, which either directly or indirectly lowers poverty levels. Similarly, as the world becomes more globalized, it is assumed that the increase in trade will be accompanied by good quality jobs in both industry and services and, consequently, increasing income, declining poverty and sustained growth. DA - 2023/02/02/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - The Circular Economy UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1092 Y2 - 2023/05/12/09:29:56 ER - TY - JOUR TI - The classroom assessment scoring system: Findings from the prekindergarten year AU - La Paro, Karen M. AU - Pianta, Robert C. AU - Stuhlman, Megan T2 - The elementary school journal DA - 2004/// PY - 2004 DO - 10.1086/499760 DP - Google Scholar VL - 104 IS - 5 SP - 409 EP - 426 ST - The classroom assessment scoring system ER - TY - BLOG TI - The classroom goes hybrid AU - Scott, Craig T2 - AV Magazine AB - Craig Scott, chief technology officer of ViewSonic, explores post-Covid-19 education and preparing for a world of hybrid learning and teaching. DA - 2020/09/08/T14:52:23+01:00 PY - 2020 LA - en UR - https://www.avinteractive.com/features/comment/classroom-goes-hybrid-08-09-2020/ Y2 - 2020/09/11/10:04:23 ER - TY - RPRT TI - The Classroom Practices of Primary and Secondary School Teachers Participating in English in Action AU - English in Action DA - 2011/// PY - 2011 UR - https://assets.publishing.service.gov.uk/media/57a08ad9ed915d622c00093f/2a_the_classroom_practices-teachers_participating_in_english_in_action.pdf Y2 - 2020/09/23/13:01:24 ER - TY - JOUR TI - The collaborative apprenticeship model: situated professional development within school settings AU - Glazer, E.M. AU - Hannafin, M.J. T2 - Teaching and Teacher Education DA - 2006/// PY - 2006 DO - 10.1016/j.tate.2005.09.004 VL - 22 IS - 2 SP - 179 EP - 193 ST - The collaborative apprenticeship model: situated professional development within school settings ER - TY - JOUR TI - The combined use of qualitative and quantitative methods in educational research AU - Niglas, Katrin T2 - undefined AB - Figure 2. Relationship between philosophy and methodology in social science and educational research (adapted from Niglas 2001a and 2001b) - "THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT" DA - 2004/// PY - 2004 DP - www.semanticscholar.org LA - en UR - https://www.semanticscholar.org/paper/THE-COMBINED-USE-OF-QUALITATIVE-AND-QUANTITATIVE-IN-Niglas/49166bdec1ad53d05c05d853d60a8495eedd2396/figure/2 Y2 - 2021/11/06/23:20:27 KW - ⛔ No DOI found ER - TY - JOUR TI - THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT AU - Niglas, Katrin T2 - undefined AB - Semantic Scholar extracted view of "THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT" by Katrin Niglas DA - 2004/// PY - 2004 DP - www.semanticscholar.org LA - en UR - https://www.semanticscholar.org/paper/THE-COMBINED-USE-OF-QUALITATIVE-AND-QUANTITATIVE-IN-Niglas/49166bdec1ad53d05c05d853d60a8495eedd2396 Y2 - 2022/03/02/22:49:50 KW - ⛔ No DOI found ER - TY - JOUR TI - The Concept of Competence Based Assessment in Vocational Education and Training AU - Kyobe, Ethel DA - 2017/// PY - 2017 DP - Zotero SP - 7 LA - en AN - UA-31AF5389-064E-4F71-A3D0-4D008CE3E769 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - CLL:en KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - The concept of competence in the development of vocational education and training in selected EU member states: a critical analysis AU - Mulder, Martin AU - Weigel, Tanja AU - Collins, Kate T2 - Journal of Vocational Education & Training AB - This contribution follows the descriptive review of Weigel, Mulder and Collins regarding the use of the competence concept in the development of vocational education and training in England, France, Germany and the Netherlands. The purpose of this contribution is to review the critical analyses brought forward by various authors in this field. This analysis also remarks on the most important theories and critiques on the use of the competence concept in the above‐mentioned states, The systems of vocational education within the four states covered in this study are: the National Vocational Qualifications in England, the approach to learning areas in Germany, the ETED and the bilan de compétences in France, and the implementation of competence‐based vocational education in the Netherlands, and these are the respective focal points for the critical assessments of the competence concept presented here. These critiques encompass such aspects as the lack of a coherent definition of the concept of competence, the lack of a one‐to‐one relationship between competence and performance, the misled notion that employing the concept of competence decreases the value of knowledge, the difficulties of designing competence‐based educational principles at the curriculum and instruction levels, the underestimation of the organizational consequences of competence‐based education, and the many problems in the field of competence assessment. DA - 2007/03/01/ PY - 2007 DO - 10.1080/13636820601145630 DP - Taylor and Francis+NEJM VL - 59 IS - 1 SP - 67 EP - 88 SN - 1363-6820 ST - The concept of competence in the development of vocational education and training in selected EU member states UR - https://doi.org/10.1080/13636820601145630 Y2 - 2018/08/01/15:03:39 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - publicImportV1 ER - TY - CHAP TI - The Concept of Tawhid in the Political Thoughts of Muhammad Iqbal T2 - Islamic Political Thoughts and Institutions; Kano IIIT(N A2 - A., Abdul-Isma’il A2 - Shehu, S. DA - 2011/// PY - 2011 SP - 132 EP - 146 LA - en ER - TY - JOUR TI - The Connection Between Socio-emotional Learning and Girls’ Educational Outcomes AU - Fitzpatrick, Rachel AU - Page, Ella AB - The literature on socio-emotional learning is vast, with a broad range of programmes and interventions spanning multiples ages with a variety of different objectives. A USAID systematic literature review of SEL interventions, identified a broad range of outcomes identified in evaluations of SEL programmes. The majority of the literature on academic outcomes is drawn from high-income contexts, though a small number of studies looking at the impact of girls’ clubs have sought to make a connection between participation in clubs and academic performance (Marcus et al, 2017; Amenya et al, 2021). Interventions targeting Early Years typically focus on play-based interventions at home and in primary care settings, and on parenting and prenatal skills development and support (Sánchez Puerta et al., 2016). The outcomes of these interventions typically focus on the development of socio-emotional learning skills, parenting behaviours, but also on academic performance (ibid). A World Bank review found that interventions before school were more likely to show favourable results during follow-up. Aside from the direct academic outcomes, SEL is found to have intermediate outcomes too, particularly in lower-income contexts. For example, girls’ clubs are associated with increased enrolment and retention rates at multiple levels of education (Marcus et al, 2017), in addition to increasing girls’ self-esteem and motivation to learn (Amenya et al, 2021). Other programmes with a focus on SEL have been found to improve career-related outcomes, delay pregnancy and early marriage, and support the development of skills required by the workplace, or advancing prosocial/anti-conflict behaviours (Sánchez Puerta et al., 2016). DA - 2022/09// PY - 2022 DO - 10.19088/K4D.2022.154 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17710 Y2 - 2022/12/18/18:13:31 KW - ⚠️ Invalid DOI KW - ⛔ No DOI found ER - TY - JOUR TI - The Context of Training Teachers to Implement a Socially Relevant Science Education in Africa AU - Ogunniyi, Meshach B. T2 - African Journal of Research in Mathematics, Science and Technology Education AB - The underlying assumption to this paper is that learners' ability to appreciate the relevance of school science and its importance to socio-economic development of their communities to a large extent depends on the quality of instruction they receive from their teachers. A popular conundrum is that no country is greater than the calibre of its teachers. However, a sort of Mathew's principle of the "haves" having more and the "have-nots" losing even what they do have tends to hold. Hence, learners of well-trained teachers tend to outperform those of poorly trained teachers on most tasks. A vivid example here in South Africa is the usual wide chasm between the matriculation results of learners from the former well-resourced Model C schools and those (with few exceptions due to massive support) from the previously disadvantaged schools. In pursuit of relevance many African political leaders and policy makers have called on teacher training institutions to produce teachers who are capable of making school science relevant to learners' home environment. This paper reports an attempt that has been made to equip teachers in such a way that makes science accessible, interesting and complementary to learners' indigenous knowledge and life worlds in general. DA - 2011/// PY - 2011 DO - 10.1080/10288457.2011.10740721 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:access KW - F:attitude KW - F:policy KW - F:teaching method KW - P:culture KW - P:economy KW - P:environment KW - P:measurement KW - P:social KW - P:teacher education KW - P:teacher training KW - P:teachers KW - R:case study KW - T:Training KW - T:trainee KW - Z:African Culture KW - Z:Case Studies KW - Z:Course Content KW - Z:Cultural Context KW - Z:Culturally Relevant Education KW - Z:Disadvantaged Schools KW - Z:Educational Change KW - Z:Educational Quality KW - Z:Foreign Countries KW - Z:Indigenous Knowledge KW - Z:Interdisciplinary Approach KW - Z:Relevance (Education) KW - Z:Science Education KW - Z:Science Instruction KW - Z:Scientific Principles KW - Z:Social Problems KW - Z:Teacher Attitudes KW - Z:Teacher Education KW - Z:Teacher Effectiveness KW - Z:Teaching Methods KW - Z:Western Civilization KW - publicImportV1 ER - TY - RPRT TI - The Contribution of Digital Technologies to Service Delivery: An Evidence Review AU - Sharmin, Shumona AU - Faith, Becky AU - Prieto Martín, P. AU - Ramalingam, Ben DA - 2017/// PY - 2017 DP - Google Scholar PB - IDS ST - The Contribution of Digital Technologies to Service Delivery KW - _C:Afghanistan AFG KW - _C:Armenia ARM KW - _C:Australia AUS KW - _C:Azerbaijan AZE KW - _C:Bangladesh BGD KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burkina Faso BFA KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Catalan Republic XCATA KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Costa Rica CRI KW - _C:Cuba CUB KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guyana GUY KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Kyrgyzstan KGZ KW - _C:Lesotho LSO KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mexico MEX KW - _C:Myanmar MMR KW - _C:Nepal NPL KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Panama PAN KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Qatar QAT KW - _C:Romania ROU KW - _C:Rwanda RWA KW - _C:Samoa WSM KW - _C:Singapore SGP KW - _C:Solomon Islands SLB KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review ER - TY - JOUR TI - The Contribution of Education to Economic Growth AU - Grant, Catherine AB - There are many reasons why education is important, this report focuses on its contribution to economic growth and outcomes. Education ‘can be defined as the stock of skills, competencies, and other productivity-enhancing characteristics’ (WEF 2016). In general, education—as a critical component of a country’s human capital—increases the efficiency of each individual worker and helps economies to move up the value chain beyond manual tasks or simple production processes (WEF 2016). Human capital has long been considered the most distinctive feature of the economic system and further work has proven the impact of education on productivity growth empirically. The World Economic Forum 2016 suggested three channels through which education affects a country’s productivity. First, it increases the collective ability of the workforce to carry out existing tasks more quickly. Second, secondary and tertiary education especially facilitate the transfer of knowledge about new information, products, and technologies created by others (Barro and Lee 2010). Finally, by increasing creativity it boosts a country’s own capacity to create new knowledge, products, and technologies. There is a wealth of literature on this topic, showing the long held expectation that human capital formation (a population’s education and health status) plays a significant role in a country’s economic development. Better education leads not only to higher individual income but is also a necessary (although not always sufficient) precondition for long-term economic growth (IIASA 2008). Woessmann 2015 surveys the most recent empirical evidence stating that it shows the crucial role of education for individual and societal prosperity. Education is a leading determinant of economic growth, employment, and earnings. Ignoring the economic dimension of education would endanger the prosperity of future generations, with widespread repercussions for poverty, social exclusion, and sustainability of social security systems (Woessman 2015). For every US$1 spent on education, as much as US$10 to US$15 can be generated in economic growth (UNESCO 2012). If 75% more 15-year-olds in forty-six of the world’s poorest countries were to reach the lowest OECD benchmark for mathematics, economic growth could improve by 2.1% from its baseline and 104 million people could be lifted out of extreme poverty (UNESCO 2012). DA - 2017/03/03/ PY - 2017 DP - opendocs.ids.ac.uk LA - es UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13117 Y2 - 2022/12/18/18:13:36 KW - ⛔ No DOI found ER - TY - JOUR TI - The Cost-Benefit and Cost-effectiveness of Providing Menstrual Cups and Sanitary Pads to Schoolgirls in Rural Kenya AU - Babagoli, M. AU - Benshaul-Tolonen, Anja AU - Zulaika, Garazi AU - Nyothach, Elizabeth AU - Oduor, Clifford AU - Obor, David AU - Mason, Linda AU - Kerubo, Emily AU - Ngere, Isaac AU - Laserson, Kayla F. T2 - Columbia Center for Development Economics and Policy, Working Paper DA - 2020/// PY - 2020 DP - Google Scholar VL - 87 KW - _yl:a KW - ⛔ No DOI found ER - TY - JOUR TI - The counting house: Measuring those who count. Presence of bibliometrics, scientometrics, informetrics, webometrics and altmetrics in the Google Scholar citations, Researcherid, ResearchGate, Mendeley & Twitter AU - Martín-Martín, Alberto AU - Orduña-Malea, Enrique AU - Ayllón, Juan M. AU - Lopez-Cozar, Emilio Delgado T2 - arXiv preprint arXiv:1602.02412 DA - 2016/// PY - 2016 DP - Google Scholar ST - The counting house KW - ⛔ No DOI found ER - TY - BLOG TI - The COVID-19 pandemic has changed education forever. This is how T2 - The COVID-19 pandemic has changed education forever. This is how DA - 2020/04/29/ PY - 2020 UR - https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/ Y2 - 2020/01/12/00:00:00 ER - TY - ELEC TI - The COVID-19 pandemic has changed education forever. This is how AU - Li, Cathy AU - Lalani, Farah T2 - https://www.weforum.org/ DA - 2020/// PY - 2020 UR - https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/ Y2 - 2024/01/12/00:00:00 ER - TY - JOUR TI - The critical role of continuous professional development for teachers in Africa AU - Luneta, Kakoma T2 - African Journal of Teacher Education and Development DA - 2022/// PY - 2022 DO - 10.4102/ajoted.v1i1.2 DP - Google Scholar VL - 1 IS - 1 SP - 2 UR - https://ajoted.org/index.php/ajoted/article/view/2/2 Y2 - 2023/11/14/15:47:25 ER - TY - JOUR TI - The current state of e-learning at universities in Zimbabwe: Opportunities and challenges AU - Chitanana, Lockias AU - Makaza, Daga AU - Madzima, Kudakwashe T2 - International Journal of Education and Development using ICT DA - 2008/// PY - 2008 DP - Google Scholar VL - 4 IS - 2 SP - 5 EP - 15 ST - The current state of e-learning at universities in Zimbabwe KW - ⛔ No DOI found ER - TY - JOUR TI - The datafied child: The dataveillance of children and implications for their rights AU - Lupton, Deborah AU - Williamson, Ben T2 - New Media & Society DA - 2017/// PY - 2017 DO - 10.1177/1461444816686328 DP - Google Scholar VL - 19 IS - 5 SP - 780 EP - 794 ST - The datafied child ER - TY - JOUR TI - The Design of Teacher Assignment: Theory and Evidence. AU - Combe, Julien AU - Tercieux, Olivier AU - Terrier, Camille AB - To assign teachers to schools, a modified version of the well-known deferred acceptance mechanism has been proposed in the literature and is used in practice. We show that this mechanism fails to be fair and efficient for both teachers and schools. We identify a class of strategyproof mechanisms that cannot be improved upon in terms of both efficiency and fairness. Using a rich dataset on teachers’ applications in France, we estimate teachers preferences and perform a counterfactual analysis. The results show that these mechanisms perform much better than the modified version of deferred acceptance. For instance, the number of teachers moving from their positions more than triples under our mechanism. DA - 2020/// PY - 2020 DP - Zotero SP - 88 LA - en UR - https://www.dropbox.com/s/92xsi3rg1jx1pzc/CTT.pdf?dl=0 KW - Lebanon_event_2021 KW - _C:Czech Republic CZE KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Mexico MEX KW - _C:Peru PER KW - _C:Portugal PRT KW - _C:Spain ESP KW - _C:Turkey TUR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - BOOK TI - The Design Thinking Playbook: Mindful Digital Transformation of Teams, Products, Services, Businesses and Ecosystems AU - Lewrick, Michael AU - Link, Patrick AU - Leifer, Larry CY - Hoboken DA - 2018/06/29/ PY - 2018 DP - Amazon ET - 1st edition SP - 352 LA - English PB - Wiley SN - 978-1-119-46747-2 ST - The Design Thinking Playbook ER - TY - BOOK TI - The design thinking toolbox: a guide to mastering the most popular and valuable innovation methods AU - Lewrick, Michael AU - Link, Patrick AU - Leifer, Larry J. AB - "Encyclopedia of Design Thinking Tools explains the most important tools and methods over the Design Thinking cycle. Based on the largest international survey on the use of Design Thinking Tools and Methods, the most popular methods are described on four pages each, by an expert from the Design Thinking community. Simple instructions, expert tips, templates and images of the application make the Encyclopedia valuable reading, especially for Design Thinking beginners. It is suitable for design thinkers who want to quickly and comprehensively familiarize themselves with the tools and try out new tools. It helps readers with: selecting the right tools and finding new tools planning training/workshops on design thinking practical application tips This is an encyclopedia that is the perfect complement to the bestselling, The Design Thinking Playbook"-- CN - HD30.29 .L4913 2020 CY - Hoboken, New Jersey DA - 2020/// PY - 2020 DP - Library of Congress ISBN LA - eng PB - John Wiley & Sons, Inc SN - 978-1-119-62919-1 ST - The design thinking toolbox KW - Creative ability in business KW - Creative ability in technology KW - Creative thinking KW - Problem solving KW - Project management KW - ⛔ No DOI found ER - TY - BOOK TI - The development dictionary @25: post-development and its consequences AU - Ziai, Aram AB - Few books in the history of Development Studies have had an impact like The Development Dictionary-A Guide to Knowledge as Power, which was edited by Wolfgang Sachs and published by Zed Books in 1992. The Development Dictionary was crucial in establishing what has become known as the Post-Development (PD) school. This volume is devoted to the legacy of The Development Dictionary and to discussing Post-Development. Thisbook originally publishedas a special issueof Third World Quarterly. DA - 2020/// PY - 2020 DP - Open WorldCat LA - English SN - 978-0-429-83653-4 978-0-429-45138-6 978-0-429-83654-1 978-0-429-83652-7 ST - The development dictionary @25 UR - https://www.taylorfrancis.com/books/9780429451386 Y2 - 2022/04/01/17:59:02 ER - TY - BOOK TI - The Development Dictionary: A Guide to Knowledge as Power A3 - Sachs, Wolfgang DA - 2010//15/Enero PY - 2010 DP - Amazon ET - 2 SP - 563 LA - en ST - The Development Dictionary ER - TY - BOOK TI - The Development dictionary: a guide to knowledge as power AU - Sachs, Wolfgang DA - 2019/// PY - 2019 DP - Zotero ET - 3 LA - en ER - TY - JOUR TI - The development of preprints during the COVID‐19 pandemic AU - Älgå, Andreas AU - Eriksson, Oskar AU - Nordberg, Martin T2 - Journal of Internal Medicine DA - 2021/02/09/ PY - 2021 DO - 10.1111/joim.13240 DP - PubMed Central SP - 10.1111/joim.13240 J2 - J Intern Med SN - 0954-6820 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8014163/ Y2 - 2021/10/05/18:37:21 ER - TY - CONF TI - The didactical use of tablets: a balancing act between teacher-centred and learner-centred education AU - Montrieux, Hannelore AU - Schellens, Tammy C3 - 12th International Technology, Education and Development Conference (INTED) DA - 2018/// PY - 2018 DO - 10.21125/inted.2018.1005 DP - Google Scholar SP - 37 EP - 44 ST - The didactical use of tablets KW - _C:Belgium BEL KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The difference between emergency remote teaching and online learning AU - Hodges, Charles B. AU - Moore, Stephanie AU - Lockee, Barbara B. AU - Trust, Torrey AU - Bond, Mark Aaron DA - 2020/// PY - 2020 DP - Google Scholar UR - https://vtechworks.lib.vt.edu/handle/10919/104648 Y2 - 2024/02/29/11:21:09 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - The different ways that teachers can influence the socio-emotional development of their students: A literature review AU - Villaseñor, Paula DA - 2017/// PY - 2017 DP - Zotero SP - 26 LA - en UR - http://pubdocs.worldbank.org/en/285491571864192787/Villaseno-The-different-ways-that-teachers-can-influence-the-socio-emotional-dev-of-students.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - The Digital Divide in Language and Literacy Education AU - Tate, Tamara AU - Warschauer, Mark T2 - Language, Education and Technology DA - 2017/// PY - 2017 DO - 10.1007/978-3-319-02237-6_5 DP - Google Scholar SP - 45 EP - 56 KW - __C:filed:1 ER - TY - JOUR TI - The digital divide in online learning in China during the COVID-19 pandemic AU - Guo, Congbin AU - Wan, Boshen T2 - Technology in Society DA - 2022/// PY - 2022 DO - 10.1016/j.techsoc.2022.102122 DP - Google Scholar VL - 71 SP - 102122 ER - TY - RPRT TI - The Digital Transformation Strategy AU - African Union CY - Addis Ababa, Ethiopia DA - 2020/// PY - 2020 PB - African Union UR - https://au.int/en/documents/20200518/digital-transformation-strategy-africa-2020-2030 ER - TY - JOUR TI - The disconnected: COVID-19 and disparities in access to quality broadband for higher education students AU - Cullinan, John AU - Flannery, Darragh AU - Harold, Jason AU - Lyons, Seán AU - Palcic, Dónal T2 - International Journal of Educational Technology in Higher Education AB - Abstract The COVID-19 pandemic forced many higher education institutions (HEIs) across the world to cancel face-to-face teaching, close campus facilities, and displace staff and students to work and learn from home. Given the persistent nature of the pandemic, many HEIs have continued to deliver courses online and/or use a blended learning approach. However, there are concerns around differences in student access to digital learning resources while at home, including high quality broadband connectivity. This is important, since variation in connectivity may impact the type of online/blended model that faculty can deliver or constrain student engagement with online content. In this context, this paper combines national data on the domiciles of students enrolled in Irish HEIs with detailed spatial data on broadband coverage to estimate the number of higher education students ‘at risk’ of poor access to high quality internet connectivity. Overall it finds that one-in-six students come from areas with poor broadband coverage, with large disparities by geography and by HEI. It also finds that students from the poorest broadband coverage areas are more likely to be socioeconomically disadvantaged. As a result, this paper recommends that HEIs use their detailed registration data to help identify and support at-risk students. In particular, the results suggest that some HEIs may need to prioritise access to campus facilities and services to less well-off students living in poor broadband coverage areas. DA - 2021/12// PY - 2021 DO - 10.1186/s41239-021-00262-1 DP - DOI.org (Crossref) VL - 18 IS - 1 SP - 26 J2 - Int J Educ Technol High Educ LA - en SN - 2365-9440 ST - The disconnected UR - https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-021-00262-1 Y2 - 2024/03/04/14:13:16 KW - Final_citation ER - TY - JOUR TI - The Discourse of Whole Class Teaching: A Comparative Study of Kenyan and Nigerian Primary English Lessons AU - Abd-Kadir, Jan AU - Hardman, Frank T2 - Language and Education AB - This paper explores the discourse of whole class teaching in Kenyan and Nigerian primary school English lessons. Twenty lessons were analysed using a system of discourse analysis focusing on the teacher-led three-part exchange sequence of Initiation – Response – Feedback (IRF). The focus of the analysis was on the first and third part of the IRF sequence as it is here that research suggests teachers can enhance pupil learning through questions and follow-up which asks pupils to expand on their thinking, justify or clarify their opinions, or make connections to their own experiences. The findings suggest that teacher questions were mainly closed requiring recall of information and teacher follow-up, where it occurred, often consisting of a low level evaluation of a pupil response, thereby severely constraining opportunities for pupil participation in the classroom discourse and higher order thinking. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of Kenyan and Nigerian primary teachers. DA - 2007/01/01/ PY - 2007 DO - 10.2167/le684.0 DP - Taylor and Francis+NEJM VL - 21 IS - 1 SP - 1 EP - 15 SN - 0950-0782 ST - The Discourse of Whole Class Teaching UR - http://dx.doi.org/10.2167/le684.0 Y2 - 2015/10/15/15:39:27 ER - TY - RPRT TI - The distance education experience in Jordan: perspectives from stakeholders AU - Haßler, Björn AU - Assaf, Teib AU - Khalayleh, Abdullah CN - 0244 DA - 2021/03/17/ PY - 2021 UR - https://docs.opendeved.net/lib/HSHH6TVV KW - Author:OpenDevEd KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective AU - Vanderlinde, Ruben AU - van Braak, Johan T2 - Computers & education DA - 2010/// PY - 2010 DO - 10.1016/j.compedu.2010.02.016 DP - Google Scholar VL - 55 IS - 2 SP - 541 EP - 553 ST - The e-capacity of primary schools ER - TY - BOOK TI - The Early Grade Reading Assessment: Applications and interventions to improve basic literacy AU - Gove, A. AU - Wetterberg, A. CY - Research Triangle Park, NC DA - 2011/// PY - 2011 PB - RTI Press UR - https://doi.org/10.3768/rtipress.2011.bk.0007.1109. ER - TY - RPRT TI - The Economic Lives of Young Women in the Time of Ebola : Lessons from an Empowerment Program AU - Bandiera, Oriana AU - Buehren, Niklas AU - Goldstein, Markus P. AU - Rasul, Imran AU - Smurra, Andrea AB - This paper evaluates an intervention to raise young women's economic empowerment in Sierra Leone, where women frequently experience sexual violence and face multiple economic disadvantages. The intervention provides them with a protective space (a club) where they can find support, receive information on health and reproductive issues, and vocational training. Unexpectedly, the post-baseline period coincided with the 2014 Ebola outbreak. The analysis leverages quasi-random across-village variation in the severity of Ebola-related disruption, and random assignment of villages to the intervention to document the impact of the Ebola outbreak on the economic lives of 4,700 women tracked over the crisis, and any ameliorating role played by the intervention. In highly disrupted control villages, the crisis leads younger girls to spend significantly more time with men, out-of-wedlock pregnancies rise, and as a result, they experience a persistent 16 percentage points drop in school enrolment post-crisis. These adverse effects are almost entirely reversed in treated villages because the intervention enables young girls to allocate time away from men, preventing out-of-wedlock pregnancies and enabling them to re-enrol in school post-crisis. In treated villages, the unavailability of young women leads some older girls to use transactional sex as a coping strategy. The intervention causes them to increase contraceptive use so this does not translate into higher fertility. The analysis pinpoints the mechanisms through which the severity of the aggregate shock impacts the economic lives of young women and shows how interventions in times of crisis can interlink outcomes across younger and older cohorts. DA - 2019/02/28/08:51:05 PY - 2019 DP - documents.worldbank.org SP - 1 EP - 80 LA - en PB - The World Bank SN - WPS8760 ST - The Economic Lives of Young Women in the Time of Ebola UR - http://documents.worldbank.org/curated/en/452451551361923106/The-Economic-Lives-of-Young-Women-in-the-Time-of-Ebola-Lessons-from-an-Empowerment-Program Y2 - 2020/04/21/15:04:08 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - The Economic Lives of Young Women in the Time of Ebola: Lessons from an Empowerment Program [Unpublished Manuscript] AU - Bandiera, Oriana AU - Buehren, Niklas AU - Goldstein, Markus AU - Rasul, Imran AU - Smurra, Andrea DA - 2018/// PY - 2018 M3 - Unpublished Manuscript PB - Unpublished Manuscript ER - TY - BOOK TI - The economy of hope A3 - Miyazaki, Hirokazu A3 - Swedberg, Richard CN - BD216 .E27 2017 CY - Philadelphia DA - 2017/// PY - 2017 DP - Library of Congress ISBN ET - First edition SP - 198 PB - University of Pennsylvania Press SN - 978-0-8122-4869-2 KW - Hope ER - TY - CHAP TI - The EDOREN Model: Reflections and implications for other DFID programmes AU - Akogun, Oladele B AU - Friedrich, Florian AU - Macauslan, Ian AU - Packer, Steve AU - Rai, Shefali T2 - Education Data, Research and Evaluation in Nigeria (EDOREN DA - 2018/// PY - 2018 LA - en UR - www.nigeria-education.org ER - TY - CONF TI - The EdTech Hub: Building a global community of practice of researchers and implementers AU - Haßler, Björn AU - Brugha, Meaghan AU - Loj, Gosia AU - Proctor, Jamie T2 - UKFIET C1 - Oxford DA - 2019/10/18/ PY - 2019 DO - 10.5281/zenodo.3445376 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - UploadedToZenodo KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:k ER - TY - ELEC TI - The EdTech Report 2019/20 - The Growth of Technology in Education | RS Components AU - RS DA - 2020/// PY - 2020 UR - https://uk.rs-online.com/web/generalDisplay.html?id=did-you-know/the-edtech-report Y2 - 2020/08/24/10:53:38 ER - TY - JOUR TI - The educational perception on artificial intelligence by elementary school teachers AU - Ryu, Miyoung AU - Han, Seonkwan T2 - Journal of The Korean Association of Information Education DA - 2018/// PY - 2018 DO - 10.14352/jkaie.2018.22.3.317 DP - Google Scholar VL - 22 IS - 3 SP - 317 EP - 324 UR - https://koreascience.kr/article/JAKO201819352297325.page Y2 - 2024/02/24/10:04:59 ER - TY - RPRT TI - The effect of availability and distance from school on children’s time allocation in Ghana and Guatemala AU - Vuri, Daniela T2 - Understanding Children's Work DA - 2007/// PY - 2007 DP - CiteSeer PB - https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.909.7963&rep=rep1&type=pdf ER - TY - CONF TI - The Effect of Mathematical Self-Efficacy on High Order Thinking Accelerated Learning Learning Inferentialism Approach AU - Mulyono AU - Ramadan, Yoshida Agung AU - Masrukan T2 - International Conference on Science and Education and Technology (ISET 2019) AB - The purpose of this study was to determine the effect of mathematical self-efficacy on higher- order thinking skills with the accelerated learning model inferentialism approach. The study was conducted using a type of combination research in which the design taken was sequential exploratory. The research subjects were based on the results of the self-efficacy questionnaire which were categorized into three namely subjects for the high, medium and low categories, each chosen 2 subjects who could explain the settlement well. The results showed that mathematical self-efficacy influences students' higher-order thinking skills where subjects with high categories have higher-order thinking skills with good analysis, good evaluation and create new ones well. While the subject is still lacking in solving higher-order thinking skills where the subject is still unable to create something. The subjects with low self-efficacy have higher- order thinking skills who are less able to analyze and create but can evaluate. Then all subjects in learning accelerated learning approach inferentialism with the differences in mathematical self-efficacy, the score of each category for high and medium are the same but subjects with low categories are still. DA - 2020/06/23/ PY - 2020 DO - 10.2991/assehr.k.200620.071 DP - www.atlantis-press.com SP - 367 EP - 372 LA - en PB - Atlantis Press SN - 978-94-6252-979-3 UR - https://www.atlantis-press.com/proceedings/iset-19/125941361 Y2 - 2020/07/03/07:38:48 KW - LMIC KW - _AcademicRecoveryOECS KW - content KW - pedadgogy ER - TY - JOUR TI - The Effect of Pre-Primary Education on Primary School Performance. AU - Berlinski, S. AU - Galiani, S. AU - Gertler, P. T2 - Journal of Public Economics DA - 2009/// PY - 2009 SP - 1 EP - 2 UR - https://www.sciencedirect.com/science/article/abs/pii/S0047272708001308 KW - ⛔ No DOI found ER - TY - JOUR TI - The effect of principal behaviors on student, teacher, and school outcomes: A systematic review and meta-analysis of the empirical literature AU - Liebowitz, David D. AU - Porter, Lorna T2 - Review of Educational Research DA - 2019/// PY - 2019 DO - 10.3102/0034654319866133 DP - Google Scholar VL - 89 IS - 5 SP - 785 EP - 827 ST - The effect of principal behaviors on student, teacher, and school outcomes ER - TY - JOUR TI - The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Effect AU - Kraft, Matthew A. AU - Blazar, David AU - Hogan, Dylan T2 - Review of Educational Research AB - Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies. DA - 2018/// PY - 2018 DO - 10.3102/0034654318759268 DP - DOI.org (Crossref) VL - 88 IS - 4 SP - 547 EP - 588 J2 - Review of Educational Research LA - EN SN - 0034-6543, 1935-1046 UR - https://scholar.harvard.edu/files/mkraft/files/kraft_blazar_hogan_2018_teacher_coaching.pdf KW - C:High-income countries KW - C:United States KW - __C:filed:1 ER - TY - JOUR TI - The Effect of Technology-mediated Reading Comprehension Tasks on Autonomy and Metacognitive Strategy Use by Iranian EFL Intermediate Learners AU - Mehri Ghahfarokhi, Marzieh AU - Tavakoli, Mansoor T2 - Journal of Modern Research in English Language Studies DA - 2020/// PY - 2020 DP - Google Scholar VL - 7 IS - 3 SP - 45 EP - 69 KW - _C:Canada CAN KW - _C:China CHN KW - _C:Iran IRN KW - _C:Turkey TUR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - The effectiveness of inputs in primary education: Insights from recent student surveys for sub-Saharan Africa AU - Fehrler, S. AU - Michaelowa, K. AU - Wechtler, A. T2 - The Journal of Development Studies DA - 2009/// PY - 2009 DO - 10.1080/00220380802663625 VL - 45 IS - 9 SP - 1545 EP - 1578 UR - https://doi.org/10.1080/00220380802663625. ER - TY - JOUR TI - The effectiveness of installing solar panels at schools in Pakistan to increase enrolment AU - Gillani, Abbas A. AU - Khan, Sana AU - Nasir, Sadia AU - Niaz, Salwa T2 - Journal of Environmental Studies and Sciences AB - At present, 35% of all primary schools and 15% of all secondary schools in Pakistan do not have access to electricity, severely impacting student participation and performance. Earlier literature exploring the effects of electrification of schools through solar electricity on educational access and outcome has been very limited, but recently it has gained attention. By examining data of more than 20,000 schools across 176 districts of Pakistan from the years 2013 until 2018, this paper quantifies the effectiveness of installing solar panels at schools to generate electricity, and thus increasing student participation through higher enrolment. The results show that a school where a solar panel was installed as an education policy initiative witnessed an increase in enrolment, when compared to a school that did not have a solar panel installed under the education policy initiative. This research highlights an immediate need of electrification of schools in order to improve learning outcomes. It also quantifies the effects of using solar electricity at schools that otherwise may not have access to electricity via the conventional grid system. Finally, as Pakistan ranks second in the list of countries with the worst pollution in the world, this study provides evidence for policymakers, and urges them to focus on expanding the use of renewable energy resources in all fields of socioeconomic activity in order to reverse the detrimental effects of climate change. DA - 2022/09/01/ PY - 2022 DO - 10.1007/s13412-022-00747-z DP - Springer Link VL - 12 IS - 3 SP - 505 EP - 514 J2 - J Environ Stud Sci LA - en SN - 2190-6491 UR - https://doi.org/10.1007/s13412-022-00747-z Y2 - 2024/03/14/14:34:38 KW - Education KW - Education policy KW - Enrolment KW - Pakistan KW - Solar panels ER - TY - JOUR TI - The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis AU - Xu, Zhihong AU - Wijekumar, Kausalai (Kay) AU - Ramirez, Gilbert AU - Hu, Xueyan AU - Irey, Robin T2 - British Journal of Educational Technology DA - 2019/11// PY - 2019 DO - 10.1111/bjet.12758 VL - 50 IS - 6 SP - 3119 EP - 3137 J2 - Br J Educ Technol LA - en SN - 0007-1013, 1467-8535 ST - The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature AU - Means, Barbara AU - Toyama, Yukie AU - Murphy, Robert AU - Baki, Marianne T2 - Teachers College Record: The Voice of Scholarship in Education AB - Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed. DA - 2013/03// PY - 2013 DO - 10.1177/016146811311500307 DP - DOI.org (Crossref) VL - 115 IS - 3 SP - 1 EP - 47 J2 - Teachers College Record LA - en SN - 0161-4681, 1467-9620 ST - The Effectiveness of Online and Blended Learning UR - http://journals.sagepub.com/doi/10.1177/016146811311500307 Y2 - 2022/09/27/11:54:06 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - The Effectiveness of School Grants in Low- and Middle-Income Contexts AU - James, Zoe AU - Joynes, Chris AB - This helpdesk review has drawn primarily on evidence from systematic reviews and synthesis studies focused on the effectiveness of school grants for the improvement of (i) equitable access to quality education, and (ii) the student learning outcomes. The rationale for school grants has emerged as part of relatively recent policy-driven practices for educational decentralisation and, within that, school-based decision-making. The devolution of a range of decisions to the school-level is assumed to improve accountability, efficiency and responsiveness to local needs (Bruns et al. 2011; Carr-Hill et al. 2016; Slater 2013). These decisions may include concerns related to curricula, finance, management and teachers, and may be taken at one or more administrative level (Bruns et al. 2011; Slater 2013). The literature identifies several key principles for effective implementation. This includes an acknowledgement of the range of challenges and barriers that are associated with the implementation of these type of models at the school level, including (i) the need for all actors to support the principles of decision-making reform; (ii) the need for local district support; and (iii) the reality that this type of reform places increased time and work demands on teachers and parents (Bruns et al. 2011). The review found that evidence of the effectiveness of school grant policies for equitable access to quality education was limited. Few studies provided rigorous examinations of the impact of school grants on equity of access across a range of measures, for example between rural/ urban locations, gender, or socio-economic status. The evidence base is relatively stronger in relation to the effectiveness of school grant policies for student learning outcomes, being suggestive of small but positive impacts. However, according to a 2016 synthesis study, these positive results are concentrated in middle-income countries, and stronger impacts tend to be found for wealthier students with more educated parents, with smaller effects found in disadvantaged communities (Carr-Hill et al. 2016; see also Hanushek et al. 2011; UNESCO 2017). DA - 2018/12/12/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14275 Y2 - 2022/12/18/18:14:13 KW - ⛔ No DOI found ER - TY - JOUR TI - The effectiveness of technology-facilitated personalized learning on learning achievements and learning perceptions: a meta-analysis AU - Zheng, Lanqin AU - Long, Miaolang AU - Zhong, Lu AU - Gyasi, Juliana Fosua T2 - Education and Information Technologies AB - As a learner-centered approach, technology-facilitated personalized learning has received increasing attention in the field of education. However, it is not clear whether technology-facilitated personalized learning is effective for both learning achievements and learning perceptions. This study aims to close the research gaps and examine the effect sizes of technology-facilitated personalized learning on learning achievements and learning perceptions from 2001 to 2020. In total, 34 empirical studies were synthesized in the present meta-analysis. The findings revealed that technology-facilitated personalized learning had a medium effect size on learning achievements and a small effect size on learning perceptions. Furthermore, the impacts of 10 moderator variables, including the sample levels, sample sizes, learning domains, research design, research settings, intervention duration, learning methods, software and hardware that support personalized learning, and user-oriented personalized parameters, were analyzed in depth. It was found that learning methods and personalized learning software significantly moderated the effect sizes. The novelty and main contribution of this study is threefold. First, this study revealed that technology-facilitated personalized learning was more effective than traditional learning through the comprehensive meta-analysis. Second, this study found that learning methods and personalized learning software could trigger and leverage the effects of technology-facilitated personalized learning. Third, this study proposed a design framework of technology-facilitated personalized learning to facilitate the implementation of personalized learning effectively. DA - 2022/09/01/ PY - 2022 DO - 10.1007/s10639-022-11092-7 DP - Springer Link VL - 27 IS - 8 SP - 11807 EP - 11830 J2 - Educ Inf Technol LA - en SN - 1573-7608 ST - The effectiveness of technology-facilitated personalized learning on learning achievements and learning perceptions UR - https://doi.org/10.1007/s10639-022-11092-7 Y2 - 2022/12/19/01:06:45 KW - Effect size KW - Final_citation KW - Learning achievement KW - Learning perception KW - Meta-analysis KW - Personalized learning KW - cited KW - existing ER - TY - JOUR TI - The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis AU - Major, Louis AU - Francis, Gill A. AU - Tsapali, Maria T2 - British Journal of Educational Technology AB - Digital technology offers the potential to address educational challenges in resource-poor settings. This meta-analysis examines the impact of students' use of technology that personalises and adapts to learning level in low- and middle-income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and literacy); personalisation level and delivery; technology use; and intervention duration and intensity. Overall, technology-supported personalised learning was found to have a statistically significant—if moderate—positive effect size of 0.18 on learning (p = 0.001). Meta-regression reveals how more personalised approaches which adapt or adjust to learners' level led to significantly greater impact (an effect size of 0.35) than those only linking to learners' interests or providing personalised feedback, support, and/or assessment. Avenues for future research include investigating cost implications, optimum programme length, and teachers' role in making personalised learning with technology effective. Practitioner notes What is already known about this topic? Promoting personalised learning is an established aim of educators. Using technology to support personalised learning in low- and middle-income countries (LMICs) could play an important role in ensuring more inclusive and equitable access to education, particularly in the aftermath of COVID-19. There is currently no rigorous overview of evidence on the effectiveness of using technology to enable personalised learning in LMICs. What this paper adds? The meta-analysis is the first to evaluate the effectiveness of technology-supported personalised learning in improving learning outcomes for school-aged children in LMICs. Technology-supported personalised learning has a statistically significant, positive effect on learning outcomes. Interventions are similarly effective for mathematics and literacy and whether or not teachers also have an active role in the personalisation. Personalised approaches that adapt or adjust to the learner led to significantly greater impact, although whether these warrant the additional investment likely necessary for implementation at scale needs to be investigated. Personalised technology implementation of moderate duration and intensity had similar positive effects to that of stronger duration and intensity, although further research is needed to confirm this. Implications for practice and/or policy: The inclusion of more adaptive personalisation features in technology-assisted learning environments can lead to greater learning gains. Personalised technology approaches featuring moderate personalisation may also yield learning rewards. While it is not known whether personalised technology can be scaled in a cost-effective and contextually appropriate way, there are indications that this is possible. The appropriateness of teachers integrating personalised approaches in their practice should be explored given ‘supplementary’ uses of personalised technology (ie, additional sessions involving technology outside of regular instruction) are common. DA - 2021/// PY - 2021 DO - 10.1111/bjet.13116 DP - Wiley Online Library VL - 52 IS - 5 SP - 1935 EP - 1964 LA - en SN - 1467-8535 ST - The effectiveness of technology-supported personalised learning in low- and middle-income countries UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13116 Y2 - 2022/12/16/06:46:36 KW - Final_citation KW - cited KW - computer-assisted learning KW - existing KW - learning outcomes KW - low- and middle-income KW - meta-analysis KW - personalisation KW - personalised adaptive learning ER - TY - CHAP TI - The effectiveness of technology-supported teacher professional learning communities in emergency settings. Future-Proofing Teacher Education: Voices from South Africa and Beyond AU - El-Serafy, Yomna AU - Adam, Taskeen AU - Haßler, Björn T2 - Future-Proofing Teacher Education: Voices from South Africa and Beyond A2 - Gravett, Sarah A2 - Petersen, Nadine CY - London DA - 2022/05/27/ PY - 2022 DP - DOI.org (Crossref) ET - 1 LA - en PB - Routledge SN - 978-1-00-318549-9 ST - Future-Proofing Teacher Education UR - https://www.taylorfrancis.com/books/9781003185499 Y2 - 2022/12/03/19:44:08 KW - Author:OpenDevEd KW - _forthcoming ER - TY - JOUR TI - The effects and characteristics of family involvement on a peer tutoring programme to improve the reading comprehension competence AU - Blanch, Sílvia AU - Duran, David AU - Valdebenito, Vanessa AU - Flores, Marta T2 - European Journal of Psychology of Education AB - The aim of the present study was to investigate the impact of an educational programme involving peer tutoring at school and family tutoring at home on child reading comprehension achievement in Catalunya, Spain. We drew upon a sample of 303 primary school students from 8 to 11 years old and 223 family tutors from home (61.5% mothers, 15% fathers, 17% both parents, 6.5% siblings). Reading comprehension performance was assessed through standardised tests in pre and post-test bases. Background variables were collected by means of student and parent questionnaires and also teacher and family interviews. An analysis of the family tutoring interactions was also performed. The main results showed positive effects for all the students, but especially for the 223 students who received family support. Overall, the study reveals the effectiveness of peer learning to improve reading comprehension skills and the potential of family involvement for the development of academic skills when the school provides trust and support for it. DA - 2013/// PY - 2013 DO - 10.1007/s10212-012-0104-y VL - 28 IS - 1 SP - 101 EP - 119 UR - https://grupsderecerca.uab.cat/grai/sites/grupsderecerca.uab.cat.grai/files/Blanch,%20Duran,%20Valdebenito%20&%20Flores%202013.pdf Y2 - 2020/11/17/00:00:00 KW - _Added to LR KW - _T:reviewed ER - TY - JOUR TI - The Effects of Air Temperature to the Cognitive Performance of Grade Five Pupils AU - Bigueja, Myrna C. AU - Tabardillo, Rosemarie A. AU - Amoroso, Sheila E. AU - Tabardillo, Joselito D. AB - High temperature makes the children uneasy during classroom activities. This study examines the effect of air temperature to children‟s cognitive performance. The school profile was determined such as: the total number of teachers, number of enrollees, land area (sq.m.), number of buildings and number of trees was determined to support the analysis of the data collected. The respondents were the Top thirty (30) Grade V pupils from public city elementary school in the Bicol Region. The pen-and-paper test was administered using the standardized test question in Science V of forty (40) items. The examination was done in the room without ventilation at 9:00 O‟clock to 11 O‟clock in the morning. Outdoor and indoor air temperature was recorded. The temperature recorded in the seven Public Central City Elementary Schools ranged from 240C to 310C. The recorded temperature indicates that the air contains particulates or pollutants like CO2 resulting in high temperature. Future work is required to establish evidence based guidelines for average temperatures and CO2 levels in classrooms. Findings suggest that high ventilation rates and low temperatures are required to provide optimum health outcomes and learning conditions. Natural Ventilation is also recommended through planting more trees in school vicinity to provide fresher air. DA - 2022/// PY - 2022 DP - Google Scholar KW - BE:RELEVANT KW - ⛔ No DOI found ER - TY - JOUR TI - The Effects of ALEKS on Mathematics Learning in K-12 and Higher Education: A Meta-Analysis AU - Sun, Shuyan AU - Else-Quest, Nicole M. AU - Hodges, Linda C. AU - French, Allison M. AU - Dowling, Rebecca T2 - Investigations in Mathematics Learning AB - As remote learning technologies play an increasingly larger role in education, clear evidence of effectiveness is needed for widely used online learning technologies, such as Assessment and LEarning in Knowledge Spaces (ALEKS). By adapting to individual students’ knowledge states and personalizing interactive practice and feedback, ALEKS may potentially support learning in mathematics, which is foundational for success in science, technology, engineering, and mathematics fields. Given the mixed findings about the effects of ALEKS in previous research, we conducted a meta-analysis to examine if ALEKS was as effective as traditional instruction in mathematics education. Our analysis included 56 independent effect sizes obtained from 9,238 students in K-12 schools and institutions of higher education participating in 33 research studies between 2000 and August 2020. Results indicated that learning performance with ALEKS was comparable to that with traditional instruction (Hedge’s g = 0.05, 95% CI [−0.01, 0.20]) and ALEKS was especially effective when used to supplement traditional instruction (g = 0.43, 95% CI [0.02, 0.83]). These findings have important implications for using ALEKS in mathematics learning across different levels of education. DA - 2021/07/03/ PY - 2021 DO - 10.1080/19477503.2021.1926194 DP - Taylor and Francis+NEJM VL - 13 IS - 3 SP - 182 EP - 196 SN - 1947-7503 ST - The Effects of ALEKS on Mathematics Learning in K-12 and Higher Education UR - https://doi.org/10.1080/19477503.2021.1926194 Y2 - 2023/10/24/04:29:31 KW - ALEKS KW - Academic achievement KW - Final_citation KW - adaptive learning systems KW - existing KW - mathematics education KW - online learning ER - TY - JOUR TI - The Effects of Authentic Learning Practices on Problem-Solving Skills and Attitude towards Science Courses AU - Aynas, Naciye AU - Aslan, Mecit T2 - Journal of Learning for Development AB - This study aims to investigate the effects of authentic learning methods — applied in science courses — on the problem-solving skills and attitudes towards those courses. As a research design, a quasi-experimental design with pre-test and post-test control groups was used in the study. The data of the study were collected from 92 students at the level of 6th grade in Van, Turkey in the 2017-2018 academic year. As data collection tools, the Problem-Solving Skills Test and Science Attitude Scale were used throughout the study. During the data analysis phase, descriptive statistics, one-factor analysis of variance for unrelated samples, t-test for related samples, Kruskal Wallis-H and Wilcoxon Signed Rank Test were used. As a result of the study, it was realised that there was a significant difference between the experimental group and control groups' problem-solving skills total scores in favour of the experimental group. Furthermore, it was ascertained that authentic learning practices improved the problem-solving skills of the experimental group students to a significant extent. In terms of attitude points towards science, it was determined that the post-test scores of the experimental group were significantly higher than the control groups and authentic learning practices had a positive effect on attitude. DA - 2021/03/18/ PY - 2021 DP - jl4d.org VL - 8 IS - 1 SP - 146 EP - 161 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/482 Y2 - 2022/04/05/12:21:50 KW - attitudes towards science courses KW - authentic learning KW - authentic task KW - problem-solving skills KW - the curriculum of science courses KW - ⛔ No DOI found ER - TY - THES TI - The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes AU - Mazala, Chileya Mbasilu AB - This study looked at the effects of Continuing Professional Development (CPD) through School Programmes for In -Service for the Term (SPRINT) on teacher classroom practices and student learning outcomes. The purpose of the study was to find out if SPRINT had any effect on teacher classroom practice and student learning outcomes. The target population was all Ndola high schools. The sample consisted of 196 respondents that is, five head teachers, five deputy heads, fifteen heads of department, five School In- Service Providers (SIP), five Zone INSET Providers (ZIP) and twelve teachers from each of the five schools and one Resource Centre Coordinator. The sample also included one hundred grade twelve pupils, twenty randomly picked from each of the five schools Purposive sampling was used to select the schools, head teachers, heads of department, INSET providers and the subject coordinator. Teachers and pupils were selected using simple random sampling. Questionnaires, observations, interviews, Focus Group Discussions and documentary evidence were the research instruments used to gather information. A review of relevant literature and its implication for CPD was undertaken to provide interrogation framework for this study. Guskey's five levels of evaluation were used to structure the framework Data were analyzed by identifying and categorizing significant themes relevant to research objectives. The data were presented in form of tables, percentages,graphs and charts. Qualitative data from interviews were coded and emerging themes grouped into categories The themes and categories of initial data were compared with those of subsequent interviews. Categories were then regrouped to get the most significant categories and themes.The findings from this study indicated that teachers at all career stages expressed the desire to take part in Continuing Professional Development through SPRINT.Research findings also showed that SPRINT activities did impact on teacher classroom practice basing on the twelve observable skills recommended by The Ministry of Education. The findings from this study further revealed that SPRINT had an impact on student learning outcomes as shown by the average scores of students whose teachers took part in CPD and those whose teachers did not.Average scores for the latter were lower than the former category of students.The findings further revealed that although there was evidence of the effect of CPD through SPRINT on teacher classroom practices and student learning outcomes, this programme was hindered by weak organisational support.The results of the study showed that teachers were not enthusiastic about continuing with the CPD programme as it lacked adequate funding and support from both local administrators and the Ministry of Education. Teachers were not involved in identifying training needs and as such did not feel they were the owners of CPD Teachers also felt that this kind of CPD did not help in career progression as the credit system was not effective. At organizational level, this study found that policies and guidelines on how to organize and manage CPD were lacking.CPD leaders also did not have adequate training to prepare them for their roles. Because of this lack of training, CPD leaders could not carry out assessment of the effects of CPD through SPRINT on teacher classroom practices and student learning outcomes.On the basis of these findings, it is recommended that teachers should be in charge of their own CPD and be involved in needs assessment .Secondly, CPD leaders should be properly trained for their role and they should have clear job specifications. In addition, adequate funding for the programme should be made available by both the Government and the School Administration. The Ministry of Education also needs to formulate national policies and guidelines on management and evaluation of SPRINT .A standardized accreditation system which would enable teachers to experience career progression through SPRINT should also be put in place. Lastly, CPD through SPRINT should be made research based with teachers having access to INTERNET and good library facilities. DA - 2009/// PY - 2009 UR - http://dspace.unza.zm/handle/123456789/415 Y2 - 2014/04/22/17:20:56 KW - CitedIn:OER4S-TPE-HHH2 KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - SPRINT ER - TY - JOUR TI - The effects of gender, acclimation state, the opportunity to adjust clothing and physical disability on requirements for thermal comfort AU - Parsons, K. C. T2 - Energy and Buildings T3 - Special Issue on Thermal Comfort Standards AB - A program of laboratory studies into thermal comfort requirements is presented. Two studies used groups of 16 subjects over a range of conditions (warm to cool) to investigate the effects of gender over 3h exposures in simulated living room/office environments. It was found that for identical levels of clothing and activity, there were only small differences in the thermal comfort responses of male and female subjects for neutral and slightly warm conditions. For cool conditions, female subjects tended to be cooler than males. An experiment to investigate the effects of heat acclimation on thermal comfort requirements involved six male subjects providing thermal comfort responses in neutral and slightly warm environments over 2 days. They then carried out an acclimatization program over 4 days, for 2h per day, exercising in a hot (45°C, 40% relative humidity) environment. Thermal comfort responses were then recorded in two sessions over 2 days in identical conditions to the pre-acclimation session. It was found that changes in thermal comfort responses were small and likely to be of little practical significance. An investigation into the behavior of people to maintain thermal comfort by adjusting their clothing was conducted using eight male and eight female subjects. Seated subjects reduced or increased their clothing level by using a wardrobe of clothing that was familiar to them. It was found that subjects can adjust their clothing to maintain thermal comfort, but within limits. Upper limits (clothing off) will be determined by modesty and acceptability. Lower limits (clothing on) will be determined by clothing design and acceptability. A low air temperature limit of 18°C in freely available clothing may provide a working hypothesis. A laboratory study of thermal comfort requirements for people with physical disabilities compared responses with those of people without physical disabilities. It was found that there are few group differences between thermal comfort requirements of people with and without physical disabilities. However, there is a greater necessity to consider individual requirements for people with physical disability. DA - 2002/07/01/ PY - 2002 DO - 10.1016/S0378-7788(02)00009-9 DP - ScienceDirect VL - 34 IS - 6 SP - 593 EP - 599 J2 - Energy and Buildings LA - en SN - 0378-7788 UR - https://www.sciencedirect.com/science/article/pii/S0378778802000099 Y2 - 2022/06/03/08:56:45 KW - Acclimation KW - Disability KW - Gender KW - Thermal comfort ER - TY - JOUR TI - The Effects of "Girl‐Friendly" Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso AU - Kazianga, Harounan AU - Levy, Dan AU - Linden, Leigh L. AU - Sloan, Matt T2 - American Economic Journal: Applied Economics DA - 2013/// PY - 2013 DO - 10.1257/app.5.3.41 VL - 5 SP - 41 EP - 62 ER - TY - JOUR TI - The effects of language-and literacy-focused professional development on early educators and children: A best-evidence meta-analysis AU - Markussen-Brown, Justin AU - Juhl, Carsten B. AU - Piasta, Shayne B. AU - Bleses, Dorthe AU - Højen, Anders AU - Justice, Laura M. T2 - Early childhood research quarterly DA - 2017/// PY - 2017 DO - 10.1016/j.ecresq.2016.07.002 DP - Google Scholar VL - 38 SP - 97 EP - 115 ST - The effects of language-and literacy-focused professional development on early educators and children UR - https://www.sciencedirect.com/science/article/pii/S0885200616300606?casa_token=Oufr1CyzctcAAAAA:OkV8kh-vDpY6wXqCSxzyW9-xj6DMYgzagD67oDQ9VDjt9SJOGeMpblR6Yh5wRRC2Z_BWhjXUXK1B Y2 - 2023/11/01/23:21:45 ER - TY - JOUR TI - The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme AU - Akyeampong, Kwame AU - Carter, Emma AU - Rose, Pauline AU - Ryan, Jennifer AU - Sabates, Ricardo AU - Stern, Jonathan M. B. T2 - PROSPECTS AB - This article assesses the extent to which children’s language preference and their home environment matter for literacy retention. Using data from the Complementary Basic Education (CBE) program in Ghana, the authors found that large numbers of disadvantaged students reverted to not even being able to read a single word following school closures over a four-month holiday period. Widening literacy gaps were found for girls who reported they did not receive instruction in a language that they understood or did not have the resources, support, or activities at home to enable them to continue to learn while schools were closed. For boys, widening literacy gaps were only influenced by resources, support, or activities at home, but not by language preferences. The article findings suggest that schools and teachers must pay closer attention to language preference, particularly for girls, in order to ensure that language of instruction is not a barrier to literacy retention. The article also provides further evidence to support the growing claims that home supports are essential for reducing inequities in learning outcomes during school closures. DA - 2022/09/01/ PY - 2022 DO - 10.1007/s11125-021-09590-6 DP - Springer Link VL - 52 IS - 1 SP - 115 EP - 136 J2 - Prospects LA - en SN - 1573-9090 ST - The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana UR - https://doi.org/10.1007/s11125-021-09590-6 Y2 - 2023/01/07/20:46:18 KW - Covid-19 school closure KW - Equity KW - Ghana KW - Learning KW - Literacy KW - Mother-tongue education ER - TY - JOUR TI - The Effects of Micro-Reflective Teaching Practices on the Professional Skill Development of Pre-Service Physics Teachers AU - Batman, Demet AU - Saka, Ahmet Zeki T2 - The Turkish Online Journal of Educational Technology DA - 2021/// PY - 2021 VL - 20 IS - 4 LA - en KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - The effects of multi-track year-round education on the delivery of senior high school education in Ghana. Lessons from global MT-YRE systems AU - Takyi, Stephen Appiah AU - Azerigyik, Richard Apatewen AU - Amponsah, Owusu T2 - International Journal of Educational Development T3 - Journal AB - © 2019 Elsevier Ltd The debate on the effects of Multi Track Year-Round Education (MT-YRE) on educational outcomes remains unresolved in the conventional literature. Nevertheless, Ghana has introduced an MT-YRE in 400 schools to allow graduates from Junior High Schools, who for space constraints, would not have continued their formal educational journey, to enrol in Senior High Schools. The purpose of this study was to examine the prospects and challenges of the MT-YRE on educational outcomes and discuss their implications for educational policy in Ghana. The data used in the study were obtained through a review of literature from databases such as the Educational Resources Information Centre (ERIC), Ebsco, ProQuest and JSTOR and from grey sources such as institutional websites and online media publications. The results from a synthesis of the literature show that the MT-YRE has the prospects of increasing student enrolment while cutting down the cost of infrastructure provision. For instance, the literature indicates that student enrolment at the Senior High School level in Ghana has increased significantly with the introduction of the MT-YRE. However, other literature indicate that the MT-YRE affects educational outcomes negatively. It results in scheduling difficulties among families and denies students the opportunities to take summer jobs. A review of the Ghanaian MT-YRE reveals other challenges, which inlcude high administrative cost (employing more teachers) and poor academic performance of students (as a result of increased contact hours leading to behavioural problems caused by fatigue and boredom). The authors argue that poor academic performance among students is likely to defeat the government's Free SHS policy. This is because parents are likely to pay higher fees to enrol their non-performing wards in remedial classes. The cost of the lost years for these students may be difficult to quantify. Following the challenges identified, there is the need for educational policy makers to strategically plan towards the development of technical and vocational education to help accommodate the increasing students’ enrolment. Finally, the progress of the MT-YRE should be carefully monitored and evaluated to guide future decision making. DA - 2019/// PY - 2019 DO - 10.1016/j.ijedudev.2019.102120 ER - TY - BOOK TI - The effects of Reading Recovery® on the American Indian/non-American Indian achievement gap AU - Collins, Mary L. DA - 2012/// PY - 2012 DP - Google Scholar PB - University of South Dakota KW - _AcademicRecoveryOECS ER - TY - JOUR TI - The Effects of School Libraries on Language Skills: Evidence from a Randomized Controlled Trial in India. AU - Borkum, Evan AU - He, Fang AU - Linden, Leigh L. T2 - No DA - 2012/// PY - 2012 VL - 18183 UR - https://www.nber.org/papers/w18183 KW - ⛔ No DOI found ER - TY - CONF TI - The Effects of Solid Urban Wastes on Some Soil Properties in Kumbotso LGA, Kano State AU - Tudunwada, I.Y. AU - Essiet, E.U. C1 - Kano Tudunwada, I.Y C3 - National Conference of Horticultural Society of Nigeria (HORTSON DA - 2004/// PY - 2004 LA - en PB - Daula Hotel KW - ⛔ No DOI found ER - TY - GEN TI - The Effects of Some Soil Amendment Materials in Sorghum and Millets in the Soils of Challawa Industrial Area, Kano State DA - 2007/// PY - 2007 LA - en ER - TY - JOUR TI - The Effects of Tannery Sludge on Heavy Metal Concentrations in Cereals in Small Holder Farms in Kano, Nigeria AU - Tudunwada, I.Y.E.U.Essiet AU - Mohammed, S.G. T2 - Not. Bot. Hort. Agrobot. Cluj DA - 2007/// PY - 2007 VL - 35 IS - ue 2 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - The effects of the quantification of faculty productivity: perspectives from the design science research community AU - Tremblay, M.C. AU - Meer, D AU - Beck, R. T2 - Communications of the Association for Information Systems DA - 2018/// PY - 2018 DO - 10.17705/1CAIS.04334 VL - 43 SP - 625 EP - 661 LA - en ER - TY - JOUR TI - The effects of the size and weight of a mobile device on an educational game AU - Furió, David AU - González-Gancedo, Santiago AU - Juan, M AU - Seguí, Ignacio AU - Costa, María AU - others T2 - Computers & Education DA - 2013/// PY - 2013 DO - 10.1016/j.compedu.2012.12.015 VL - 64 SP - 24 EP - 41 ER - TY - JOUR TI - The Effects of Tulsa’s Pre‐K Program on Middle School Student Performance. AU - Gormley, W. T. Jr., D. Phillips AU - Anderson, S. T2 - Journal of Policy Analysis and Management DA - 2018/// PY - 2018 DO - 10.1002/pam.22023 SP - 63 EP - 87 UR - https://doi.org/10.1002/pam.22023 ER - TY - JOUR TI - The effects of ventilation and temperature on sleep quality and next-day work performance: pilot measurements in a climate chamber AU - Fan, Xiaojun AU - Shao, Huiqi AU - Sakamoto, Mitsuharu AU - Kuga, Kazuki AU - Lan, Li AU - Wyon, David P. AU - Ito, Kazuhide AU - Bivolarova, Mariya P. AU - Liao, Chenxi AU - Wargocki, Pawel T2 - Building and Environment AB - Ten healthy young adults slept one by one in a specially designed and constructed sleep capsule located in a climate chamber at two temperatures (24 °C and 28 °C) and two ventilation rates that ensured that the resulting CO2 concentrations were 800 and 1700 ppm. Subjectively rated sleep quality was reduced at 28 °C and reduced ventilation, while sleep onset latency was longer under these conditions. Sleep efficiency was lower at 28 °C. Subjectively rated fatigue and sleepiness decreased after sleeping under all conditions but less so after sleeping at 28 °C. The subjects indicated that their work performance improved after sleeping at 24 °C but not when ventilation was reduced and the temperature increased. Both objectively measured and subjectively rated work performance was worse after sleeping in the condition with increased temperature. The subjects felt warmer at 28 °C although the thermal environment was still rated as acceptable but the air in the capsule was rated stuffier, the acceptability of the air quality decreased and the rated odour intensity increased at this condition. The wrist skin temperature was always higher at 28 °C with reduced ventilation but only during the sleep onset latency period. The subjects felt slightly warm and rated the air stuffier when ventilation was reduced. The present results, albeit from a small exploratory pilot study, show that increased temperature and reduced ventilation both have negative effects on sleep quality, which may have consequences for next-day work performance. These pilot experiment results require validation due to the low number of subjects. DA - 2022/02/01/ PY - 2022 DO - 10.1016/j.buildenv.2021.108666 DP - ScienceDirect VL - 209 SP - 108666 J2 - Building and Environment LA - en SN - 0360-1323 ST - The effects of ventilation and temperature on sleep quality and next-day work performance UR - https://www.sciencedirect.com/science/article/pii/S0360132321010568 Y2 - 2022/05/29/15:12:35 KW - BE:RELEVANT KW - Next-day work performance KW - Physiological responses KW - Sleep quality KW - Temperature KW - Ventilation ER - TY - JOUR TI - The efficacy of learning analytics interventions in higher education: A systematic review AU - Larrabee Sønderlund, Anders AU - Hughes, Emily AU - Smith, Joanne T2 - British Journal of Educational Technology AB - Educational institutions are increasingly turning to learning analytics to identify and intervene with students at risk of underperformance or discontinuation. However, the extent to which the current evidence base supports this investment is currently unclear, and particularly so in relation to the effectiveness of interventions based on predictive models. The aim of the present paper was to conduct a systematic review and quality assessment of studies on the use of learning analytics in higher education, focusing specifically on intervention studies. Search terms identified 689 papers, but only 11 studies evaluated the effectiveness of interventions based on learning analytics. These studies highlighted the potential of such interventions, but the general quality of the research was moderate, and left several important questions unanswered. The key recommendation based on this review is that more research into the implementation and evaluation of scientifically driven learning analytics is needed to build a solid evidence base for the feasibility, effectiveness and generalizability of such interventions. This is particularly relevant when considering the increasing tendency of educational institutions around the world to implement learning analytics interventions with only little evidence of their effectiveness. Practitioner Notes What is already known about this topic? Drop-out rates and underachivement is a significant issue at most Western universities. Learning analytics have been shown to predict student performance and risk of dropping out. Interventions based on learning analytics have emerged in recent years, some reportedly successful. What this paper adds The paper also reviews and synthesizes the evidence on the effectiveness of learning analytics interventions targeting student underperformance, experience and discontinuation. The paper compares and contrasts past and current learning analytics methods and foci, and makes recommendations for the future research and practice. It critically synthesizes the current evidence base on learning analytics interventions, which is a field that is in constant flux and development. Implications for practice and/or policy The paper focuses on an increasing part of higher education with the goal of validating learning analytics methods and usefulness. The paper makes evidence-based recommendations for institutions wishing to implement learning analytics programs and/or interventions. The paper makes evidence-based recommendations for instructors as well as researchers in the field. DA - 2019/// PY - 2019 DO - 10.1111/bjet.12720 DP - Wiley Online Library VL - 50 IS - 5 SP - 2594 EP - 2618 LA - en SN - 1467-8535 ST - The efficacy of learning analytics interventions in higher education UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12720 Y2 - 2022/12/23/02:50:19 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - The eLearning Africa Report 2014 AU - Elletson, H AU - MacKinnon,, A CY - Germany DA - 2014/// PY - 2014 PB - ICWE ER - TY - JOUR TI - The Elements of Play: Towards a Philosophy and Definition of Play AU - Eberle, Scott G T2 - American Journal of Play AB - 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. DA - 2014/// PY - 2014 VL - 6 IS - 2 SP - 214 EP - 233 UR - https://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/6-2-article-elements-of-play.pdf Y2 - 2021/02/23/00:00:00 KW - ⛔ No DOI found ER - TY - RPRT TI - The emergence of a digital underclass: digital policies in the UK and evidence for inclusion AU - Ellen, Helsper AB - New evidence shows that a digital underclass is forming in Britain. Although there is some improvement in access, skills and use of the internet among those who have lower education levels and no employment, these groups remain far behind other groups. As the government plans to make public services ‘digital by default’ these individuals will be unable to access them, not because of a lack of infrastructure but because of a lack of (effective) take up of the available connections. Exclusion of these most vulnerable groups has become entrenched. Gaps based on education and employment persist independent of age or other characteristics. They therefore represent a problem that is unlikely to go away even with better infrastructure or as younger generations grow up. These individuals are those that rely most on the government services that are now becoming ‘digital by default’ and will continue to do so. Those who need access to services most, from where the biggest cost savings through the digitisation of services are supposed to come, are the least likely to take these up even when access is available. DA - 2011/// PY - 2011 M3 - Policy Brief PB - Department of Media and Communications, London School of Economics and Political Science, London, UK SN - Media Policy Brief 3 UR - http://blogs.lse.ac.uk/mediapolicyproject/ ER - TY - CONF TI - The Emerging International Knowledge Exchange Barrier in Virtual Teacher Communities AU - Pirkkalainen, Henri AU - Jokinen, Jussi AU - Pawlowski, Jan T3 - AcademicMindtrek '16 AB - Openness in education has sought its way to practice in schools as in universities. Many strategies and concepts have emerged: from openly shared resources to open practices to improve the access to and the quality of education. The knowledge exchange of educators has been seen a crucial activity in reaching and sustaining openness. This article analyses a typical knowledge exchange activity in schools: European teachers were engaged in virtual OER communities to exchange teaching resources as well as experiences about using OER and ICT in education. We applied technology acceptance framework and studied a potential barrier of international knowledge exchange. The findings of the study show surprising results: the willingness to exchange teaching materials within global virtual teacher communities decreases as schools mature in using OER and ICT. This study serves especially as a discussion opener for sustaining discourse and peer support in teacher virtual communities that strive for openness and international knowledge exchange. The findings have strong practical implications for the open education domain as well as for school / teacher development in general. C1 - New York, NY, USA C3 - Proceedings of the 20th International Academic Mindtrek Conference DA - 2016/// PY - 2016 DO - 10.1145/2994310.2994318 DP - ACM Digital Library SP - 144 EP - 152 PB - ACM SN - 978-1-4503-4367-1 UR - http://doi.acm.org/10.1145/2994310.2994318 Y2 - 2018/06/09/16:49:19 KW - knowledge exchange KW - open education KW - teacher networks KW - technology acceptance KW - virtual community ER - TY - JOUR TI - The emerging pattern of disability in Rwanda AU - M’kumbuzi, Vyvienne RP AU - Sagahutu, J.-B. AU - Kagwiza, J. AU - Urimubenshi, G. AU - Mostert-Wentzel, Karien T2 - Disability and Rehabilitation DA - 2014/// PY - 2014 DO - 10.3109/09638288.2013.798361 DP - Google Scholar VL - 36 IS - 6 SP - 472 EP - 478 ER - TY - JOUR TI - The Emerging Role of Corporate Actors as Policymakers in Education in Emergencies: Evidence from the Syria Refugee Crisis AU - Zakharia, Zeena AU - Menashy, Francine T2 - Journal on Education in Emergencies DA - 2020/// PY - 2020 DO - 10.33682/pcbg-2fu2 DP - DOI.org (Crossref) VL - 5 IS - 2 SP - 40 LA - en SN - 2518-6833 ST - The Emerging Role of Corporate Actors as Policymakers in Education in Emergencies UR - https://archive.nyu.edu/handle/2451/61010 Y2 - 2021/06/23/17:52:26 ER - TY - JOUR TI - The evaluation of chatbot as a tool for health literacy education among undergraduate students AU - Mokmin, Nur Azlina Mohamed AU - Ibrahim, Nurul Anwar T2 - Education and Information Technologies AB - This study discussed and evaluated the usefulness, performance, and technology acceptance of a chatbot developed to educate users and provide health literacy. A semi-structured interview and analytic sessions were provided on Google Analytics dashboard, and the users’ acceptance toward the technology was measured using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). A total of 75 undergraduate students were involved over a total period of two months. Each respondent explored the health chatbot actively to get advice from it with a phrase that matched the chatbot’s intents via mobile devices. The evaluation results showed that 73.3% of the respondents found that the chatbot can help understand several health issues and provide a good conversation. The performance evaluation also showed that the chatbot contributed a low percentage of exit, where less than 37% of users exited the application. The overall assessment showed that the developed chatbot has a significant potential to be used as a conversational agent to increase health literacy, especially among students and young adults. However, more research should be done before the technology can replace humans in a real setting. DA - 2021/// PY - 2021 DO - 10.1007/s10639-021-10542-y DP - Google Scholar VL - 26 IS - 5 SP - 6033 EP - 6049 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-021-10542-y ER - TY - JOUR TI - The evolution of big data and learning analytics in American higher education. AU - Picciano, Anthony G. T2 - Journal of asynchronous learning networks DA - 2012/// PY - 2012 DP - Google Scholar VL - 16 IS - 3 SP - 9 EP - 20 UR - https://eric.ed.gov/?id=EJ982669 Y2 - 2024/02/29/16:31:39 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - The evolution of systematic evidence reviews: Past and future developments and their implications for policy analysis AU - Lemire, Sebastian AU - Peck, Laura R. AU - Porowski, Allan T2 - Politics & Policy AB - Abstract Evidence reviews are widely used to summarize findings from existing studies and, as such, are an important base for policy analysis. Over the past 50 years, three waves of evidence reviews have emerged: (1) the meta‐analysis wave, (2) the mixed‐methods synthesis wave, and (3) the core components wave. The present article first describes these waves and reflects on the benefits and limitations of each wave in the context of policy analysis. Informed by this historical account, the article then identifies and discusses three trends that are likely to influence future directions of evidence reviews: (1) using data science tools, (2) embedding an equity focus, and (3) translating research into practice. The concluding discussion connects these developments to public policy, identifying how evidence from systematic evidence reviews informs—or could better inform—policy decisions. Related Articles Nunes Silva, Carlos. 2012. “Policy and Evidence in a Partisan Age: The Great Disconnect—By Paul Gary Wyckoff.” Politics & Policy 40(3): 541–43. https://doi.org/10.1111/j.1747‐1346.2012.00363.x . Sinclair, Thomas A. P. 2006. “Previewing Policy Sciences: Multiple Lenses and Segmented Visions.” Politics & Policy 34(3): 481–504. https://doi.org/10.1111/j.1747‐1346.2006.00025.x . Smith‐Walter, Aaron, Holly L. Peterson, Michael D. Jones, and Ashley Nicole Reynolds Marshall. 2016. “Gun Stories: How Evidence Shapes Firearm Policy in the United States.” Politics & Policy 44(6): 1053–88. https://doi.org/10.1111/polp.12187 . , La evolución de las revisiones sistemáticas de evidencia: Desarrollos pasados y futuros y sus implicaciones para el análisis de políticas Las revisiones de evidencia se utilizan ampliamente para resumir los hallazgos de estudios existentes y, como tales, son un tipo importante de análisis de políticas. En los últimos 50 años, han surgido tres oleadas de revisiones de evidencia: (1) la oleada de metanálisis, (2) la oleada de síntesis de métodos mixtos y (3) la oleada de componentes centrales. El presente artículo primero describe estas oleadas y reflexiona sobre los beneficios y limitaciones de cada oleada en el contexto del análisis de políticas. Basado en este relato histórico, el artículo luego identifica y analiza tres tendencias que probablemente influirán en las direcciones futuras de las revisiones de evidencia: (1) usar herramientas de ciencia de datos, (2) incorporar un enfoque de equidad y (3) traducir la investigación a la práctica. La discusión final conecta estos desarrollos con la política pública, identificando cómo la evidencia de las revisiones sistemáticas de evidencia informa, o podría informar mejor, las decisiones de política. , 系统性证据审查的演变:过去和未来的发展及其对政策分析的影响 证据审查被广泛用于总结现有研究结果,因此是一种重要的政策分析类型。过去50年里,出现了三次证据审查浪潮,即荟萃分析、混合方法综合、以及核心组分法。本文首先描述了这三种方法,并在政策分析情境下反思了每种方法的优势和局限性。根据这一历史叙述,本文随后识别并探讨了可能影响证据审查未来方向的三种趋势:(1)使用数据科学工具,(2)嵌入公平视角,(3)将研究转化为实践。结论将这些发展与公共政策相联系,识别了来自系统性证据审查的证据如何影响政策决策(或如何能更好地影响政策决策)。 DA - 2023/06// PY - 2023 DO - 10.1111/polp.12532 DP - DOI.org (Crossref) VL - 51 IS - 3 SP - 373 EP - 396 J2 - Politics & Policy LA - en SN - 1555-5623, 1747-1346 ST - The evolution of systematic evidence reviews UR - https://onlinelibrary.wiley.com/doi/10.1111/polp.12532 Y2 - 2023/11/28/12:34:18 KW - _Added-ailr-2024 KW - análisis de políticas KW - componentes básicos KW - core components KW - evidence review KW - meta-analysis KW - metanálisis KW - mixed methods KW - métodos Mixtos KW - policy analysis KW - research synthesis KW - revisión de evidencia KW - revisión sistemática KW - systematic review KW - síntesis de Investigación KW - 政策分析 KW - 核心组分 KW - 混合方法 KW - 研究综合 KW - 系统性综述 KW - 荟萃分析 KW - 证据审查 ER - TY - JOUR TI - The evolving role of preprints in the dissemination of COVID-19 research and their impact on the science communication landscape AU - Fraser, Nicholas AU - Brierley, Liam AU - Dey, Gautam AU - Polka, Jessica K. AU - Pálfy, Máté AU - Nanni, Federico AU - Coates, Jonathon Alexis T2 - PLOS Biology AB - The world continues to face a life-threatening viral pandemic. The virus underlying the Coronavirus Disease 2019 (COVID-19), Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2), has caused over 98 million confirmed cases and 2.2 million deaths since January 2020. Although the most recent respiratory viral pandemic swept the globe only a decade ago, the way science operates and responds to current events has experienced a cultural shift in the interim. The scientific community has responded rapidly to the COVID-19 pandemic, releasing over 125,000 COVID-19–related scientific articles within 10 months of the first confirmed case, of which more than 30,000 were hosted by preprint servers. We focused our analysis on bioRxiv and medRxiv, 2 growing preprint servers for biomedical research, investigating the attributes of COVID-19 preprints, their access and usage rates, as well as characteristics of their propagation on online platforms. Our data provide evidence for increased scientific and public engagement with preprints related to COVID-19 (COVID-19 preprints are accessed more, cited more, and shared more on various online platforms than non-COVID-19 preprints), as well as changes in the use of preprints by journalists and policymakers. We also find evidence for changes in preprinting and publishing behaviour: COVID-19 preprints are shorter and reviewed faster. Our results highlight the unprecedented role of preprints and preprint servers in the dissemination of COVID-19 science and the impact of the pandemic on the scientific communication landscape. DA - 2021/04/02/undefined PY - 2021 DO - 10.1371/journal.pbio.3000959 DP - PLoS Journals VL - 19 IS - 4 SP - e3000959 J2 - PLOS Biology LA - en SN - 1545-7885 UR - https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.3000959 Y2 - 2021/10/05/18:35:35 KW - Altmetrics KW - COVID 19 KW - Metadata KW - Pandemics KW - Peer review KW - SARS CoV 2 KW - Scientific publishing KW - Twitter ER - TY - JOUR TI - The experience of fresher students in mathematics diagnostic testing (MSOR) AU - Haßler, Björn AU - Atkinson, Richard AU - Quinney, Douglas AU - Barry, Mike T2 - MSOR Connections DA - 2004/// PY - 2004 DO - 10.11120/msor.2004.04030017 VL - 4 IS - 3 SP - 17 EP - 23 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - CONF TI - The experience of fresher students in mathematics diagnostic testing (Symposium on Undergraduate Mathematics Teaching) AU - Barry, Mike AU - Quinney, Douglas AU - Haßler, Björn AU - Atkinson, Richard AU - Hirst, Christine T2 - Fourth Southern Hemisphere Symposium on Undergraduate Mathematics Teaching DA - 2003/11/23/27 PY - 2003 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - The Factors of Using WhatsApp Application in Education Management in Public University: Conceptual Paper AU - Balasundran, Komathy AU - Pandian, Vickneswari AU - Pandi, Deebamalar T2 - Management Research Journal DA - 2021/// PY - 2021 DP - Google Scholar VL - 10 IS - 2 SP - 122 EP - 135 ST - The Factors of Using WhatsApp Application in Education Management in Public University KW - ⛔ No DOI found ER - TY - BOOK TI - The Foundations of Social Research: Meaning and Perspective in the Research Process AU - Crotty, Michael J. CY - London ; Thousand Oaks, Calif DA - 2020/// PY - 2020 DP - Amazon ET - First edition SP - 256 LA - English PB - SAGE Publications Ltd SN - 978-0-7619-6106-2 ST - The Foundations of Social Research ER - TY - CHAP TI - The Framework for Teaching: Evaluation Instrument AU - Danielson, C. T2 - The Danielson Group. DA - 2013/// PY - 2013 ER - TY - RPRT TI - The full report of Realdania AU - Wargocki, Pawel AU - Wyon, David P AB - This report summarises published research on how children’s performance of schoolwork in primary and secondary schools and their subsequent educational attainments are affected by classroom temperature, air quality, noise, and lighting. The main conclusions (Items 1-20) are set out below as unequivocal statements that are validated by the findings of the detailed reviews of research published that form the bulk of the report, or by the findings of research published since those reviews were written and in some cases published. Bibliographic references to the original research reports are to be found in each detailed review or in the list that appears below. To each statement has been added brief comments based on other relevant findings noted in the reviews. A short list of what is NOT yet known about the effects of each indoor climate factor is then appended (Items 5, 10, 15, and 20), the implications for energy conservation (Items 21-25) and priorities for future research in this area (Items 26-30) are suggested. This report’ssummaryisprovidedseparatelywiththecurrentrecommendations and requirements of indoor environmental quality conditions in schools. Four appendixes contain detailed reviews based on which the present report was prepared. DA - 2020/// PY - 2020 PB - International Centre for Indoor Environment and Energy. ER - TY - RPRT TI - The Future is Now: Transversal Skills in Latin America and the Caribbean in the 21st Century AU - IADB DA - 2019/// PY - 2019 PB - Inter-American Development Bank UR - https://publications.iadb.org/publications/english/viewer/The-Future-is-Now-Transversal-Skills-in-Latin-America-and-the-Caribbean-in-the-21st-Century.pdf Y2 - 2023/01/20/20:38:02 KW - Final_citation KW - cited KW - existing ER - TY - BOOK TI - The Future of Aid: Global Public Investment AU - Glennie, Jonathan AB - International cooperation has never been more needed, but the current system of “aid” is outdated and ineffective. The Future of Aid calls for a wholesale restructuring of the aid project, a totally new approach fit for the challenges of the 21st century: Global Public Investment. Across the world, billions of people are struggling to get by in unequal and unsustainable societies, and international public finance, which should be part of the answer, is woefully deficient. Engagingly written by a well-known expert in the field, The Future of Aid calls for a series of paradigm shifts. From a narrow focus on poverty to a broader attack on inequality and sustainability. From seeing international public money as a temporary last resort, to valuing it as a permanent force for good. From North-South transfers to a collective effort, with all paying in and all benefitting. From outdated post-colonial institutions to representative decision-making. From the othering and patronising language of “foreign aid”, to the empowering concept of Global Public Investment. Ten years ago, in The Trouble with Aid, Jonathan Glennie highlighted the dangers of aid dependency and the importance of looking beyond aid. Now he calls for a revolution in the way that we think about the role of public money to back up our ambitious global objectives. In the wake of the COVID-19 crisis, it is time for a new era of internationalism. DA - 2020/11/29/ PY - 2020 DP - Google Books SP - 161 LA - en PB - Routledge SN - 978-1-00-026116-5 ST - The Future of Aid KW - Business & Economics / Globalization KW - Education / Philosophy, Theory & Social Aspects KW - Political Science / International Relations / Arms Control KW - Social Science / Developing & Emerging Countries ER - TY - RPRT TI - The future of information technology for education and e-learning AU - Haßler, Björn DA - 2007/// PY - 2007 PB - British Standards Institution KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - The Future of Jobs and Jobs Training AU - Lee, Rainee AU - Anderson, Janna AB - As robots, automation and artificial intelligence perform more tasks and there is massive disruption of jobs, experts say a wider array of education and skills-building programs will be created to meet new demands. There are two uncertainties: Will well-prepared workers be able to keep up in the race with AI tools? And will market capitalism survive? DA - 2017/// PY - 2017 PB - Pew Research Center ER - TY - RPRT TI - The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution AU - World Economic Forum T2 - Global Challenge Insight Report AB - The Fourth Industrial Revolution is interacting with other socio-economic and demographic factors to create a perfect storm of business model change in all industries, resulting in major disruptions to labour markets. New categories of jobs will emerge, partly or wholly displacing others. DA - 2016/// PY - 2016 LA - en-US PB - World Economic Forum UR - http://wef.ch/1XIgRU9 Y2 - 2020/09/09/13:14:54 ER - TY - RPRT TI - The Future of Learning and Technology in Deprived Contexts AU - Unwin, Tim AU - Weber, Mark AU - Brugha, Meaghan AU - Hollow, David DA - 2017/// PY - 2017 ER - TY - BOOK TI - The Future of Service Post-COVID-19 Pandemic, Volume 1: Rapid Adoption of Digital Service Technology T2 - The ICT and Evolution of Work A3 - Lee, Jungwoo A3 - Han, Spring H. CY - Singapore DA - 2021/// PY - 2021 DP - DOI.org (Crossref) LA - en PB - Springer Singapore SN - 978-981-334-125-8 978-981-334-126-5 ST - The Future of Service Post-COVID-19 Pandemic, Volume 1 UR - http://link.springer.com/10.1007/978-981-33-4126-5 Y2 - 2022/04/05/20:26:02 ER - TY - GEN TI - The future of the teaching profession - Bibliography AU - Haßler, Björn AU - Adam, Taskeen DA - 2020/// PY - 2020 PB - Open Development & Education UR - https://docs.opendeved.net/lib/7FH8KI2Y KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _yl:y ER - TY - BOOK TI - The future of work in Africa: harnessing the potential of digital technologies for all T2 - Africa Development Forum series A3 - Choi, Jieun A3 - Dutz, Mark Andrew A3 - Usman, Zainab CY - Washington, DC, USA DA - 2020/// PY - 2020 DP - K10plus ISBN SP - 222 LA - eng PB - World Bank Group SN - 978-1-4648-1445-7 978-1-4648-1444-0 ST - The future of work in Africa KW - _yl:a ER - TY - ELEC TI - The future of work: Switzerland’s digital opportunity AU - Bughin, Jacques AU - Ziegler, Marco AU - Mischke, Jan AU - Wenger, Felix AU - Reich, Angelika AU - Läubli, Daniel AU - Schmidt, Minna T2 - McKinsey DA - 2018/06/10/ PY - 2018 UR - https://www.mckinsey.com/featured-insights/europe/the-future-of-work-switzerlands-digital-opportunity Y2 - 2024/01/12/00:00:00 ER - TY - RPRT TI - The future of work: Switzerland’s digital opportunity AU - Bughin, Jacques AU - Ziegler, Marco AU - Mischke, Jan AU - Wenger, Felix AU - Reik, Angelika AU - Läubli, Daniel AU - Sen, Mita AU - Schmidt, Minna DA - 2018/// PY - 2018 PB - https://www.mckinsey.com/mgi/overview UR - https://www.mckinsey.com/featured-insights/europe/the-future-of-work-switzerlands-digital-opportunity ER - TY - JOUR TI - The Generalizability Puzzle AU - Bates, Mary Ann AU - Glennerster, Rachel T2 - Stanford Social Innovation Review AB - Rigorous impact evaluations tell us a lot about the world, not just the particular contexts in which they are conducted. Open access to this article is made possible by MIT. DA - 2017/// PY - 2017 LA - en-us UR - https://ssir.org/articles/entry/the_generalizability_puzzle Y2 - 2023/10/26/14:14:34 KW - ⛔ No DOI found ER - TY - CONF TI - The German 'Dual System' of Occupational Training: AU - Wilson, David N T2 - Annual Meeting of the Comparative and International Education Society AB - Germany's Dual System, which consists of in-school and in-enterprise components, facilitates entry into 374 recognized technical, white-collar and blue-collar occupations listed in training regulations that are grounded in legislation. The Dual System's origins and development in Germany were examined along with several attempts to replicate the German model in other countries. The literature on transfer and replication of the Dual System model was reviewed, and micro case studies of attempts to adopt the German model in the following countries were presented: Botswana; Costa Rica; the Dominican Republic; India; Indonesia; Lebanon; Seychelles; Singapore; and Sri Lanka. Reflections of Germany's Dual System in United States work-based youth apprenticeships were also considered. Of all the countries examined in the micro case studies, only Singapore seems to have replicated the German record of participation of 64%-81% of 16- to 18-year-olds in the Dual System. It was concluded that integration of academic and technical-vocational curricula is extremely difficult in nations where technical and vocational education and training is often perceived to be second-class education. It was further concluded that Germany's culture of in-firm training may be the most difficult-to-develop attribute of the Dual System in developed and developing nations alike. (Contains 52 references.) (MN) C1 - San Antonio, Texas, USA DA - 2000/// PY - 2000 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - The global digital skills gap: Current trends and future directions AU - Feijao, Carolina AU - Flanagan, Isabel AU - Van Stolk, Christian AU - Gunashekar, Salil AB - The overarching aim of the research was to carry out a scoping study to examine the evidence associated with various aspects of the current digital skills landscape, focusing on the digital skills gap. We sought to better understand whether and why the digital skills gap is widening, as well as its implications for digital and social inequalities, and what various stakeholders are doing in response. DA - 2021/// PY - 2021 SP - 41 PB - Rand Corporation SN - RR-A1533-1 UR - https://www.rand.org/pubs/research_reports/RRA1533-1.html ER - TY - JOUR TI - The Global Micro-credential Landscape: Charting a New Credential Ecology for Lifelong Learning AU - Brown, Mark AU - Mhichíl, Mairéad Nic Giolla AU - Beirne, Elaine AU - Lochlainn, Conchúr Mac T2 - Journal of Learning for Development AB - This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) what are micro-credentials? (ii) why micro-credentials? (iii) who are the key stakeholders? (iv) what is happening globally? and (v) what are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st Century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic. DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 228 EP - 254 LA - en SN - 2311-1550 ST - The Global Micro-credential Landscape UR - https://jl4d.org/index.php/ejl4d/article/view/525 Y2 - 2022/04/05/12:25:45 KW - Credentials KW - Digital Badges KW - Employability KW - Micro-credentials KW - Transversal Skills KW - _genre:PR-primary_research KW - ⛔ No DOI found ER - TY - BOOK TI - 'The Good and the Bad', Off the coast international poetry journal AU - Ajadi, S.B. CY - Robbinston DA - 2013/// PY - 2013 ET - Winter SP - 45 LA - en PB - Resolute Bear Press ER - TY - CHAP TI - The 'Grammar' of Educational Technology AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - Designing educational technology implies ways of thinking about the role of technology in the educational process. This chapter looks at some of the most influential ways in which the role of digital technology in education has been imagined: technology as a ‘teaching machine’, as a ‘tool for thinking’ and as a ‘learning environment’. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - JOUR TI - The growing energy footprint of artificial intelligence AU - De Vries, Alex T2 - Joule DA - 2023/// PY - 2023 DO - 10.1016/j.joule.2023.09.004 DP - Google Scholar VL - 7 IS - 10 SP - 2191 EP - 2194 UR - https://www.cell.com/joule/pdf/S2542-4351(23)00365-3.pdf Y2 - 2024/03/17/19:07:35 KW - _yl:a ER - TY - ELEC TI - The GSMA Mobile Connectivity Index AU - GSMA DA - 2019/// PY - 2019 LA - EN UR - https://www.mobileconnectivityindex.com/ ER - TY - JOUR TI - The Hartung-Knapp-Sidik-Jonkman method for random effects meta-analysis is straightforward and considerably outperforms the standard DerSimonian-Laird method AU - IntHout, Joanna AU - Ioannidis, John Pa AU - Borm, George F T2 - BMC Medical Research Methodology AB - Background: The DerSimonian and Laird approach (DL) is widely used for random effects meta-analysis, but this often results in inappropriate type I error rates. The method described by Hartung, Knapp, Sidik and Jonkman (HKSJ) is known to perform better when trials of similar size are combined. However evidence in realistic situations, where one trial might be much larger than the other trials, is lacking. We aimed to evaluate the relative performance of the DL and HKSJ methods when studies of different sizes are combined and to develop a simple method to convert DL results to HKSJ results. Methods: We evaluated the performance of the HKSJ versus DL approach in simulated meta-analyses of 2–20 trials with varying sample sizes and between-study heterogeneity, and allowing trials to have various sizes, e.g. 25% of the trials being 10-times larger than the smaller trials. We also compared the number of “positive” (statistically significant at p < 0.05) findings using empirical data of recent meta-analyses with > = 3 studies of interventions from the Cochrane Database of Systematic Reviews. Results: The simulations showed that the HKSJ method consistently resulted in more adequate error rates than the DL method. When the significance level was 5%, the HKSJ error rates at most doubled, whereas for DL they could be over 30%. DL, and, far less so, HKSJ had more inflated error rates when the combined studies had unequal sizes and between-study heterogeneity. The empirical data from 689 meta-analyses showed that 25.1% of the significant findings for the DL method were non-significant with the HKSJ method. DL results can be easily converted into HKSJ results. Conclusions: Our simulations showed that the HKSJ method consistently results in more adequate error rates than the DL method, especially when the number of studies is small, and can easily be applied routinely in meta-analyses. Even with the HKSJ method, extra caution is needed when there are = <5 studies of very unequal sizes. DA - 2014/12// PY - 2014 DO - 10.1186/1471-2288-14-25 DP - DOI.org (Crossref) VL - 14 IS - 1 SP - 25 J2 - BMC Med Res Methodol LA - en SN - 1471-2288 UR - https://bmcmedresmethodol.biomedcentral.com/articles/10.1186/1471-2288-14-25 Y2 - 2023/11/02/21:08:37 ER - TY - JOUR TI - The Heterogeneous Effect of Information on Student Performance: Evidence from a Randomized Control Trial in Mexico. AU - Avitabile, Ciro AU - Hoyos, Rafael De T2 - Journal of Development Economics DA - 2018/// PY - 2018 DO - 10.1016/j.jdeveco.2018.07.008 VL - 135 SP - 318 EP - 348 UR - https://www.sciencedirect.com/science/article/pii/S0304387818304565 ER - TY - JOUR TI - The hidden ones: children with disabilities in Africa and the right to education AU - Combrinck, Helene T2 - Children’s rights in Africa: A legal perspective DA - 2008/// PY - 2008 DP - Google Scholar SP - 311 ST - The hidden ones KW - ⛔ No DOI found ER - TY - JOUR TI - The Hospitals / Residents Problem with Couples: Complexity and Integer Programming Models AU - Biro, P. AU - Manlove, D. F. AU - McBride, I. T2 - arXiv:1308.4534 [cs] AB - The Hospitals / Residents problem with Couples (HRC) is a generalisation of the classical Hospitals / Resident problem (HR) that is important in practical applications because it models the case where couples submit joint preference lists over pairs of (typically geographically close) hospitals. In this paper we give a new NP-completeness result for the problem of deciding whether a stable matching exists, in highly restricted instances of HRC. Further, we present an Integer Programming (IP) model for HRC and extend it the case where preference lists can include ties. Also, we describe an empirical study of an IP model or HRC and its extension to the case where preference lists can include ties. This model was applied to randomly generated instances and also real-world instances arising from previous matching runs of the Scottish Foundation Allocation Scheme, used to allocate junior doctors to hospitals in Scotland. DA - 2014/05/28/ PY - 2014 DP - arXiv.org ST - The Hospitals / Residents Problem with Couples UR - http://arxiv.org/abs/1308.4534 Y2 - 2021/03/07/13:57:17 KW - Computer Science - Data Structures and Algorithms KW - _C:Canada CAN KW - _C:Hungary HUN KW - _C:Japan JPN KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - The impact and reach of MOOCs: A developing countries’ perspective AU - Liyanagunawardena, T. AU - Williams, S. AU - Adams, A. T2 - eLearning Papers DA - 2013/// PY - 2013 VL - 33 SP - 38 EP - 46 LA - en SN - 1887-1542 ST - The impact and reach of MOOCs KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - The impact and reach of MOOCs: A developing countries’ perspective AU - Liyanagunawardena, Tharindu AU - Williams, Shirley AU - Adams, Andrew T2 - eLearning Papers AB - Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learn- ers from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these ar- eas of the world. The paper further shows the need for more data on the demograph- ics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries. DA - 2013/05// PY - 2013 DP - centaur.reading.ac.uk VL - 33 IS - 33 SP - 38 EP - 46 LA - en SN - 1887-1542 ST - The impact and reach of MOOCs UR - http://centaur.reading.ac.uk/32452/1/In-depth_33_1.pdf Y2 - 2015/01/21/12:33:32 KW - C:Low- and middle-income countries KW - MOOCs KW - NOTdocs.opendeved.net KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:Burundi BDI KW - _C:China CHN KW - _C:Denmark DNK KW - _C:Finland FIN KW - _C:France FRA KW - _C:India IND KW - _C:Italy ITA KW - _C:Jordan JOR KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Norway NOR KW - _C:Rwanda RWA KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - The impact GIS-supported teacher allocation in Sierra Leone: Inception Report AU - McBurnie, Chris AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/03/11/ PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/HT8ZGKAB KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - JOUR TI - The Impact O Ict In Learning Through Distance Education Programmes At Zimbabwe Open University (Zou): Roles Of Ict In Learning Through Distance Education Programmes AU - Mpofu, John AU - Chimhenga, Sylod AU - Onias, MAFA T2 - Turkish online Journal of distance education DA - 2013/// PY - 2013 DP - Google Scholar VL - 14 IS - 1 SP - 64 EP - 74 ST - The Impact O Ict In Learning Through Distance Education Programmes At Zimbabwe Open University (Zou) KW - ⛔ No DOI found ER - TY - JOUR TI - The impact of a mathematics computer-assisted learning platform on students' mathematics test scores AU - Perera, Marcelo AU - Aboal, Diego T2 - MERIT Working Papers AB - Since 2013, the Uruguayan educational system has been using an online adaptive learning tool for mathematics: The Mathematics Adaptive Platform (PAM for its Spanish acronym). PAM's content has been adapted to the national curriculum and it is a tool that - based on an analysis of students' experiences - offers personalised feedback according to each student's skill level. The use of PAM has been spreading throughout the education system. By 2016, approximately half of all students in 3rd through 6th grades of primary education had used the platform. The purpose of this study is to identify the effect of the use of PAM on the test score gain in mathematics based on longitudinal data from a sample of students in primary education. The results show a positive effect of 0.2 standard deviations on mathematics test scores. Results also show that the impact of PAM increases as the socioeconomic status of students decreases. There is no heterogeneous impact by gender. This is the first evidence at a country-wide level of the impact of a pedagogical tool of this type. DA - 2019/03/12/ PY - 2019 DP - ideas.repec.org LA - en UR - https://ideas.repec.org//p/unm/unumer/2019007.html Y2 - 2022/12/25/02:31:19 KW - Evaluation of Computer Assisted Learning systems KW - Final_citation KW - Mathematics KW - Uruguay KW - cited KW - existing KW - ⛔ No DOI found ER - TY - BLOG TI - The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania AU - EdTech Hub T2 - EdTech Hub AB - 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… DA - 2022/// PY - 2022 LA - en-US UR - https://edtechhub.org/evidence/edtech-hub-research-portfolio/study-4/ Y2 - 2022/12/22/00:16:25 ER - TY - JOUR TI - The Impact of an Accountability Intervention With Diagnostic Feedback: Evidence from Mexico (English) AU - de Hoyos Navarro, E.Rafael AU - Moreno, Vincente A.Garcia AU - Patrinos, Harry Anthony T2 - The Quarterly Journal of Economics T3 - Policy Research Working Paper No. WPS 7393 DA - 2015/// PY - 2015 VL - 133 SP - 993 EP - 1039 UR - http://documents.worldbank.org/curated/en/297561468188928817/The-impact-of-an-accountability-intervention-with-diagnostic-feedback-evidencefrom-Mexico KW - ⛔ No DOI found ER - TY - JOUR TI - 'The Impact of an Adolescent Girls Employment Program. The EPAG Project in Liberia. ', Policy Research Working Paper, The World Bank DA - 2014/// PY - 2014 ER - TY - BOOK TI - The impact of Artificial Intelligence on learning, teaching, and education. AU - European Commission. Joint Research Centre. AB - This report describes the current state of the art in artificial intelligence (AI) and its potential impact for learning, teaching, and education. It provides conceptual foundations for well-informed policy-oriented work, research, and forward-looking activities that address the opportunities and challenges created by recent developments in AI. The report is aimed for policy developers, but it also makes contributions that are of interest for AI technology developers and researchers studying the impact of AI on economy, society, and the future of education and learning. CY - LU DA - 2018/// PY - 2018 DP - DOI.org (CSL JSON) LA - en PB - Publications Office UR - https://data.europa.eu/doi/10.2760/12297 Y2 - 2023/09/19/18:20:11 ER - TY - BLOG TI - The Impact of Broadband Network Construction on Education AU - Utilities One T2 - Utilities One AB - Being connected to the digital world is no longer a luxury, but a necessity in today's society. The internet has become a powerful tool in various aspects of our lives, including education. However, not all students have equal access to this invaluable resource, leading to what is commonly known as the "homework gap. DA - 2023/11/24/ PY - 2023 LA - en UR - https://utilitiesone.com/the-impact-of-broadband-network-construction-on-education Y2 - 2024/03/05/12:01:04 KW - Final_citation ER - TY - JOUR TI - The impact of child-to-child reading on reading skills and motivation AU - Jukes, M.C.H. AU - Dubeck, M.M. AU - Adelman, E. AU - Sheppard, M. AU - Jasti, C. AU - Turner, E. DA - 2016/// PY - 2016 KW - ⛔ No DOI found ER - TY - JOUR TI - The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis AU - Barrett, Peter AU - Davies, Fay AU - Zhang, Yufan AU - Barrett, Lucinda T2 - Building and Environment AB - Assessments have been made of 153 classrooms in 27 schools in order to identify the impact of the physical classroom features on the academic progress of the 3766 pupils who occupied each of those specific spaces. This study confirms the utility of the naturalness, individuality and stimulation (or more memorably, SIN) conceptual model as a vehicle to organise and study the full range of sensory impacts experienced by an individual occupying a given space. In this particular case the naturalness design principle accounts for around 50% of the impact on learning, with the other two accounting for roughly a quarter each. Within this structure, seven key design parameters have been identified that together explain 16% of the variation in pupils' academic progress achieved. These are Light, Temperature, Air Quality, Ownership, Flexibility, Complexity and Colour. The muted impact of the whole-building level of analysis provides some support for the importance of “inside-out design”. The identification of the impact of the built environment factors on learning progress is a major new finding for schools' research, but also suggests that the scale of the impact of building design on human performance and wellbeing in general, can be isolated and that it is non-trivial. It is argued that it makes sense to capitalise on this promising progress and to further develop these concepts and techniques. DA - 2015/07/01/ PY - 2015 DO - 10.1016/j.buildenv.2015.02.013 DP - ScienceDirect VL - 89 SP - 118 EP - 133 J2 - Building and Environment LA - en SN - 0360-1323 ST - The impact of classroom design on pupils' learning UR - https://www.sciencedirect.com/science/article/pii/S0360132315000700 Y2 - 2022/05/28/21:04:14 KW - BE:RELEVANT KW - Evidence KW - Holistic KW - Learning impacts KW - Multi-level modelling KW - Multi-sensory KW - School design ER - TY - JOUR TI - The impact of collaborative continuing professional development (CPD) on classroom teaching and learning AU - Cordingley, Philippa AU - Bell, Miranda AU - Thomason, S. AU - Firth, A. T2 - Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning DA - 2005/// PY - 2005 KW - ⛔ No DOI found ER - TY - JOUR TI - The impact of COVID-19 measures on children with disabilities and their families in Uganda AU - Mbazzi, Femke Bannink AU - Nalugya, Ruth AU - Kawesa, Elizabeth AU - Nimusiima, Claire AU - King, Rachel AU - Van Hove, Geert AU - Seeley, Janet T2 - Disability & Society DA - 2020/// PY - 2020 DP - Google Scholar SP - 1 EP - 24 KW - ⛔ No DOI found ER - TY - JOUR TI - The Impact of COVID-19 on Education in Ghana AU - Upoalkpajor, Joshua-Luther Ndoye AU - Upoalkpajor, Cornelius Bawa T2 - Asian Journal of Education and Social Studies DA - 2020/06/27/ PY - 2020 DO - 10.9734/ajess/2020/v9i130238 DP - www.journalajess.com SP - 23 EP - 33 LA - en-US SN - 2581-6268 UR - https://www.journalajess.com/index.php/AJESS/article/view/30238 Y2 - 2021/10/05/11:40:55 KW - COVID-19 KW - Epidemic KW - impact KW - lockdown KW - virus ER - TY - RPRT TI - The Impact of COVID-19 on Gender Equality AU - Alon, Titan AU - Doepke, Matthias AU - Olmstead-Rumsey, Jane AU - Tertilt, Michèle AB - The economic downturn caused by the current COVID-19 outbreak has substantial implications for gender equality, both during the downturn and the subsequent recovery. Compared to “regular” recessions, which affect men’s employment more severely than women’s employment, the employment drop related to social distancing measures has a large impact on sectors with high female employment shares. In addition, closures of schools and daycare centers have massively increased child care needs, which has a particularly large impact on working mothers. The effects of the crisis on working mothers are likely to be persistent, due to high returns to experience in the labor market. Beyond the immediate crisis, there are opposing forces which may ultimately promote gender equality in the labor market. First, businesses are rapidly adopting flexible work arrangements, which are likely to persist. Second, there are also many fathers who now have to take primary responsibility for child care, which may erode social norms that currently lead to a lopsided distribution of the division of labor in house work and child care. DA - 2020/04// PY - 2020 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 26947 UR - http://www.nber.org/papers/w26947 Y2 - 2020/08/12/16:51:19 ER - TY - JOUR TI - The Impact of Covid-19 on International Higher Education: New Models for the New Normal AU - Kanwar, Asha AU - Carr, Alexis T2 - Journal of Learning for Development AB - COVID-19 has had a major impact on international higher education with border closures, cancelled flights, and a shift to online teaching and learning. As a result, many international students have decided to either abandon or defer their plans to study abroad. If students stay in their home countries, many institutions that rely heavily on foreign students’ fees will suffer, with potential impacts on national economies. Beyond the economic implications, it is also important to consider the personal impact of COVID-19 on international students, who may face delays or obstacles to program completion, employment and/or immigration. Though there are certainly risks and losses in the short term, the demand for international education, and the benefits it offers, are expected to grow. This presents an opportunity for higher education institutions (HEIs) and governments, not just to lessen the impact of COVID-19 on their current business models, but to explore new models and opportunities. HEIs and governments must look at redefining international higher education for the new normal, which will entail a shift in policies and programmes. This paper outlines the implications of the COVID-19 crisis for international higher education and presents potential opportunities for governments and higher education institutions to refresh and redefine their approaches for the new normal. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 326 EP - 333 LA - en SN - 2311-1550 ST - The Impact of Covid-19 on International Higher Education UR - https://jl4d.org/index.php/ejl4d/article/view/467 Y2 - 2020/11/21/13:31:23 KW - Higher Education and Covid-19 KW - International Higher Education KW - Internationalisation KW - ⛔ No DOI found ER - TY - JOUR TI - The Impact of Covid-19 on Learning - the Perspective of the Ghanaian Student AU - Owusu-Fordjour, C. AU - Koomson, C. K. AU - Hanson, D. T2 - European Journal of Education Studies AB - This study aimed at accessing the impact of Covid-19 on Ghana’s teaching and learning. The study employed a Descriptive survey design in which 11 items Likert-scale type of questionnaires was administered to 214 respondents mainly students in the second cycle and tertiary institutions of Ghana. The study employed simple random sampling technique in selecting the respondents for the study. The study revealed some challenges students encounter in the close down of schools due to the outbreak of the pandemic Covid-19: Students are unable to study effectively from the house thus, making the online system of learning very ineffective. Again, parents are incapable of assisting their wards on how to access online learning platform, neither can they entirely supervise the learning of their children at home without any complications. It came to light that the pandemic really has had a negative impact on their learning as many of them are not used to effectively learn by themselves. The e-learning platforms rolled out also poses challenge to majority of the students because of the limited access to internet and lack of the technical knowhow of these technological devices by most Ghanaian students. The study therefore recommends that students should be introduced to e-learning platforms to supplement classroom teaching and learning.  Article visualizations: DA - 2020/04/16/ PY - 2020 DO - 10.46827/ejes.v0i0.3000 DP - www.oapub.org VL - 0 IS - 0 LA - en SN - 25011111 UR - https://www.oapub.org/edu/index.php/ejes/article/view/3000 Y2 - 2020/08/12/16:55:24 KW - _COVID_DEAA-List KW - __C:filed:1 KW - emotions KW - highlife music KW - lyrics KW - popular music KW - structure KW - ⚠️ Invalid DOI ER - TY - JOUR TI - The Impact of COVID-19 on Primary Education in Malawi: Exploring Policy Responses and Practices AU - Chiwaula, Lizzie W. AU - Kadzamira, Esme Chipo AU - Meke, Elizabeth Selemani T2 - Journal of international cooperation in education DA - 2021/// PY - 2021 DP - Google Scholar VL - 24 IS - 2 SP - 61 EP - 76 ST - The Impact of COVID-19 on Primary Education in Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - RPRT TI - The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey AU - Aucejo, Esteban M AU - French, Jacob F AU - Araya, Maria Paola Ugalde AU - Zafar, Basit AB - In order to understand the impact of the COVID-19 pandemic on higher education, we surveyed approximately 1,500 students at one of the largest public institutions in the United States using an instrument designed to recover the causal impact of the pandemic on students' current and expected outcomes. Results show large negative effects across many dimensions. Due to COVID-19: 13% of students have delayed graduation, 40% lost a job, internship, or a job offer, and 29% expect to earn less at age 35. Moreover, these effects have been highly heterogeneous. One quarter of students increased their study time by more than 4 hours per week due to COVID-19, while another quarter decreased their study time by more than 5 hours per week. This heterogeneity often followed existing socioeconomic divides; lower-income students are 55% more likely to have delayed graduation due to COVID-19 than their higher-income peers. Finally, we show that the economic and health related shocks induced by COVID-19 vary systematically by socioeconomic factors and constitute key mediators in explaining the large (and heterogeneous) effects of the pandemic. DA - 2020/06// PY - 2020 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 27392 ST - The Impact of COVID-19 on Student Experiences and Expectations UR - http://www.nber.org/papers/w27392 Y2 - 2020/08/12/17:14:00 ER - TY - JOUR TI - The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review AU - Tadesse, Seble AU - Muluye, Worku T2 - Open Journal of Social Sciences AB - Coronavirus affects the education system in the world. Schools, colleges, and universities are closed to control the spread of the coronavirus. School closure brings difficulties for students, teachers, and parents. So, distance learning is a solution to continue the education system. However, the lack of network infrastructures, computers, and internet access is challenging distance learning in developing countries. This paper aims to review the impact of the COVID-19 pandemic on the education system in developing countries. Hence, countries design a strategy to use educational technology, zero-fee internet educational resources, free online learning resources, and broadcasts teaching. During closures, educational institutions design curriculum, prepare teaching-learning strategies for post-coronavirus. The educational institutions design strategies to recover lost learning, and return students to school when schools reopen. Coronavirus has been impacting the face-to-face education system of developing countries. Therefore, developing countries should enhance broadcast teaching, online teaching, and virtual class infrastructures. DA - 2020/09/30/ PY - 2020 DO - 10.4236/jss.2020.810011 DP - www.scirp.org VL - 8 IS - 10 SP - 159 EP - 170 LA - en ST - The Impact of COVID-19 Pandemic on Education System in Developing Countries UR - http://www.scirp.org/Journal/Paperabs.aspx?paperid=103646 Y2 - 2021/10/05/11:40:08 ER - TY - JOUR TI - The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Full Report. AU - Higgins, Steven AU - Xiao, ZhiMin AU - Katsipataki, Maria T2 - Education Endowment Foundation DA - 2012/// PY - 2012 DP - Google Scholar ST - The Impact of Digital Technology on Learning KW - ⛔ No DOI found ER - TY - RPRT TI - The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Full Report AU - Higgins, Steven AU - Xiao, ZhiMin AU - Katsipataki, Maria AB - The aim of this review is to present a synthesis of the evidence from meta-analysis about the impact of the use of digital technology in schools on children's attainment, or more widely the impact of digital technology on academic achievement. It is divided up into three main sections. The first sets out an overview of the wider research into the impact of technology on learning to set the context and the rationale for the value of this information. The next section reviews the evidence from meta-analysis and other quantitative syntheses of research into the impact of digital technology. A further section looks at trends in the use of digital technology and learning in the UK and internationally, to provide further context for the recommendations which follow. The purpose of this review is to identify implications for future investment in the use of digital technology for learning in schools. Digital technologies are now embedded in society. Focus has shifted from whether or not to use them in teaching and learning, to understanding which technologies can be used for what specific educational purposes and then to investigate how best they can be used and embedded across the range of educational contexts in schools. DA - 2012/11// PY - 2012 DP - ERIC LA - en PB - Education Endowment Foundation ST - The Impact of Digital Technology on Learning UR - https://eric.ed.gov/?id=ED612174 Y2 - 2023/10/26/14:11:20 KW - Academic Achievement KW - Educational Research KW - Educational Trends KW - Foreign Countries KW - Global Approach KW - Influence of Technology KW - Meta Analysis KW - Technology Uses in Education ER - TY - JOUR TI - The Impact of Education on Fertility and Child Mortality: Do Fathers Really Matter Less Than Mothers? AU - Duflo, E. AU - Breierova, L. T2 - NBER Working Paper DA - 2004/// PY - 2004 VL - 10513 UR - https://www.nber.org/papers/w10513 KW - ⛔ No DOI found ER - TY - RPRT TI - The impact of education programmes on learning and school participation in low- and middle-income countries AU - Snilstveit, Birte AU - Stevenson, Jennifer AU - Menon, Radhika AU - Phillips, Daniel AU - Gallagher, Emma AU - Geleen, Maisie AU - Maxwell Stamp AU - Jobse, Hannah AU - Schmidt, Tanja AU - Jimenez, Emmanuel AU - Maxwell Stamp AU - Jobse, Hannah AU - Independent Consultant AU - Schmidt, Tanja AU - Independent Consultant AU - Jimenez, Emmanuel AU - International Initiative for Impact Evaluation (3ie) DA - 2016/09// PY - 2016 DP - DOI.org (Crossref) LA - en PB - International Initiative for Impact Evaluation (3ie) UR - http://3ieimpact.org/evidence-hub/publications/systematic-reviews/interventions-improving-learning-outcomes-and-access Y2 - 2020/11/23/10:41:56 KW - _Added to LR KW - _G:reviewed ER - TY - JOUR TI - The Impact of Entrepreneurship Training Programmes AU - Ismail, Zenobia AB - Entrepreneurship training programmes generally have a positive impact on existing and aspiring entrepreneurs, especially in terms of promoting better business practices. Programmes which provide training for entrepreneurs often include other interventions such as micro-finance, grants, internships or mentorship. The varied content of the programmes as well as differences in length and intensity undermines the extent to which such interventions can be compared. Consequently, it is difficult to reach a consensus regarding how effective entrepreneurship training programmes are. Entrepreneurship training programmes that combine training with finance have more impact on raising self-employment through start-ups as well as enhancing business performance and practices. Entrepreneurs are more likely to remain self-employed if they have access to a second capital grant DA - 2018/04/16/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13781 Y2 - 2022/12/18/18:15:21 KW - ⛔ No DOI found ER - TY - CHAP TI - The impact of free secondary education: Experimental evidence from Ghana AU - Duflo, Esther AU - Dupas, Pascaline AU - Kremer, Michael T2 - Massachusetts Institute of Technology Working Paper CY - Cambridge, MA DA - 2017/// PY - 2017 ER - TY - CHAP TI - The Impact of Free Secondary Education: Experimental Evidence from Ghana. AU - Duflo, Esther AU - Dupas, Pascaline AU - Kremer, Michael T2 - Working Paper. DA - 2019/// PY - 2019 UR - https://web.stanford.edu/ ER - TY - JOUR TI - The impact of Galli Galli Sim Sim on Indian preschoolers AU - Borzekowski, Dina L. G. AU - Singpurwalla, Darius AU - Mehrotra, Deepti AU - Howard, Donna T2 - Journal of Applied Developmental Psychology AB - While educational media can affect young children's development, rigorous studies rarely occur in low and middle income countries. Using an experimental design, researchers investigated the effect of an educational television series (Galli Galli Sim Sim (GGSS), the Indian version of Sesame Street) with 1340 children in 99 preschools in Lucknow, India. Boys and girls, ages three to seven and mostly from low income households, saw 30 min of television five days a week for twelve weeks, varying how much Galli Galli Sim Sim versus other programming children watched. Assessments occurred at baseline, endline, and six weeks later. Hierarchical models showed that Galli Galli Sim Sim receptivity, an independent variable that combines exposure and recall, significantly improved literacy, numeracy, socio-emotional strategies, and nutritional knowledge. Locally-produced educational media should be encouraged as it can positively affect potential school success and child development. DA - 2019/07/01/ PY - 2019 DO - 10.1016/j.appdev.2019.101054 DP - ScienceDirect VL - 64 SP - 101054 J2 - Journal of Applied Developmental Psychology LA - en SN - 0193-3973 UR - https://www.sciencedirect.com/science/article/pii/S019339731830251X Y2 - 2022/12/25/05:02:45 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - The Impact of GIS-Supported Teacher Allocation in Sierra Leone AU - EdTech Hub AU - Education Commission AU - Fab Inc. DA - 2022/// PY - 2022 LA - en M3 - HLR3 Output PB - EdTech Hub SN - 1 ST - Inception Report 3 UR - https://docs.edtechhub.org/lib/QAH4K4D6 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - The impact of GIS-supported teacher allocation in Sierra Leone: High-level findings on teacher preferences in Sierra Leone AU - McBurnie, Chris AU - Godwin, Katie AU - Beoku-Betts, Iman DA - 2022/// PY - 2022 M3 - HLR3 Output PB - EdTech Hub UR - https://docs.edtechhub.org/lib/SE5JPCX2 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - The impact of GIS-supported teacher allocation in Sierra Leone: High-level findings on teacher preferences in Sierra Leone AU - McBurnie, Chris AU - Godwin, Katie AU - Beoku-Betts, Iman AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/05/02/ PY - 2022 LA - en M3 - HLR3 Output PB - EdTech Hub UR - https://docs.edtechhub.org/lib/SE5JPCX2 KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - The impact of GIS-supported teacher allocation in Sierra Leone: Inception Report AU - McBurnie, Chris AU - Haßler, Björn DA - 2022/// PY - 2022 M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/HT8ZGKAB KW - _C:Sierra Leone SLE ER - TY - JOUR TI - The impact of HIV/AIDS on formal schooling in Malawi AU - Kadzamira, Esme C. AU - Swainson, Nicola AU - Maluwa-Banda, Dixie AU - Kamlongera, Augustine DA - 2001/// PY - 2001 DP - Google Scholar KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - The impact of HIV/AIDS on primary and secondary schooling in Malawi: Developing a comprehensive strategic response AU - Kadzamira, Esme Chipo AU - Banda, Dixie Maluwa AU - Kamlongera, Augustine AU - Swainson, Nicola T2 - Malawi: Ministry of Education DA - 2001/// PY - 2001 DP - Google Scholar ST - The impact of HIV/AIDS on primary and secondary schooling in Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - BOOK TI - The impact of HIV/AIDS on the education sector in Malawi AU - Chawani, Brenner Samuel AU - Kadzamira, Esme C. DA - 2003/// PY - 2003 DP - Google Scholar PB - Ministry of Education, Science and Technology (MoEst), Government of Malawi KW - _C:Malawi MWI ER - TY - JOUR TI - The Impact of HIV/AIDS on the Education Sector in Malawi: Study 2; Examining the Impact of HIV/AIDS on Governance in the Education Sector AU - Chawani, Brenner S. AU - Kadzamira, Esme T2 - Ministry of Education Science and Technology (MoEST)/IIEP-UNESCO, Lilongwe, Malawi DA - 2004/// PY - 2004 DP - Google Scholar ST - The Impact of HIV/AIDS on the Education Sector in Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - The Impact of Information Provision on Human Capital Accumulation and Child Labor in Peru. AU - Gallego, Francisco AU - Neilson, Christopher AU - Molina, Oswaldo DA - 2016/// PY - 2016 UR - https://www.poverty-action.org/printpdf/21321 KW - ⛔ No DOI found ER - TY - ELEC TI - The Impact of Information Provision on Human Capital Accumulation and Child Labor in Peru AU - IPA T2 - Innovations for Poverty Action AB - One reason children from disadvantaged backgrounds receive less schooling and join the labor force at younger ages with fewer skills may be that they and their families lack crucial information needed to make the right long run investment decisions regarding their human capital. In Peru, IPA and J-PAL worked with researchers and the Ministry of Education to evaluate at scale two low-cost ways of providing relevant information to help students and their families make more informed decisions. Using a series of telenovela-style videos screened as part of the curriculum in schools as well as through an interactive tablet app, the research project evaluated how information provided at different ages could shape human capital decisions. Results suggest that the programs were effective at changing educational plans and lowering dropout rates, while significant effects on child labor were mixed. The policy has now been adopted by the government and scaled up to 100 percent of public schools with full class days. DA - 2016/05/04/T16:42:33-04:00 PY - 2016 LA - en UR - https://www.poverty-action.org/study/information-about-returns-post-primary-education-peru Y2 - 2022/12/25/00:28:10 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - The Impact of Public Finance Management (PFM) Reforms on Education in Tanzania AU - Quak, Evert-jan AB - This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how Public Finance Management (PFM) needs and reforms have affected the education sector in Tanzania, in particular for primary education. The review uses the framework of Piatti-Fünfkirchen and Schneider (2018) to explain the evidence, as it analyses service delivery along efficiency, equity, quality and accountability. By doing this, the review concludes that the way the government manages resources within the education system generally has had a limited, but positive impact on education service delivery outcomes, mainly due to the priority status of the education sector by the government. However, the mechanisms through which PFM affects service delivery remain underexplored in general and in particular for Tanzania. DA - 2020/01/17/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14999 Y2 - 2022/12/18/18:15:22 KW - ⛔ No DOI found ER - TY - JOUR TI - The Impact of School Health Programmes AU - Grant, Catherine AB - This report focuses on the impact of school health programmes. School health programmes can cover both the prevention and treatment of disease and malnutrition in a school setting (Snilstveit et al 2016). These services are designed to promote students' physical, cognitive, and social development. Effective school health programmes are broadly considered to be cost-effective. They build on existing health infrastructure and community partnerships, as well as a skilled workforce in schools (UNICEF 2000). This report focuses on four main areas of impact: enrolment (section 2); retention/dropout of students (section 3); learning outcomes (section 4), and health and nutritional benefits of students, families and communities (section 5). The report is divided into impacts at the primary, secondary and tertiary levels where this information was available, but a lot of the literature focused on schools in general. There was more evidence on school health programmes in primary schools than in secondary schools and very little literature found on the impact of health programmes in tertiary education. DA - 2017/04/21/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13185 Y2 - 2022/12/18/18:15:24 KW - ⛔ No DOI found ER - TY - JOUR TI - The impact of school mapping in the development of education in Tanzania: an assessment of the experiences of six districts AU - Galabawa, Justinian C. J. AU - Agu, Augustine Obeleagu AU - Miyazawa, Ichiro T2 - Evaluation and Program Planning AB - In this study the authors have looked at the impact of school mapping in the development of education in Tanzania. The study examined the experiences of six districts where school mapping exercises were carried out. The key question that guided the study is what happened after school mapping. Through a combination of instruments and/or techniques—interviews, questionnaires, focus group discussion, and document analysis, the study found that school mapping impacted in varying degrees positively on the development of education in the districts in terms of increased enrollment and attendance, decreased incidents of dropping out, improved information for decision making, and enhanced capacities of field actors to plan and take action. The authors conclusively argued that for the benefits of school mapping to be maximized and sustained, it should not be a one shot activity for data collection purposes only. Rather, it should be an on-going process of assessment, analysis, and action. DA - 2002/02/01/ PY - 2002 DO - 10.1016/S0149-7189(01)00046-5 DP - ScienceDirect VL - 25 IS - 1 SP - 23 EP - 33 J2 - Evaluation and Program Planning LA - en SN - 0149-7189 ST - The impact of school mapping in the development of education in Tanzania UR - http://www.sciencedirect.com/science/article/pii/S0149718901000465 Y2 - 2021/01/30/18:46:48 KW - _C:Central African Republic CAF KW - _C:France FRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The impact of stress on students in secondary school and higher education AU - Pascoe, Michaela C. AU - Hetrick, Sarah E. AU - Parker, Alexandra G. T2 - International Journal of Adolescence and Youth AB - Students in secondary and tertiary education settings face a wide range of ongoing stressors related to academic demands. Previous research indicates that academic-related stress can reduce academic achievement, decrease motivation and increase the risk of school dropout. The longer-term impacts, which include reduced likelihood of sustainable employment, cost Governments billions of dollars each year. This narrative review presents the most recent research concerning the impact of academic-related stress, including discussion of the impact on students’ learning capacity and academic performance, mental health problems, such as depression and anxiety, sleep disturbances and substance use. DA - 2020/12/31/ PY - 2020 DO - 10.1080/02673843.2019.1596823 DP - Taylor and Francis+NEJM VL - 25 IS - 1 SP - 104 EP - 112 SN - 0267-3843 UR - https://doi.org/10.1080/02673843.2019.1596823 Y2 - 2022/04/05/20:37:51 KW - Academic KW - _genre:PR-primary_research KW - adolescent health KW - education KW - mental health and well-being KW - stress ER - TY - RPRT TI - The Impact of Teacher Effectiveness on Student Learning in Africa AU - Buhl-Wiggers, Julie AU - Kerwin, Jason AU - Smith, Jeffrey AU - Thornton, Rebecca AB - Teaching quality is known to be critical for students’ education and life prospects in developed countries. However, little is known about how teacher quality affects student learning in Africa. This paper presents the first estimates of teacher value-added from an African country, using data from a school-based RCT in northern Uganda. Exploiting the random assignment of students to classrooms within schools, we estimate a lower bound on teacher effects. A 1-SD increase in teacher quality leads to at least a 0.14 SD improvement in student performance on a reading test at the end of the year. Shifting teachers from the 10th to the 90th percentile of quality increases performance by 0.36 SDs –comparable to the most effective education interventions conducted in Africa. Our results also suggest that an increase in teacher quality can make other education interventions more efficient. DA - 2017/04// PY - 2017 PB - Research on Improving Systems of Education (RISE) UR - https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/Buhl-Wiggers%20The%20Impact%20of%20Teacher%20Effectiveness%202017-04-30.pdf KW - C:Uganda KW - NULP KW - _C:Ecuador ECU KW - _C:India IND KW - _C:Kenya KEN KW - _C:Pakistan PAK KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - _genre:PR-primary_research KW - interesting ER - TY - JOUR TI - The impact of teachers’ collegiality on their organizational commitment in high-and low-achieving secondary schools in Islamabad, Pakistan AU - Shah, Madiha T2 - Journal of Studies in Education DA - 2012/// PY - 2012 DO - 10.5296/jse.v2i2.1493 VL - 2 IS - 2 SP - 130 EP - 156 ER - TY - CHAP TI - The impact of teachers’ perspectives on the development of computing as a subject AU - Kennewell, Steve AU - Barnes, Jan T2 - Debates in Computing and ICT Education DA - 2017/// PY - 2017 DP - Google Scholar SP - 47 EP - 62 PB - Routledge KW - __C:filed:1 ER - TY - JOUR TI - The Impact of the Aids Epidemic on Primary and Secondary School Teachers and University Staff in Malawi.“ AU - Bennell, Paul AU - Kadzamira, Esme T2 - University of Sussex, Brighton, UK DA - 2002/// PY - 2002 DP - Google Scholar KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - The impact of the digital revolution on human brain and behavior: where do we stand? AU - Korte, Martin T2 - Dialogues in Clinical Neuroscience DA - 2020/06/30/ PY - 2020 DO - 10.31887/DCNS.2020.22.2/mkorte DP - DOI.org (Crossref) VL - 22 IS - 2 SP - 101 EP - 111 J2 - Dialogues in Clinical Neuroscience LA - en SN - 1958-5969 ST - The impact of the digital revolution on human brain and behavior UR - https://www.tandfonline.com/doi/full/10.31887/DCNS.2020.22.2/mkorte Y2 - 2023/01/10/04:20:14 KW - Final_citation KW - anystyle KW - existing ER - TY - JOUR TI - The impact of Traffic-Related air pollution on child and adolescent academic Performance: A systematic review AU - Stenson, Chloe AU - Wheeler, Amanda J. AU - Carver, Alison AU - Donaire-Gonzalez, David AU - Alvarado-Molina, Miguel AU - Nieuwenhuijsen, Mark AU - Tham, Rachel T2 - Environment International DA - 2021/// PY - 2021 DO - 10.1016/j.envint.2021.106696 DP - Google Scholar VL - 155 SP - 106696 ST - The impact of Traffic-Related air pollution on child and adolescent academic Performance KW - BE:RELEVANT ER - TY - JOUR TI - The Impact of TVET on Ghana's Socio-Economic Development: A Case Study of ICCES TVET Skills Training in Two Regions of Ghana AU - Pongo, NA AU - Effah, B AU - Osei-Owusu, B T2 - American International Journal of Contemporary Research AB - Integrated Community Centre for Employable Skills (ICCES) is an agency under the Ministry of Employment and Social Welfare with policy objective of filling the gap in employment generation by developing the young human resources in line with the poverty alleviation goal of the government of Ghana. The purpose of the study was to find out how the ICCES training programmes are achieving their purpose of increasing access of young person’s to skills acquisition and empowerment for productive employment. To harness the needed information, questionnaire, interview and observation, were employed in gathering data from the subjects. The results suggest that participants in the survey had all conferred that the programmes have being helpful to the communities in securing suitable employment that allows them to generate income within the social, family and financial constraints that they face in their communities and as such their social and economic status has being impacted positively. DA - 2014/// PY - 2014 SP - 3 LA - en UR - https://www.researchgate.net/profile/Bernard_Effah/publication/261146524_The_Impact_of_TVET_on_Ghana's_Socio-Economic_Development_A_Case_Study_of_ICCES_TVET_Skills_Training_in_Two_Regions_of_Ghana/links/00b495335790e9baf5000000.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Ghana KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:leadership KW - P:economy KW - P:technology KW - R:case study KW - R:impact KW - T:TVET KW - T:Training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - The Impact of Using Geography Open Education Resources (OER) to Capacitate Natural Science Teachers Teaching the Earth and Beyond Strand in South African Schools AU - Dreyer, J. M. AU - Dreyer, J.M. T2 - Alternation Journal DA - 2018/// PY - 2018 DO - 10.29086/2519-5476/2018/sp21a8 DP - Google Scholar VL - SP IS - 21 SP - 159 EP - 184 J2 - Alternation SN - 10231757, 25195476 ST - AlternationSpecial Edition 21 (2018) 159–184159Print ISSN 1023-1757; Electronic ISSN UR - http://alternation.ukzn.ac.za/Files/articles/volume-25/special-edition/21/08-Dreyer-F.pdf Y2 - 2021/05/08/09:34:36 KW - _C:Australia AUS KW - _C:China CHN KW - _C:India IND KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The Impact of Vocational Schooling on Human Capital Development in Developing Countries: Evidence from China. AU - Loyalka, P. AU - Huang, X. AU - Zhang, L. AU - Wei, J. AU - Yi, H. AU - Song, Y. AU - Shi, Y. AU - Chu, J. T2 - World Bank Economic Review DA - 2016/// PY - 2016 VL - 30 SP - 143 EP - 170 KW - ⛔ No DOI found ER - TY - JOUR TI - The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review AU - Dogan, Selcuk AU - Pringle, Rose AU - Mesa, Jennifer T2 - Professional Development in Education AB - 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. DA - 2016/08/07/ PY - 2016 DO - 10.1080/19415257.2015.1065899 DP - Taylor and Francis+NEJM VL - 42 IS - 4 SP - 569 EP - 588 SN - 1941-5257 ST - The impacts of professional learning communities on science teachers’ knowledge, practice and student learning UR - https://doi.org/10.1080/19415257.2015.1065899 Y2 - 2021/06/22/15:25:05 KW - professional development KW - professional learning communities KW - science education KW - teacher knowledge KW - teacher practice ER - TY - JOUR TI - The Impacts of Teacher Training and Parental Engagement on Kindergarten Quality in Ghana AU - Woolf, Sharon AU - Aber, J.Lawrence AU - Berhman, Jere R. T2 - Abdul Latif Jameel Poverty Action Lab (JPAL) DA - 2021/// PY - 2021 UR - https://www.poverty-action.org/study/improving-kindergarten-quality-ghana KW - ⛔ No DOI found ER - TY - JOUR TI - The implications of school improvement and school effectiveness research for primary school principals in Ethiopia AU - Mitchell, Rafael T2 - Educational Review AB - In the last 20 years the Ethiopian education system has rapidly expanded, leading to a 500% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement and teachers’ professional development. Such programmes – imported on the advice of the United States Agency for International Development (USAID), Department for International Development (DfID) and other development partners – are implemented “mechanistically”, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including “grey” literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia. DA - 2015/07/03/ PY - 2015 DO - 10.1080/00131911.2014.927829 DP - Taylor and Francis+NEJM VL - 67 IS - 3 SP - 328 EP - 342 SN - 0013-1911 UR - https://doi.org/10.1080/00131911.2014.927829 Y2 - 2018/01/19/19:34:59 ER - TY - JOUR TI - The implications of the COVID-19 pandemic for policy in relation to children and young people AU - DARMODY, MERIKE AU - SMYTH, EMER AU - RUSSELL, HELEN T2 - ESRI Survey and Statistical Report Series DA - 2020/// PY - 2020 DP - Google Scholar VL - 94 KW - ⛔ No DOI found ER - TY - JOUR TI - The Importance of Boundary Objects in Industry-Academia Collaborations to Support Evidencing the Efficacy of Educational Technology AU - Weatherby, Kristen AU - Clark-Wilson, Alison AU - Cukurova, Mutlu AU - Luckin, Rose T2 - TechTrends AB - Abstract The context of a 2.5 year academia-led programme for the educational technology sector in the United Kingdom is used to explore the role of logic models as boundary objects to support the programme objectives. The programme provided educational research training and mentoring to participants from 252 small and medium-sized enterprises to support them with the use of existing and self-generated evidence of the efficacy of their educational technologies. Participants from a deliberate sample of six enterprises were interviewed to elicit their perceptions of the process through which the creation and use of a logic model for their product or service did or did not become a useful tool to support their research and business goals. The results suggest that logic models have vital roles as boundary objects in this context, such as supporting communication, learning, and product development. The study offers a first-case example of how logic models can be used in the design of educational technology, responding to the call for research in this area. A discussion on the challenges associated with the use of the logic model in the context of the project concludes the article. DA - 2022/09// PY - 2022 DO - 10.1007/s11528-022-00705-0 DP - DOI.org (Crossref) VL - 66 IS - 5 SP - 784 EP - 797 J2 - TechTrends LA - en SN - 8756-3894, 1559-7075 UR - https://link.springer.com/10.1007/s11528-022-00705-0 Y2 - 2023/01/16/17:56:41 ER - TY - RPRT TI - The importance of climate-friendly school buildings in Africa AU - Nambatya, Mauricia AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1039 DA - 2023/06/29/ PY - 2023 LA - en M3 - Blogpost - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education SN - 6 UR - https://opendeved.net/2023/06/29/the-importance-of-climate-friendly-school-buildings-in-africa/ KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - The importance of context in implementation research AU - Edwards, Nancy AU - Barker, Pierre M. T2 - JAIDS Journal of Acquired Immune Deficiency Syndromes DA - 2014/// PY - 2014 DO - 10.1097/QAI.0000000000000322 DP - Google Scholar VL - 67 SP - S157 EP - S162 ER - TY - JOUR TI - The importance of context in implementation research AU - Edwards, Nancy AU - Barker, Pierre M. T2 - JAIDS Journal of Acquired Immune Deficiency Syndromes DA - 2014/// PY - 2014 DO - 10.1097/QAI.0000000000000322 DP - Google Scholar VL - 67 SP - S157 EP - S162 ER - TY - BOOK TI - The Importance of Educating Girls in the Newly Merged Districts of Khyber Pakhtunkhwa, Pakistan: Policy Paper AU - Naveed, Sumbal AB - The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life. DA - 2018/// PY - 2018 DP - ERIC LA - en PB - Center for Universal Education at The Brookings Institution UR - https://eric.ed.gov/?id=ED592792 Y2 - 2020/12/01/15:55:05 KW - Access to Education KW - Attitude Change KW - Barriers KW - Community Involvement KW - Cultural Influences KW - Educational Finance KW - Educational Planning KW - Educational Quality KW - Equal Education KW - Equal Opportunities (Jobs) KW - Females KW - Foreign Countries KW - Gender Bias KW - Governance KW - Government Role KW - Males KW - Political Issues KW - Single Sex Schools KW - Social Attitudes KW - Teacher Competencies KW - Transportation KW - War KW - Women Faculty ER - TY - RPRT TI - The importance of play AU - Whitebread, David AU - Barilio, Marisol AU - Kuvalja, Martina AU - Verma, Mohini CY - Brussels DA - 2012/// PY - 2012 DP - Zotero LA - en PB - Toy Industries of Europe KW - ⛔ No DOI found ER - TY - JOUR TI - The importance of posting and interaction with the education bureaucracy in becoming a teacher in Ghana AU - Hedges, John T2 - International Journal of Educational Development T3 - Researching Teacher Education: The Multi Site Teacher Educations Project (MUSTER) AB - This paper addresses some of the issues surrounding the posting of newly trained teachers in Ghana. It specifically investigates the assertion that the posting system is ‘ineffective’ from the perspective of newly trained teachers who have been through the process. It emerged from analysis of the qualitative data that newly trained teachers’ experiences and perceptions of the posting process had a significant impact on their occupational culture. The research draws upon documents, interviews with members of the education bureaucracy, and interviews with 23 newly trained teachers posted to basic schools in rural areas in Central Region. The paper illuminates some of the problems involved in posting newly trained teachers to rural schools and looks for explanations as to why some teachers take up their postings and others do not. DA - 2002/04/01/ PY - 2002 DO - 10.1016/S0738-0593(01)00057-8 DP - ScienceDirect VL - 22 IS - 3 SP - 353 EP - 366 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - https://www.sciencedirect.com/science/article/pii/S0738059301000578 Y2 - 2022/01/05/20:37:11 KW - Basic education KW - C:Ghana KW - Deployment KW - Ghana KW - Induction KW - NQTs KW - Teacher education ER - TY - JOUR TI - The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities AU - Murray, Christopher AU - Pianta, Robert C. T2 - Theory Into Practice AB - In this article the authors examine the theoretical and empirical basis of teacher-student relationships. They focus specifically on the importance of supportive teacher-student relationships in the lives of adolescents with high-incidence disabilities. Students receiving special education services in these categories are at a heightened risk of experiencing social, emotional, and mental health problems. School-based programs and practices designed to promote supportive relationships between teachers and students with disabilities have the potential to provide these students with much needed support within the contexts of schools. A number of factors that can enhance teacher-student relationships including school and classroom structures, teacher beliefs and practices, and social-emotional curricula are presented and discussed. DA - 2007/04/30/ PY - 2007 DO - 10.1080/00405840701232943 DP - Taylor and Francis+NEJM VL - 46 IS - 2 SP - 105 EP - 112 SN - 0040-5841 UR - https://doi.org/10.1080/00405840701232943 Y2 - 2022/04/01/21:49:05 ER - TY - JOUR TI - The importance of theoretical positioning and the relevance of using bibliometrics for literature reviews AU - Rowe, Frantz AU - Kanita, Nada AU - Walsh, Isabelle T2 - Journal of Decision Systems AB - The theoretical positioning of a review is of the utmost importance in terms of its contribution to knowledge. This paper clarifies the significance of this design principle for different types of review i.e. for describing, understanding, explaining or testing purposes. Furthermore, new tools now mean that it is both possible and relevant for bibliometrics novices to use bibliometrics to support literature reviews. Applying the BIBGT method and combining two bibliometric techniques – co-citation analysis of references and bibliographic coupling of documents – can enhance the efficiency of the first three types of literature review. This paper provides examples of published works that apply BIBGT to each of these types of review and highlights the bibliometric software used. It concludes with a survey of promising applications for all researchers and makes recommendations for both experienced literature review researchers and literature review novices. DA - 2023/06/12/ PY - 2023 DO - 10.1080/12460125.2023.2217646 DP - DOI.org (Crossref) SP - 1 EP - 16 J2 - Journal of Decision Systems LA - en SN - 1246-0125, 2116-7052 UR - https://www.tandfonline.com/doi/full/10.1080/12460125.2023.2217646 Y2 - 2023/11/28/12:34:26 KW - _Added-ailr-2024 ER - TY - RPRT TI - The “Improving learning through classroom experience” study AU - Megogo Bokamba, Tania AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1038 DA - 2023/03/23/ PY - 2023 LA - en M3 - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education UR - https://docs.opendeved.net/lib/MBPHUZIR KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - The “Improving Learning Through Classroom Experience” Study AU - Villavicencio Peralta, Xuzel AU - Megogo Bokamba, Tania Elena AB - The Improvement Learning Through Classroom Experience (ILCE) is a programme that focuses on the relationship between natural conditions and school learning outcomes DA - 2023/03/23/ PY - 2023 LA - en-GB M3 - Blog post - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education SN - 2 UR - https://opendeved.net/2023/03/23/ilce-study/, https://opendeved.net/2023/03/23/ilce-study/ Y2 - 2023/05/16/21:12:28 ER - TY - CHAP TI - The Inclusion of Technology in Mathematics: The Effects of Electronic Mobile Devices in Early Years Mathematics AU - Ford, Emily Jayne T2 - Reflective Practice in Teaching DA - 2019/// PY - 2019 DP - Google Scholar SP - 149 EP - 154 PB - Springer ST - The Inclusion of Technology in Mathematics KW - __C:filed:1 ER - TY - JOUR TI - The Influence of Covid-19 on Students’ Learning: Access and Participation in Higher Education in Southern Africa AU - Mphahlele, Ramashego AU - Seeletso, Mmabaledi AU - Muleya, Gistered AU - Simui, Francis T2 - Journal of Learning for Development AB - Recent experiences of institutions in COVID 19 have heightened the need for research on its impact on higher education institutions globally.  This article’s authors are from higher learning institutions in Botswana, South Africa and Zambia, which used a blended learning model before COVID 19.  The majority of their students used the traditional part of blended learning, depending on the print, postal service, and face-to-face.  These students’ access and participation in learning during COVID 19 were negatively affected. Using Digital Equity as a framework, this paper explores the influence of COVID 19 on students’ access and participation in online learning.  There seem to be significant disparities in access and participation in high-quality technologies and severe educational inequities. This digital inequality impact calls for civic awareness in digital literacy among the citizenry if the gap between the rural and urban, have and have not digital immigrants and digital natives are to be bridged. DA - 2021/11/18/ PY - 2021 DP - jl4d.org VL - 8 IS - 3 SP - 501 EP - 515 LA - en SN - 2311-1550 ST - The Influence of Covid-19 on Students’ Learning UR - https://jl4d.org/index.php/ejl4d/article/view/515 Y2 - 2022/04/05/12:26:39 KW - Access KW - _genre:PR-primary_research KW - digital awareness KW - digital equity KW - digital knowledge KW - digital literacy KW - online earning KW - ⛔ No DOI found ER - TY - THES TI - The influence of effective use of mobile devices for learning outside the classroom: case study of secondary school students in Tanzania and South Africa AU - Mwapwele, Samwel Dick DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - University of Cape Town ST - The influence of effective use of mobile devices for learning outside the classroom KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:China CHN KW - _C:Dominican Republic DOM KW - _C:Eritrea ERI KW - _C:France FRA KW - _C:Ghana GHA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Malaysia MYS KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - The influence of generational differences on the integration of educational technology in higher learning institutions AU - Letsie, Likeleli DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - University of Pretoria KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Germany DEU KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Kosovo XKSVO KW - _C:Lesotho LSO KW - _C:Libya LBY KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Slovenia SVN KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Trinidad and Tobago TTO KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The influence of mobile technologies on preschool and elementary children’s literacy achievement: a systematic review spanning 2007–2019 AU - Eutsler, L. AU - Mitchell, C. AU - Stamm, B. AU - Kogut, A. T2 - Educational Technology Research and Development DA - 2020/// PY - 2020 DP - Google Scholar SP - 1 EP - 30 ST - The influence of mobile technologies on preschool and elementary children’s literacy achievement KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - CONF TI - The influence of paikem gembrot model against student’s self efficacy and learning outcomes AU - Rasidi, Ahmad AU - Susana, Dian C3 - Journal of Physics: Conference Series DA - 2020/// PY - 2020 DO - 10.1088/1742-6596/1539/1/012054 DP - Google Scholar VL - 1539 SP - 012054 PB - IOP Publishing KW - _C:China CHN KW - _C:Indonesia IDN KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The Influence of The Transformational Leadership and Work Motivation on Teachers Performance AU - Andriani, Septi AU - Kesumawati, Nila AU - Kristiawan, Muhammad T2 - International Journal of Scientific & Technology Research AB - This study aimed at determing the effect of transformational leadership and work motivation on teachers performance. This research used quantitative method with correlational research type. The research population were 790 teachers of SMK Negeri in Palembang. The sample of research were 193 teachers. Sampling technique in this research was cluster sampling (area sampling). Data collection technique was questionnaires. Data were analyzed using correlation and multiple regression analysis technique. The results showed that (1) transformational leadership has a positive and significant effect on the teachers performance SMK Negeri in Palembang; (2) work motivation has a positive and significant effect on the teachers performance of SMK Negeri in Palembang; and (3) transformational leadership and work motivation have a positive and significant influence on the teachers performance of SMK Negeri in Palembang. DA - 2018/07/20/ PY - 2018 DP - ResearchGate VL - 7 SP - 19 EP - 29 J2 - International Journal of Scientific & Technology Research KW - ⛔ No DOI found ER - TY - JOUR TI - The Influences of Emotion on Learning and Memory AU - Tyng, Chai M AU - Amin, Hafeez U AU - Saad, Mohamad N AU - Malik, Aamir S T2 - Frontiers in Psychology AB - Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving. Emotion has a particularly strong influence on attention, especially modulating the selectivity of attention as well as motivating action and behavior. This attentional and executive control is intimately linked to learning processes, as intrinsically limited attentional capacities are better focused on relevant information. Emotion also facilitates encoding and helps retrieval of information efficiently. However, the effects of emotion on learning and memory are not always univalent, as studies have reported that emotion either enhances or impairs learning and long-term memory (LTM) retention, depending on a range of factors. Recent neuroimaging findings have indicated that the amygdala and prefrontal cortex cooperate with the medial temporal lobe in an integrated manner that affords (i) the amygdala modulating memory consolidation; (ii) the prefrontal cortex mediating memory encoding and formation; and (iii) the hippocampus for successful learning and LTM retention. We also review the nested hierarchies of circular emotional control and cognitive regulation (bottom-up and top-down influences) within the brain to achieve optimal integration of emotional and cognitive processing. This review highlights a basic evolutionary approach to emotion to understand the effects of emotion on learning and memory and the functional roles played by various brain regions and their mutual interactions in relation to emotional processing. We also summarize the current state of knowledge on the impact of emotion on memory and map implications for educational settings. In addition to elucidating the memory-enhancing effects of emotion, neuroimaging findings extend our understanding of emotional influences on learning and memory processes; this knowledge may be useful for the design of effective educational curricula to provide a conducive learning environment for both traditional “live” learning in classrooms and “virtual” learning through online-based educational technologies. DA - 2017/// PY - 2017 DO - 10.3389/fpsyg.2017.01454 VL - 8 SP - 1454 UR - https://doi.org/10.3389/fpsyg.2017.01454 Y2 - 2021/03/18/00:00:00 ER - TY - JOUR TI - The Informal Apprenticeship Miracle: A Case for Mbare-Magaba Informal Industry, Zimbabwe AU - Wonder, M AU - Tenson, M T2 - Eastern Africa Social Science Research Review AB - The economic turbulences faced by Zimbabwe in the first decade of the 21st century culminated in almost total demise of the formal industry. Concomitantly, this resulted in the emergence and proliferation of the informal industry as an alternative solution. This study explored the training strategies and approaches employed in the informal manufacturing industry. The study adopted the qualitative research paradigm to collect, present and analyse data. Findings from the study point to the efficacy of the informal apprenticeship in terms of human capital development and hence this skills training approach becomes the main trajectory to economic recovery for Zimbabwe. DA - 2017/// PY - 2017 DO - 10.1353/eas.2017.0008 LA - en UR - https://muse.jhu.edu/article/669259/summary KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:artist KW - P:manufacture KW - P:social KW - T:Lehrlingsausbildung KW - T:apprenticeship training KW - publicImportV1 ER - TY - BOOK TI - The Integration of Tablet Computers in Preparing Students for the Grade Four Literacy Test: Perception Versus Reality AU - McGhie-Sinclair, Tracy-Ann S. DA - 2017/// PY - 2017 DP - Google Scholar PB - Temple University ST - The Integration of Tablet Computers in Preparing Students for the Grade Four Literacy Test KW - __C:filed:1 ER - TY - BOOK TI - The International Handbook of Mathematics Teacher Education AU - Jaworski, B AU - Wood, T DA - 2008/// PY - 2008 VL - 4 PB - Sense Publishers ER - TY - JOUR TI - The interrelation between cognitive and motor development in typically developing children aged 4–11 years is underpinned by visual processing and fine manual control AU - Davis, Emma E. AU - Pitchford, Nicola J. AU - Limback, Ellie T2 - British Journal of Psychology DA - 2011/// PY - 2011 DO - 10.1111/j.2044-8295.2011.02018.x DP - Google Scholar VL - 102 IS - 3 SP - 569 EP - 584 ER - TY - JOUR TI - The intrinsic shape of spiral galaxies in the 2mass large galaxy atlas AU - Ryden, Barbara S. T2 - The Astrophysical Journal DA - 2006/// PY - 2006 DO - 10.1086/500497 DP - Google Scholar VL - 641 IS - 2 SP - 773 KW - __C:filed:1 ER - TY - RPRT TI - The iPad as a Tool For Education - a case study AU - Heinrich, P. DA - 2012/// PY - 2012 M3 - Naace Research Papers ER - TY - JOUR TI - The Ivory Tower Lost: How College Students Respond Differently than the General Public to the COVID-19 Pandemic AU - Duong, Viet AU - Pham, Phu AU - Yang, Tongyu AU - Wang, Yu AU - Luo, Jiebo T2 - arXiv:2004.09968 [cs] AB - Recently, the pandemic of the novel Coronavirus Disease-2019 (COVID-19) has presented governments with ultimate challenges. In the United States, the country with the highest confirmed COVID-19 infection cases, a nationwide social distancing protocol has been implemented by the President. For the first time in a hundred years since the 1918 flu pandemic, the US population is mandated to stay in their households and avoid public contact. As a result, the majority of public venues and services have ceased their operations. Following the closure of the University of Washington on March 7th, more than a thousand colleges and universities in the United States have cancelled in-person classes and campus activities, impacting millions of students. This paper aims to discover the social implications of this unprecedented disruption in our interactive society regarding both the general public and higher education populations by mining people's opinions on social media. We discover several topics embedded in a large number of COVID-19 tweets that represent the most central issues related to the pandemic, which are of great concerns for both college students and the general public. Moreover, we find significant differences between these two groups of Twitter users with respect to the sentiments they expressed towards the COVID-19 issues. To our best knowledge, this is the first social media-based study which focuses on the college student community's demographics and responses to prevalent social issues during a major crisis. DA - 2020/04/21/ PY - 2020 DP - arXiv.org ST - The Ivory Tower Lost UR - http://arxiv.org/abs/2004.09968 Y2 - 2020/08/12/17:13:10 KW - Computer Science - Computation and Language KW - Computer Science - Machine Learning KW - Computer Science - Social and Information Networks KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - RPRT TI - The Journey to Scale: Moving Together Past Digital Health Pilots AU - Wilson, Kate AU - Gertz, Beth AU - Arenth, Breese AU - Salisbury, Nicole DA - 2014/// PY - 2014 DP - Zotero SP - 48 LA - en PB - PATH KW - Final_citation KW - cited KW - existing ER - TY - ELEC TI - The June 16 Soweto Youth Uprising | South African History Online AU - SA History Online DA - 2020/// PY - 2020 UR - https://www.sahistory.org.za/article/june-16-soweto-youth-uprising Y2 - 2020/06/15/20:37:42 ER - TY - RPRT TI - The labor market impacts of technological change: From unbridled enthusiasm to qualified optimism to vast uncertainty AU - Autor, David DA - 2022/// PY - 2022 DP - Google Scholar PB - National Bureau of Economic Research ST - The labor market impacts of technological change UR - https://www.nber.org/papers/w30074 Y2 - 2024/02/29/14:16:07 KW - Final_citation ER - TY - JOUR TI - The Lancet and Financial Times Commission on governing health futures 2030: growing up in a digital world AU - Kickbusch, Ilona AU - Piselli, Dario AU - Agrawal, Anurag AU - Balicer, Ran AU - Banner, Olivia AU - Adelhardt, Michael AU - Capobianco, Emanuele AU - Fabian, Christopher AU - Gill, Amandeep Singh AU - Lupton, Deborah AU - Medhora, Rohinton P. AU - Ndili, Njide AU - Ryś, Andrzej AU - Sambuli, Nanjira AU - Settle, Dykki AU - Swaminathan, Soumya AU - Morales, Jeanette Vega AU - Wolpert, Miranda AU - Wyckoff, Andrew W. AU - Xue, Lan AU - Bytyqi, Aferdita AU - Franz, Christian AU - Gray, Whitney AU - Holly, Louise AU - Neumann, Micaela AU - Panda, Lipsa AU - Smith, Robert D. AU - Stevens, Enow Awah Georges AU - Wong, Brian Li Han T2 - The Lancet DA - 2021/11/06/ PY - 2021 DO - 10.1016/S0140-6736(21)01824-9 DP - www.thelancet.com VL - 398 IS - 10312 SP - 1727 EP - 1776 J2 - The Lancet LA - English SN - 0140-6736, 1474-547X ST - The Lancet and Financial Times Commission on governing health futures 2030 UR - https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(21)01824-9/fulltext Y2 - 2024/03/20/00:18:51 KW - Final_citation ER - TY - JOUR TI - The landscape of research on learning in low-tech environments AU - Campana, Kathleen AU - Agarwal, Naresh Kumar T2 - Information and Learning Sciences DA - 2019/// PY - 2019 DO - 10.1108/ILS-10-2019-0103 DP - Google Scholar KW - __C:filed:1 ER - TY - JOUR TI - The Last Mile in School Access: Mapping Education Deserts in Developing Countries AU - Rodriguez-Segura, Daniel AU - Kim, Brian Heseung T2 - Development Engineering AB - With recent advances in high-resolution satellite imagery and machine vision algorithms, fine-grain geospatial data on population are now widely available: kilometer-bykilometer, worldwide. In this paper, we showcase how researchers and policymakers in developing countries can leverage these novel data to precisely identify “education deserts” - localized areas where families lack physical access to education - at unprecedented scale, detail, and costeffectiveness. We demonstrate how these analyses could valuably inform educational access initiatives like school construction and transportation investments, and outline a variety of analytic extensions to gain deeper insight into the state of school access across a given country. We conduct a proof-of-concept analysis in the context of Guatemala, which has historically struggled with educational access, as a demonstration of the utility, viability, and flexibility of our proposed approach. We find that the vast majority of Guatemalan population lives within 3 km of a public primary school, indicating a generally low incidence of distance as a barrier to education in that context. However, we still identify concentrated pockets of population for whom the distance to school remains prohibitive, revealing important geographic variation within the strong countrywide average. Finally, we show how even a small number of optimally-placed schools in these areas, using a simple algorithm we develop, could substantially reduce the incidence of “education deserts” in this context. We make our entire codebase available to the public – fully free, opensource, heavily documented, and designed for broad use – allowing analysts across contexts to easily replicate our proposed analyses for other countries, educational levels, and public goods more generally. DA - 2021/01/01/ PY - 2021 DO - 10.1016/j.deveng.2021.100064 DP - Zotero VL - 6 SP - 30 J2 - Development Engineering LA - en SN - 2352-7285 ST - The last mile in school access UR - https://www.sciencedirect.com/science/article/pii/S2352728521000063 Y2 - 2022/04/18/18:27:30 KW - Access to education KW - Education deserts KW - Education in developing countries KW - School placement ER - TY - JOUR TI - The Learnership Model of Workplace Training and Its Effective Management: Lessons Learnt from a Southern African Case Study AU - Davies, Theresa-Anne AU - Farquharson, Fiona T2 - Journal of Vocational Education & Training AB - Since 1998, the "Learnership" model of workplace training has been promoted in South Africa as a creative vehicle for addressing high unemployment rates and a serious skills shortage. This is achieved through fast-tracking the acquisition of skills and increasing a learner's chances of employment. However, because learnerships are a recent innovation, the body of applied knowledge is small. This article aims to contribute to what is known through examining a series of pilot projects, implemented between 1997 and 2001 in KwaZulu-Natal. A key finding concerns how learnerships are managed: the effective delivery of a learnership programme and of its outcomes requires the involvement of key stakeholders from the outset, role clarity and a carefully structured and monitored process of implementation. Using a case study approach, this article situates learnerships within the context of workplace training; explores four key lessons learnt and presents a proposed model of effective learnership management. (Contains 2 tables, 2 figures and 4 notes.) DA - 2004/// PY - 2004 DO - 10.1080/13636820400200253 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:outcomes KW - P:measurement KW - R:case study KW - T:Lehrlingsausbildung KW - T:TVET KW - T:Training KW - Z:Apprenticeships KW - Z:Case Studies KW - Z:Education Work Relationship KW - Z:Foreign Countries KW - Z:Job Skills KW - Z:Job Training KW - Z:Labor Market KW - Z:Models KW - Z:Pilot Projects KW - Z:Skill Development KW - Z:Vocational Education KW - Z:Work Experience KW - publicImportV1 ER - TY - RPRT TI - The learning circle experience: Findings from the P2PU participant survey AU - Fellows, Michelle CY - Seattle, WA, USA DA - 2018/// PY - 2018 PB - University of Washington Information School UR - https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/40986/Findings%20from%20the%20P2PU%20learning%20circle%20participant%20post-survey.pdf Y2 - 2020/07/20/12:45:40 ER - TY - JOUR TI - The level of Internet access and ICT training for health information professionals in sub‐Saharan Africa AU - Ajuwon, A A AU - Rhine, L T2 - Health Information & Libraries Journal AB - Background: Information and Communication Technologies (ICTs) are important tools for development. Despite its significant growth on a global scale, Internet access is limited in sub‐Saharan Africa (SSA). Few studies have explored Internet access, use of electronic resources and ICT training among health information professionals in Africa. Objective: The study assessed Internet access, use of electronic resources and ICT training among health information professionals in SSA. Methods: A 26‐item self‐administered questionnaire in English and French was used for data collection. The questionnaire was completed by health information professionals from five Listservs and delegates at the 10th biannual Congress of the Association of Health Information and Libraries in Africa (AHILA). Results: A total of 121 respondents participated in the study and, of those, 68% lived in their countries’ capital. The majority (85.1%) had Internet access at work and 40.8% used cybercafes as alternative access points. Slightly less than two‐thirds (61.2%) first learned to use ICT through self‐teaching, whilst 70.2% had not received any formal training in the previous year. Eighty‐eight per cent of respondents required further ICT training. Conclusions and recommendations: In SSA, freely available digital information resources are underutilized by health information professionals. ICT training is recommended to optimize use of digital resources. To harness these resources, intergovernmental and non‐governmental organizations must play a key role. DA - 2008/// PY - 2008 DO - 10.1111/j.1471-1842.2007.00758.x LA - en UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2007.00758.x KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Central Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Kenya KW - C:South Africa KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - P:electro KW - P:health KW - P:service industry KW - Q:ICT KW - Q:distance learning KW - T:Ausbildung KW - T:Training KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - The Lifeline Program: A Case Study of Workforce Education Combating Poverty for Females in Ghana AU - Smith, Bettye P AU - Lowe, Tony AU - Hunt-Hurst, Patricia AU - Okech, David AU - Blalock, Emily AU - Dery, Alexis T2 - International Education AB - This case study research examined the contributions of the Lifeline Program in Ghana, West Africa to the preparation of young women for the workforce; this preparation is an effort to combat poverty. In this research report, a succinct overview of Ghana was provided, the economic status of the country was delineated, and the history of the Lifeline Program from its inception was given. The research provided an explanation of each of the three vocational skills training programs offered by Lifeline: catering, dressmaking, and hairdressing. The vocational skills training programs in Ghana are likened to workforce education programs in the United States. Conclusions were drawn for the Lifeline Program and the vocational skills training programs based on the Human Capital Theory, a major economic framework. Also, recommendations were suggested based on the findings and the theory that undergirded this case study. [PUBLICATION ABSTRACT] DA - 2013/// PY - 2013 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:women KW - P:economy KW - P:measurement KW - R:case study KW - T:Ausbildung KW - T:vocational skills KW - T:workplace education KW - Z:Accelerated death benefits KW - Z:Case studies KW - Z:Education KW - Z:Females KW - Z:Workforce KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - The likely impact of COVID-19 on education: reflections based on the existing literature and recent international datasets. AU - European Commission. Joint Research Centre. CY - LU DA - 2020/// PY - 2020 DP - DOI.org (CSL JSON) LA - en PB - Publications Office ST - The likely impact of COVID-19 on education UR - https://data.europa.eu/doi/10.2760/126686 Y2 - 2021/04/26/15:26:07 ER - TY - JOUR TI - The Limitations of Access Alone: moving towards open processes in education technology AU - Knox, Jeremy T2 - OpenPraxis DA - 2013/// PY - 2013 DO - 10.5944/openpraxis.5.1.36 VL - 5 IS - 1 LA - en ST - (6) (PDF) The Limitations of Access Alone UR - https://www.researchgate.net/publication/290151640_The_Limitations_of_Access_Alone_moving_towards_open_processes_in_education_technology Y2 - 2020/09/16/12:28:38 KW - C:International ER - TY - JOUR TI - The Links Between Girls’ Life Skills Intervention in Emergencies and their Return to Education Post-crisis and Prevention of Unwanted Pregnancies and Early Marriage AU - Rafaeli, Tal AB - This rapid review focuses on identifying evidence and lessons learned on the links between life skills interventions in emergency settings and the prevention of unwanted pregnancies and early marriage and return to education post crisis amongst adolescent girls. It seeks to enable learning from past emergencies to inform the design of effective support to adolescent girls throughout the COVID-19 crisis. Due to the focus on adolescent girls and emergency settings, an area with limited rigorous evaluations (Nobel et al., 2019), this report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to enable the capturing of any significant learnings from relevant programmes. Evidence and lessons learned from specific programmes identified in the review suggest that life skills interventions for adolescent girls in emergencies impact on areas that have the potential to lead to reduction in unwanted pregnancies and early marriage and support return to education, and limited evidence that they can have direct impact on these outcomes. Ten relevant interventions with impact or lessons learned where identified. Most of these interventions were implemented with adolescent girls from displaced communities and in refugee camps in Sub Saharan Africa. A small number of programmes reported a direct link between the interventions and the outcomes in the research question. Three mentioned impact on girls continuing and returning to education (Plan International, 2019; UNDF, 2016), three mention impact on reducing early marriage (IRC, 2018b; UNDF, 2016), and one mentions direct impact on reducing unwanted pregnancy (Bandiera et al, 2019). DA - 2020/04/20/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15273 Y2 - 2022/12/18/18:15:53 KW - ⛔ No DOI found ER - TY - THES TI - The lived experience of undergraduate students using tablet devices AU - Prendergast, Trevor DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - Durham University KW - _C:Canada CAN KW - _C:Czech Republic CZE KW - _C:France FRA KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Ireland IRL KW - _C:Malaysia MYS KW - _C:Slovakia SVK KW - _C:Spain ESP KW - _C:Trinidad and Tobago TTO KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - The Maldives and Sri Lanka: Question & Answer Session AU - Adam, Taskeen AU - Kaye, Tom AU - Haßler, Björn CY - Cambridge, UK DA - 2020/06/18/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 18 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - F: Helpdesk response KW - LP: English KW - _C:Austria AUT KW - _C:India IND KW - _C:Maldives MDV KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Uganda UGA KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - The marginal returns to distance education: Evidence from mexico’s telesecundarias AU - Borghesan, Emilio AU - Vasey, Gabrielle DA - 2021/// PY - 2021 DP - Google Scholar ST - The marginal returns to distance education KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - The meaning of “capacity building” for the nurse workforce in sub-Saharan Africa: An integrative review AU - Ridge, Laura Jean AU - Klar, Robin Toft AU - Stimpfel, Amy Witkoski AU - Squires, Allison T2 - International Journal of Nursing Studies AB - Background: “Capacity building” is an international development strategy which receives billions of dollars of investment annually and is utilized by major development agencies globally. However, there is a lack of consensus around what “capacity building” or even “capacity” itself, means. Nurses are the frequent target of capacity building programming in sub-Saharan Africa as they provide the majority of healthcare in that region. Objectives: This study explored how “capacity” was conceptualized and operationalized by capacity building practitioners working in sub-Saharan Africa to develop its nursing workforce, and to assess Hilderband and Grindle's (1996) “Dimensions of Capacity” model was for fit with “capacity's” definition in the field. Design: An integrative review of the literature using systematic search criteria. Data sources searched included: PubMed, the Cumulative Index for Nursing and Allied Health Literature Plus, the Excerpt Medica Database, and Web of Science. Review methods: This review utilized conventional content analysis to assess how capacity building practitioners working in sub-Saharan Africa utilize the term “capacity” in the nursing context. Content analysis was conducted separately for how capacity building practitioners described “capacity” versus how their programs operationalized it. Identified themes were then assessed for fit with Hilderband and Grindle's (1996) “Dimensions of Capacity” model. Results: Analysis showed primary themes for conceptualization of capacity building of nurses by practitioners included: human resources for health, particularly pre- and post- nursing licensure training, and human (nursing) resource retention. Other themes included: management, health expenditure, and physical resources. There are several commonly used metrics for human resources for health, and a few for health expenditures, but none for management or physical resources. Overlapping themes of operationalization include: number of healthcare workers, post-licensure training, and physical resources. The Hilderband and Grindle (1996) model was a strong fit with how capacity is defined by practitioners working on nursing workforce issues in sub-Saharan Africa. If overall significant differences between conceptualization and operationalization emerged, as the reader I want to know what these differences were. Conclusions: This review indicates there is significant informal consensus on the definition of “capacity” and that the Hilderbrand and Grindle (1996) framework is a good representation of that consensus. This framework could be utilized by capacity building practitioners and researchers as those groups plan, execute, and evaluate nursing capacity building programming. DA - 2018/// PY - 2018 DO - 10.1016/j.ijnurstu.2018.04.019 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - AAZ:Africa South of the Sahara KW - C:Rwanda KW - C:South Africa KW - CA:AandC KW - CCZ:Rwanda KW - CCZ:South Africa KW - CCZ:Uganda KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:P KW - CT:T KW - D:developing country KW - P:health KW - P:media KW - P:nurse KW - T:Training KW - Z:Capacity building/methods KW - Z:Developing countries KW - Z:Education KW - Z:Health manpower KW - Z:Nursing KW - Z:Staff KW - _C:Uganda UGA KW - publicImportV1 ER - TY - BOOK TI - The Meaning of Contemplation for Social Qualitative Research: Applications and Examples AU - Konecki, Krzysztof T. AB - This book offers an account of contemplative reflection in qualitative social research. Focusing on the experiences of the researcher – including sensory and emotional experiences – and the work of the mind in the investigative process, it considers the means by which the researcher’s basic assumptions can be analyzed and bracketed, so as to shed light on the process by which knowledge is produced. Through an exploration of the methods of meditation, auto-observation and self-reports, epoché, "contemplative memo-ing," and the contemplative diary, the author explores the essential role of subjectivity in qualitative research, providing inspiration for more mindful research. As such, it will appeal to scholars of sociology, anthropology, and geography with interests in phenomenology, research methods, and the role of the mind in the research process. CY - London DA - 2021/12/30/ PY - 2021 DP - Google Books ET - 1 SP - 173 LA - en PB - Routledge SN - 978-1-00-053053-7 ST - The Meaning of Contemplation for Social Qualitative Research UR - https://www.taylorfrancis.com/books/9781003179689 KW - Social Science / Methodology KW - Social Science / Research ER - TY - CHAP TI - The 'Meaning' of Technology AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - This chapter explores the relationship between technology and human meaning making. We begin by challenging the common assumption that technology is a threat to human meaning and move on to explore why collaborations with technology can lead to a greater sense of meaning for learners. We argue that education for meaning requires the design of educational technology that helps learners to more deeply participate in systems that unite the biological, social and technological. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - RPRT TI - The Mobile Gender Gap Report AU - Jeffrie, Nadia DA - 2023/// PY - 2023 PB - GSMA ER - TY - RPRT TI - The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why? AU - Christensen, Gayle AU - Steinmetz, Andrew AU - Alcorn, Brandon AU - Bennett, Amy AU - Woods, Deirdre AU - Emanuel, Ezekiel AB - Massive open online courses (MOOCs) have commanded considerable public attention due to their sudden rise and disruptive potential. But there are no robust, published data that describe who is taking these courses and why they are doing so. As such, we do not yet know how transformative the MOOC phenomenon can or will be. We conducted an online survey of students enrolled in at least one of the University of Pennsylvania’s 32 MOOCs offed on the Coursera platform. The student population tends to be young, well educated, and employed, with a majority from developed countries. There are significantly more males than females taking MOOCs, especially in BRIC and other developing countries. Students’ main reasons for taking a MOOC are advancing in their current job and satisfying curiosity. The individuals the MOOC revolution is supposed to help the most — those without access to higher education in developing countries — are underrepresented among the early adopters. CY - Rochester, NY DA - 2013/11/06/ PY - 2013 DP - papers.ssrn.com LA - en M3 - SSRN Scholarly Paper PB - Social Science Research Network SN - ID 2350964 ST - The MOOC Phenomenon UR - https://papers.ssrn.com/abstract=2350964 Y2 - 2020/09/15/12:06:52 KW - C: International KW - Distance Education KW - MOOCs KW - Massive Open Online Courses KW - Online Education ER - TY - JOUR TI - The MOOC pivot AU - Reich, Justin AU - Ruipérez-Valiente, José A. T2 - Science DA - 2019/// PY - 2019 DO - 10.1126/science.aav7958 DP - Google Scholar VL - 363 IS - 6423 SP - 130 EP - 131 KW - Final_citation KW - cited KW - existing ER - TY - BOOK TI - The Mutual Construction of Statistics and Society A3 - Saetnan, Ann Rudinow A3 - Lomell, Heidi Mork A3 - Hammer, Svein DA - 2010/09/13/ PY - 2010 DP - Amazon SP - 314 LA - Inglés ER - TY - JOUR TI - The narrowing of curriculum and pedagogy in the age of accountability: Urban educators speak out AU - Crocco, M.S. AU - Costigan, A.T. T2 - Urban Education DA - 2007/// PY - 2007 DO - 10.1177/0042085907304964 VL - 42 IS - 6 SP - 512 EP - 535 UR - https://doi.org/10.1177/0042085907304964. ER - TY - JOUR TI - The Need for Context-specificity in Global Educational Policy Transfer by Non-state Actors: The Case of" Teach for All" to" Teach for India AU - OLANREWAJU, GIDEON SEUN DA - 2021/// PY - 2021 DO - 10.31686/ijier.vol9.iss5.3137 DP - Google Scholar ST - The Need for Context-specificity in Global Educational Policy Transfer by Non-state Actors ER - TY - CONF TI - The need of developing a self-critical experimental attitude – intentions, concepts and consequences for vocational teacher education AU - Naeve-Stoß, Nicole AB - The central aim of teacher education is to develop a profound scientific professionalism, which enables teachers to reflect upon their educational actions in a complex and non-standardized pedagogical environment. In this sense, study programs in teacher education for vocational schools should foster the development of both a self-critical experimental attitude and an inquiry-based disposition, as well as the willingness to engage in self-reflection. The development of such attitudes is enabled by the concepts of reflexive and research-based learning, which will be outlined in this paper. C3 - Social Dimension and Participation in Vocational Education and Training DA - 2017/// PY - 2017 DP - Zotero SP - 4 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CHAP TI - The ‘New’ New Technology: Exploiting the Potential of Mobile Communications and Open Educational Resources AU - Power, Tom T2 - Teacher Education and the Challenge of of Development: a Global Analysis A2 - Moon, B. T3 - Education, Poverty and International Development Series CY - New York DA - 2013/// PY - 2013 SP - 212 EP - 226 PB - Routledge ST - Teachers and the development agenda: An introduction ER - TY - JOUR TI - The next bibliometrics: ALMetrics (Author Level Metrics) and the multiple faces of author impact AU - Orduña-Malea, Enrique AU - Martín-Martín, Alberto AU - Delgado-López-Cózar, Emilio T2 - El profesional de la información (EPI) DA - 2016/// PY - 2016 DO - 10.3145/epi.2016.may.18 DP - Google Scholar VL - 25 IS - 3 SP - 485 EP - 496 ST - The next bibliometrics ER - TY - BLOG TI - The next frontier: insights from Global event on Education Evidence Labs AU - Turney, Ella T2 - Jacobs Foundation AB - The Global Convening on Education Evidence Labs, hosted by Jacobs Foundation in partnership with the Foreign, Commonwealth, and Development Office (FCDO), alongside support from On Think Tanks (OTT), brought together stakeholders from Ministries of Education, EdLab implementing units, research institutions, multilateral agencies, and global funders. The event, held in mid-October 2023, aimed to address the […] DA - 2023/11/15/T11:45:18+00:00 PY - 2023 LA - en-US ST - The next frontier UR - https://jacobsfoundation.org/the-next-frontier-insights-from-global-event-on-education-evidence-labs/ Y2 - 2023/11/23/13:00:36 ER - TY - JOUR TI - The next generation of machine learning for tracking adaptation texts AU - Sietsma, Anne J. AU - Ford, James D. AU - Minx, Jan C. T2 - Nature Climate Change AB - Machine learning presents opportunities for tracking evidence on climate change adaptation, including text-based methods from natural language processing. In theory, such tools can analyse more data in less time, using fewer resources and with less risk of bias. However, the first generation of adaptation studies have delivered only proof of concepts. Reviewing these first studies, we argue that future efforts should focus on creating more diverse datasets, investigating concrete hypotheses, fostering collaboration and promoting ‘machine learning literacy’, including understanding bias. More fundamentally, machine learning enables a paradigmatic shift towards automating repetitive tasks and makes interactive ‘living evidence’ platforms possible. Broadly, the adaptation community is failing to prepare for this shift. Flagship projects of organizations such as the IPCC could help to lead the way. CN - openalex: W4390273618 DA - 2023/12/27/ PY - 2023 DO - 10.1038/s41558-023-01890-3 VL - 14 IS - 1 SP - 31 EP - 39 J2 - Nat. Clim. Chang. LA - en SN - 1758-678X UR - https://doi.org/10.1038/s41558-023-01890-3 KW - Climate-change impacts KW - Interdisciplinary studies KW - Research data KW - _z:no_pdf KW - openalex:citedBy KW - openalex:import KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - CONF TI - The Nigerian Agricultural Sector: Issues & Challenges AU - Tudunwada, I.Y. C3 - 8th Annual Conference of National Council of Local Governments Departments of Agriculture DA - 2014/// PY - 2014 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - The Obstacles of Geographical Information System (GIS) Development: A Study of Teachers' Distribution in Sukabumi, Indonesia AU - Yani, Ahmad AU - Rosita, Rosita T2 - 6th International Conference on Educational, Management, Administration and Leadership AB - Geographical Information System (GIS) is an application used to process data in form of thematic maps which is arranged overlapping to produce informations needed by the user. Employing descriptive method, this study indicated that basically the GIS deve DA - 2016/08// PY - 2016 DO - 10.2991/icemal-16.2016.15 DP - www.atlantis-press.com SP - 63 EP - 66 LA - en PB - Atlantis Press SN - 978-94-6252-279-4 ST - The Obstacles of Geographical Information System (GIS) Development UR - https://www.atlantis-press.com/proceedings/icemal-16/25867339 Y2 - 2021/03/07/17:51:24 KW - Lebanon_event_2021 KW - _C:Indonesia IDN KW - _C:Kenya KEN KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The OECS Model of Integration in the Context of Caribbean Regionalism AU - Ishmael, Len T2 - Membresía de CRIES/CRIES Members DA - 2002/// PY - 2002 DP - Google Scholar SP - 37 KW - ⛔ No DOI found ER - TY - JOUR TI - The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan Africa AU - Haßler, Björn AU - Hennessy, S. AU - Hofmann, R T2 - Frontiers in Education AB - Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context. DA - 2020/// PY - 2020 DO - 10.3389/feduc.2020.00146 DP - Frontiers VL - 5 IS - 146 J2 - Frontiers in Education LA - English SN - 2504-284X ST - OER4Schools 2010-2014 UR - https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Education&id=564178 KW - Active Learning KW - Africa KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - C:Zambia KW - Culturally responsive pedagogy (CRP) KW - Design-based implementation research KW - Developing Nations KW - Educational Technology KW - Elementary Secondary Education KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - Inservice Teacher Education KW - Interactive Pedagogy KW - Learner-centred pedagogy KW - Low Income Groups KW - Motivation KW - Open Educational Resources KW - Peer Teaching KW - Resource Allocation KW - Rural Schools KW - STC-TLC KW - Scaffolding (Teaching Technique) KW - Scheduling KW - School leadership KW - Shared Resources and Services KW - Sustainable Development KW - Sustainable Development Goal (SDG) 4 KW - Sustainable Development Goal 4 KW - Teacher Profesisonal Development KW - Teacher Professional Development KW - Technology Uses in Education KW - Telecommunications KW - Zambia KW - __C:filed:1 KW - ___working_potential_duplicate KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:b KW - peer-facilitation KW - school improvement KW - school-based active learning KW - sub-Saharan Africa ER - TY - ELEC TI - The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa. AU - Hennessy, S. AU - Haßler, Björn DA - 2012///2015 PY - 2012 UR - www.oer4schools.org KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Additional Materials AU - Hennessy, S. AU - Haßler, Björn DA - 2014/// PY - 2014 UR - www.oer4schools.org KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _DOILIVE KW - _zenodo:submitted ER - TY - RPRT TI - The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Facilitators' Version AU - Hennessy, S. AU - Haßler, Björn DA - 2014/// PY - 2014 UR - www.oer4schools.org KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _DOILIVE KW - _zenodo:submitted ER - TY - VIDEO TI - The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants' Version AU - Haßler, Björn DA - 2014/// PY - 2014 UR - https://www.youtube.com/user/OER4Schools/playlists KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - ___duplicate_item ER - TY - RPRT TI - The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants' Version AU - Hennessy, S. AU - Haßler, Björn DA - 2014/// PY - 2014 PB - The Centre for Commonwealth Education UR - www.oer4schools.org KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _DOILIVE KW - ___duplicate_item KW - _zenodo:submitted KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - JOUR TI - The Online Interface and Social Inclusion: A MOOC Study in Turkey AU - Meri-Yilan, Serpil T2 - Journal of Interactive Media in Education AB - One of the virtues of Massive Open Online Courses (MOOCs) is that, because of their scalability, temporal flexibility and digital mediation, they have the potential to increase learner numbers in higher education, boosting their general level of social inclusion. Whether a MOOC actually succeeds in enhancing students’ social inclusion, however, is shaped by two elements of the course: 1) the features of the online interface – the embedded linguistic, pedagogical and interactive features that direct students’ engagement with the course materials, the educator and their peers; and 2) the knowledge content of the course, especially its relevancy for equipping learners to be able to engage meaningfully with the world after completion of the MOOC. With this in mind, this paper focuses on the first element, exploring Turkish students’ experiences of taking a MOOC and their perceptions of how the MOOC interface shaped their sense of social inclusion. Fifteen university-level students registered for a five-week MOOC on how to improve their English language writing skills. They then completed a questionnaire about their views on the learning experience. Nine of the students also kept diaries reflecting on their learning through the MOOC. Findings reveal that these students had a positive view of the MOOC, with different elements of the online interface playing important roles in improving digital, educational and social inclusion. The paper ends by recommending that researchers should further investigate the relationship between social inclusion and MOOCs; that course designers should rethink the role of online interfaces within MOOCS; and that Turkish higher education institutions should develop more MOOCs with locally relevant features embedded within them. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.558 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 12 LA - en SN - 1365-893X ST - The Online Interface and Social Inclusion UR - http://jime.open.ac.uk/articles/10.5334/jime.558/ Y2 - 2020/07/11/18:36:50 KW - MOOC KW - Turkey KW - higher education KW - online interface KW - social inclusion ER - TY - RPRT TI - The OpenDevEd Zotero Workbook AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1114 DA - 2024/02/01/T00:00:00.000Z PY - 2024 LA - en M3 - Report PB - Open Development & Education UR - https://docs.opendeved.net/lib/UKV6BKEE KW - Coming soon KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - The outcomes of sexting for children and adolescents: A systematic review of the literature AU - Doyle, Caoimhe T2 - Journal of Adolescence AB - 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. DA - 2021/10/01/ PY - 2021 DO - 10.1016/j.adolescence.2021.08.009 DP - ScienceDirect VL - 92 IS - October SP - 86 EP - 113 J2 - Journal of Adolescence LA - en SN - 0140-1971 ST - The outcomes of sexting for children and adolescents UR - https://www.sciencedirect.com/science/article/pii/S0140197121001111 Y2 - 2023/01/05/00:09:01 KW - Adolescents KW - Children KW - Cybersex KW - Final_citation KW - Review KW - Sexting KW - anystyle KW - existing ER - TY - JOUR TI - The pathway to progress on SDG 4 requires the global education architecture to focus on foundational learning and to hold ourselves accountable for achieving it AU - Beeharry, Girindre T2 - International Journal of Educational Development AB - Levels of reading comprehension and ability to do basic mathematics are shockingly low among primary-age children in low-income countries, despite the efforts of global education actors. This essay will argue that to make real progress on improving learning, actors in the sector need to prioritize a few key goals – in particular foundational literacy and numeracy – monitor progress to achieve them, and hold ourselves collectively accountable for improving results. Recent efforts such as the World Bank’s Foundational Learning Compact show promise but will require the support and scrutiny of other actors. DA - 2021/04/01/ PY - 2021 DO - 10.1016/j.ijedudev.2021.102375 DP - ScienceDirect VL - 82 SP - 102375 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - https://www.sciencedirect.com/science/article/pii/S0738059321000286 Y2 - 2021/03/06/13:52:01 KW - Foundational learning KW - Foundational literacy and numeracy KW - Global education KW - Global education architecture ER - TY - JOUR TI - The patterns and purposes of school-based and cluster teacher professional development programs AU - Leu, Elizabeth T2 - Issues Brief DA - 2004/// PY - 2004 DP - Google Scholar VL - 1 UR - http://www.equip123.net/docs/working-p2.pdf Y2 - 2014/07/22/09:14:47 KW - ⛔ No DOI found ER - TY - JOUR TI - The (Perceived) Returns to Education and the Demand for Schooling. AU - Jensen, Robert T2 - The Quarterly Journal of Economics DA - 2010/// PY - 2010 DO - 10.1162/qjec.2010.125.2.515 VL - 125 SP - 515 EP - 548 UR - https://doi.org/10.1162/qjec.2010.125.2.515 ER - TY - JOUR TI - The Perception of Educational Stakeholders on Utilization of E-learning Technology for Quality Instructional Delivery in Universities in Rivers State, Nigeria AU - Owo, Offia AU - Udoka, Isaac T2 - Journal of Learning for Development AB - The study was conducted in Rivers State, South-South, Nigeria. Descriptive survey design was adopted for the study, which comprised 168 subjects (44 lecturers and 124 students). Two research questions were posed by the researchers to guide the study. The study used questionnaires to elicit information from respondents. Mean and standard deviation were descriptive statistical tools used to answer the research questions. The findings of the study revealed, amongst others, that many universities in Nigeria lacked digital facilities for quality e-teaching and learning and, again, university lecturers and students required core digital skills for effective e-learning. Based on these findings, it was recommended, amongst others, that the Nigerian government, in collaboration with university authorities, should ensure adequate provision of ICT equipment and facilities in universities for quality e-teaching and learning. Furthermore, adequate ICT training programmes should be set up for the training of lecturers and students in digital technology in order to realise effective e-learning in the Nigerian university system. DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 312 EP - 326 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/472 Y2 - 2022/04/05/12:25:21 KW - ICT facilities KW - _genre:PR-primary_research KW - digital skills development. KW - e-learning KW - e-teaching KW - university education KW - ⛔ No DOI found ER - TY - JOUR TI - The perils of preprints AU - Schalkwyk, May C. I. van AU - Hird, Thomas R. AU - Maani, Nason AU - Petticrew, Mark AU - Gilmore, Anna B. T2 - BMJ AB -

Their use and platforms require greater scrutiny

DA - 2020/08/17/ PY - 2020 DO - 10.1136/bmj.m3111 DP - www.bmj.com VL - 370 SP - m3111 J2 - BMJ LA - en SN - 1756-1833 UR - https://www.bmj.com/content/370/bmj.m3111 Y2 - 2021/10/05/18:37:31 ER - TY - BOOK TI - The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone AU - Sabarwal, Shwetlena AU - Evans, David K. AU - Marshak, Anastasia T2 - Policy research working paper : WPS DA - 2014/// PY - 2014 LA - eng PB - Washington, DC : World Bank, Education Global Practice Group & Africa Region, Office of the Chief Economist ST - The permanent input hypothesis KW - _C:Sierra Leone SLE ER - TY - RPRT TI - The Permanent Input Hypothesis : The Case of Textbooks and (No) Student Learning in Sierra Leone AU - Sabarwal, Shwetlena AU - Evans, David AU - Marshak, Anastasia T2 - Policy Research Working Paper DA - 2014/// PY - 2014 PB - World Bank KW - _C:Sierra Leone SLE ER - TY - JOUR TI - The permanent textbook hypothesis: School inputs and student outcomes in Sierra Leone AU - Sabarwal, S. AU - Evans, D. AU - Marshak, A. T2 - Compare: A Journal of Comparative and International Education DA - 2013/// PY - 2013 VL - 41 IS - 1 SP - 141 EP - 144 UR - http://cega.berkeley.edu/assets/cega_events/61/4C_Inputs_to_Education.pdf. KW - _C:Sierra Leone SLE KW - ⛔ No DOI found ER - TY - BOOK TI - The Permanent Textbook Hypothesis: School Inputs and Student Outcomes in Sierra Leone [Policy Research Working Paper] AU - Sabarwal, S. AU - Evans, D. AU - Marshak, A. T2 - Policy Research Working Paper CY - Washington, DC DA - 2014/// PY - 2014 M1 - 7021 PB - World Bank UR - http://documents1.worldbank.org/curated/en/806291468299200683/pdf/WPS7021.pdf KW - _C:Sierra Leone SLE ER - TY - CONF TI - The Physics Teachers Acceptance of Multimedia Applications-Adaptation of the technology acceptance model to investigate the influence of TPACK on physics teachers acceptance behaviour of multimedia applications. AU - Mayer, Peter AU - Girwidz, Raimund C3 - Frontiers in Education DA - 2019/// PY - 2019 DO - 10.3389/feduc.2019.00073 DP - Google Scholar VL - 4 SP - 73 PB - Frontiers KW - __C:filed:1 ER - TY - JOUR TI - The Policy of Universal Secondary Education: Its Influence on Secondary Schooling in Grenada AU - Knight, Verna T2 - Research in Comparative and International Education AB - In an era of increasing access to secondary education in the Caribbean, it becomes critical that we understand the effect that Universal Secondary Education (USE) has had on our education systems in order to inform current educational reform efforts and future educational planning. This study explores the experience of the country of Grenada with the policy of USE. The study embraces the use of mixed methodologies which included document analysis, surveys and interviews in eight secondary schools throughout the tri-island state. The study builds on previous works and contributes to a greater understanding of how policies, such as USE, can create challenges for secondary schooling if not effectively managed. The findings reveal that the implementation of USE in Grenada was challenged by literacy weaknesses and poor teacher support, and impacted school organisational practices, as well as risk factors to educational success, such as student retention, student dropout, and student discipline in schools. The findings also establish the need for further study into the practice of students' non-attendance of classes as being related to USE. DA - 2014/03/01/ PY - 2014 DO - 10.2304/rcie.2014.9.1.16 DP - SAGE Journals VL - 9 IS - 1 SP - 16 EP - 35 J2 - Research in Comparative and International Education SN - 1745-4999 ST - The Policy of Universal Secondary Education UR - https://doi.org/10.2304/rcie.2014.9.1.16 Y2 - 2020/11/06/14:27:53 ER - TY - JOUR TI - The political economy of teacher management reform in Indonesia AU - Rosser, Andrew AU - Fahmi, Mohamad T2 - International Journal of Educational Development AB - Indonesia faces serious problems in the number, cost, quality and distribution of teachers. In recent years, its central government has introduced a range of reforms to address these problems but they have produced modest results. This paper suggests that this outcome reflects the way in which predatory political and bureaucratic elites have used the school system for decades to accumulate resources, distribute patronage, mobilize political support, and exercise political control rather than promote improved learning outcomes. Efforts to reduce teacher numbers, enhance teacher quality, and improve teacher distribution have accordingly constituted an assault on the interests of these elites, provoking powerful, if often subterranean, resistance. Broadly, reform has only occurred where the central government has employed policy instruments that have disciplined local governments and maintained a commitment to these instruments in the face of resistance. The paper concludes by assessing the implications for Indonesian education. DA - 2018/07// PY - 2018 DO - 10.1016/j.ijedudev.2017.12.005 DP - DOI.org (Crossref) VL - 61 SP - 72 EP - 81 J2 - International Journal of Educational Development LA - en SN - 07380593 UR - https://linkinghub.elsevier.com/retrieve/pii/S073805931730367X Y2 - 2021/03/07/17:56:44 KW - _C:Australia AUS KW - _C:Indonesia IDN KW - _C:Netherlands NLD KW - _C:Singapore SGP KW - _C:Thailand THA KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The Political Eeconomy of the Primary Education System in Tanzania AU - Quak, Evert-jan AB - This rapid review synthesises the literature from academic, policy, and knowledge institution sources on the available evidence on the political economy of the primary education system in Tanzania. The review has a specific focus on what political economy analysis tells us about achieving quality education in Tanzania. Different distributions of power shapes decisions and incentives both at the school level as in the overall educations system. From the literature it can be concluded that building accountability mechanisms within a learning environment is one of the most effective ways to align goals, policy and practice and find a power balance in which reforms could result in quality learning outcomes for all. This could be even more important than financial resources. However, it is important to get the balance right between micro and macro level decision-making processes in quality education reforms, as research shows that they reinforce each other. DA - 2020/01/17/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14998 Y2 - 2022/12/18/18:16:15 KW - ⛔ No DOI found ER - TY - CHAP TI - The Political Thoughts of Sir Sayyid Ahmed Khan T2 - Islamic Political Thoughts and Institutions A2 - A., Abdul-Isma’il A2 - S, Shehu CY - Kano, IIIT(N DA - 2011/// PY - 2011 SP - 98 EP - 115 LA - en ER - TY - BOOK TI - The Politics of Education in Developing Countries: From Schooling to Learning A3 - Hickey, Sam A3 - Hossain, Naomi AB - Why have many developing countries that have succeeded in expanding access to education made such limited progress on improving learning outcomes? There is a growing recognition that the learning crisis constitutes a significant dimension of global inequality and also that educational outcomes in developing countries are shaped by political as well as socio-economic and other factors. The Politics of Education in Developing Countries focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries: Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda.The problem of education quality is serious across the Global South. The Politics of Education in Developing Countries: From Schooling to Learning deploys a new conceptual framework-the domains of power approach-to show how the type of political settlement shapes the level of elite commitment and state capacity to improving learning outcomes. The domain of education is prone to being highly politicized, as it offers an important source of both rents and legitimacy to political elites, and can be central to paradigmatic elite ideas around nation-building and modernity. Of particular importance is the relative strength of coalitions pushing for access as against those focused on issues of higher quality education. This book concludes with a discussion of entry points and strategies for thinking and working politically in relation to education quality reforms and critical commentaries. CY - Oxford, New York DA - 2019/03/22/ PY - 2019 DP - Oxford University Press SP - 256 PB - Oxford University Press SN - 978-0-19-883568-4 ST - The Politics of Education in Developing Countries ER - TY - RPRT TI - The Politics of Learning: Directions for Future Research AU - Pritchett, Lant DA - 2018/03/07/ PY - 2018 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) ST - The Politics of Learning UR - https://www.riseprogramme.org/publications/rise-working-paper-18020-politics-learning-directions-future-research Y2 - 2020/09/06/16:41:56 ER - TY - JOUR TI - The Potential and Prerequisites of Effective Tablet Integration in Rural Kenya AU - Heinrich, Carolyn J. AU - Darling-Aduana, Jennifer AU - Martin, Caroline DA - 2018/// PY - 2018 DP - Google Scholar KW - _C:Cambodia KHM KW - _C:China CHN KW - _C:Cuba CUB KW - _C:Ghana GHA KW - _C:Kenya KEN KW - _C:South Africa ZAF KW - _C:United States USA KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - The potential and prerequisites of effective tablet integration in rural Kenya AU - Heinrich, Carolyn J. AU - Darling-Aduana, Jennifer AU - Martin, Caroline T2 - British Journal of Educational Technology DA - 2020/// PY - 2020 DO - 10.1111/bjet.12870 DP - Google Scholar VL - 51 IS - 2 SP - 498 EP - 514 KW - __C:filed:1 ER - TY - JOUR TI - The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions: Lessons learned from an experience in Iraq AU - Bilagher, M. AU - Kaushik, A. T2 - International Review of Education AB - Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children’s Fund (UNICEF) implemented an ALP initially in 10 of Iraq’s 18 governorates with the intention of providing an estimated 50,000 out-of-school, often traumatised and disenfranchised children aged 12–18 years with an opportunity to complete the six-year primary cycle in three years. This experience generated some insights which may still be of practical use today in other conflict-ridden countries and regions. In order to highlight how the lessons learned just over 10 years ago are relevant to similar situations elsewhere today, this article discusses the findings of an independent evaluation of the programme in 2008. The available evaluation data imply that this ALP addressed a significant need and was appreciated by the target group, with 75 % of learners stating that they liked the ALP very much. Around 90 % of ALP graduates continued either in secondary education, or studying in other programmes, joined an apprenticeship scheme or found employment. Both survey and interview data suggest that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their own future. Consequently, this made them less vulnerable to participation in subversive activities (such as, for example, being recruited into militias). This is a lesson not just relevant to Iraq at the time, but to a wide range of unstable contexts across the world. © 2020, UNESCO Institute for Lifelong Learning and Springer Nature B.V. DA - 2020/02/01/ PY - 2020 DO - 10.1007/s11159-020-09826-1 DP - Springer Link VL - 66 IS - 1 SP - 93 EP - 113 J2 - Int. Rev. Educ. LA - English SN - 00208566 (ISSN) ST - The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions UR - https://link.springer.com/content/pdf/10.1007/s11159-020-09826-1.pdf DB - Scopus KW - Accelerated Learning Programmes (ALPs) KW - Evaluation KW - Iraq KW - LMIC KW - Marginalised KW - Sustainable Development Goal KW - Sustainable Development Goal (SDG) 4 KW - United Nations KW - _AcademicRecoveryOECS KW - _Added to LR KW - _G:reviewed KW - access to education KW - education in (post-)conflict environments KW - education in emergencies KW - interview KW - learning KW - mixed KW - policy implementation KW - secondary education KW - survey KW - young population ER - TY - JOUR TI - The Potential of MOOCs for Large-Scale Teacher Professional Development in Contexts of Mass Displacement AU - Kennedy, Eileen AU - Laurillard, Diana T2 - London Review of Education AB - The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC. DA - 2019/// PY - 2019 DP - ERIC VL - 17 IS - 2 SP - 141 EP - 158 LA - en SN - 1474-8479 UR - https://eric.ed.gov/?q=teacher+learning+circles+displacement&id=EJ1222894 Y2 - 2021/02/11/11:21:18 KW - Access to Education KW - Blended Learning KW - Children KW - Developing Nations KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - Instructional Design KW - Instructional Effectiveness KW - Internet KW - Online Courses KW - Public Schools KW - Refugees KW - Sustainability KW - Teacher Collaboration KW - Teacher Educators KW - Teachers KW - Telecommunications KW - Vocational Education KW - Workshops KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement AU - Kennedy, Eileen AU - Laurillard, Diana T2 - London Review of Education DA - 2019/07// PY - 2019 DO - 10.18546/lre.17.2.04 VL - 17 IS - 2 SP - 141 EP - 158 J2 - London Review of Education SN - 14748460 KW - Final_citation KW - cited KW - existing ER - TY - CONF TI - The potential use of Tablet Computers to support Teaching and Learning activities in South African Schools AU - Theunissen, Kristen AU - Siebörger, Ingrid C3 - 2019 Conference on Information Communications Technology and Society (ICTAS) DA - 2019/// PY - 2019 DO - 10.1109/ictas.2019.8703614 DP - Google Scholar SP - 1 EP - 6 PB - IEEE KW - __C:filed:1 ER - TY - CHAP TI - The Power of a Label: Merit Scholarships vs Needs-Based Scholarships? AU - Evans, David T2 - World Bank Blog DA - 2018/// PY - 2018 UR - http://blogs.worldbank.org/developmenttalk/power-label-merit-scholarships-vs-needs-based-scholarships ER - TY - JOUR TI - The power of professional learning communities AU - Brodie, Karin T2 - Education as change DA - 2013/// PY - 2013 DO - 10.1080/16823206.2013.773929 VL - 17 IS - 1 SP - 5 EP - 18 ER - TY - JOUR TI - The Primary Math and Reading Initiative (PRIMR). Kisumu information and communication technology (ICT) intervention endline report. Prepared under the USAID EdData II AU - Piper, B. AU - Kwayumba, D. DA - 2014/// PY - 2014 UR - http://pdf.usaid.gov/pdf_docs/pa00k285.pdf. KW - ⛔ No DOI found ER - TY - JOUR TI - The Primary Math and Reading (PRIMR) Initiative: Baseline report. Prepared under the USAID EdData II AU - Piper, B. AU - Mugenda, A. DA - 2012/// PY - 2012 UR - http://pdf.usaid.gov/pdf_docs/pa00hx75.pdf. KW - ⛔ No DOI found ER - TY - JOUR TI - "The Primary Math and Reading (PRIMR) Initiative: Endline Impact Evaluation." In AU - Piper, B. AU - Mugenda, A. T2 - RTI International, Research Triangle DA - 2014/// PY - 2014 KW - ⛔ No DOI found ER - TY - BLOG TI - The privilege of #pivotonline: A South African perspective AU - Adam, Taskeen T2 - Open Development & Education AB - Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary … DA - 2020/04/22/ PY - 2020 LA - en-GB ST - The privilege of #pivotonline UR - https://opendeved.net/2020/04/22/the-privilege-of-pivotonline/ KW - Author:OpenDevEd KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - docs.opendeved.net ER - TY - CHAP TI - The production of human capital in developed countries: Evidence from 196 randomized field experiments AU - Fryer, Jr, R.G. T2 - Handbook of Economic Field Experiments DA - 2017/// PY - 2017 VL - 2 SP - 95 EP - 322 ER - TY - THES TI - The professional development of teachers in Higher Education in Oman: a case study of English teachers in the Colleges of Applied Sciences AU - Al-Ghatrifi, Yaqoob DA - 2016/// PY - 2016 DP - Google Scholar M3 - PhD Thesis PB - University of Reading ST - The professional development of teachers in Higher Education in Oman KW - _C:Antigua and Barbuda ATG KW - _C:Australia AUS KW - _C:Bahrain BHR KW - _C:Benin BEN KW - _C:Canada CAN KW - _C:China CHN KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:India IND KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Kuwait KWT KW - _C:Malaysia MYS KW - _C:Malta MLT KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Portugal PRT KW - _C:Qatar QAT KW - _C:Saudi Arabia SAU KW - _C:Somalia SOM KW - _C:Sweden SWE KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The Project of the Future African City: Rethinking Urban Real Estate Finance’ AU - Ajadi, S.B. T2 - The Cambridge Land Society Magazine DA - 2023/// PY - 2023 SP - 116 EP - 117 LA - en UR - from: KW - ⛔ No DOI found ER - TY - BOOK TI - The Promise of Access: Technology, Inequality, and the Political Economy of Hope AU - Greene, Daniel AB - "Based on fieldwork at three distinct sites in Washington, DC, this book finds that the persistent problem of poverty is often framed as a problem of technology"-- CY - Cambridge, Massachusetts DA - 2021//06/Abril PY - 2021 DP - Amazon SP - 272 LA - Inglés PB - The MIT Press SN - 978-0-262-54233-3 ST - The Promise of Access KW - Computer literacy KW - Digital divide KW - Knowledge economy KW - Poverty KW - Social aspects KW - Technology and state KW - Washington (D.C.) ER - TY - CONF TI - The Proposal for a LTSN Project Grant AU - Scribe, Richard Atkinson Birmingham- AU - Haßler, Björn AU - Quinney, Douglas AB - R. Atkinson, M. Barry, B. Haßler, D. Quinney, “A research proposal on diagnostic testing”, Proceedings of the Undergraduate Mathematics Teaching Conference 2001, Birmingham University. C3 - Proceedings of the Undergraduate Mathematics Teaching DA - 2001/11// PY - 2001 SP - 49 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - The psychometric and pragmatic evidence rating scale (PAPERS) for measure development and evaluation AU - Lewis, Cara C. AU - Mettert, Kayne D. AU - Stanick, Cameo F. AU - Halko, Heather M. AU - Nolen, Elspeth A. AU - Powell, Byron J. AU - Weiner, Bryan J. T2 - Implementation research and practice DA - 2021/// PY - 2021 DO - 10.1177/26334895211037391 DP - Google Scholar VL - 2 SP - 26334895211037391 ER - TY - NEWS TI - The Quantum Hi-Tech Dreams Of A Rapping African Education Minister AU - Beaubien, Jason T2 - NPR AB - MIT grad David Moinina Sengeh is shooting for the moon when it comes to Sierra Leone's future, from schools to health-care to ... space travel. Oh, and he makes music on the side. DA - 2021/07/10/T07:17:09-04:00 PY - 2021 DP - NPR LA - en UR - https://www.npr.org/sections/goatsandsoda/2021/07/10/1014217259/this-education-minister-is-a-renaissance-man-and-hes-got-a-music-video-to-prove- Y2 - 2021/07/29/14:35:23 KW - _C:Sierra Leone SLE ER - TY - CHAP TI - The race between education and technology AU - Goldin, Claudia AU - Katz, Lawrence F. T2 - Inequality in the 21st Century DA - 2018/// PY - 2018 DP - Google Scholar SP - 49 EP - 54 PB - Routledge UR - https://www.taylorfrancis.com/chapters/edit/10.4324/9780429499821-10/race-education-technology-claudia-goldin-lawrence-katz Y2 - 2024/03/05/09:36:57 KW - Final_citation ER - TY - CONF TI - The RAIFFET, a network for support and development of TVET in teacher training institutions in Africa AU - Ginestié, J T2 - 29th PATT Conference "Plurality and complementarity of approaches in Design & Technology Education" AB - The countries' development depends largely of the development and the effectiveness of their education systems, both to promote education for all (EFA) and technology and vocational education and training (TVET) for each of them. The situation is particularly difficult in sub-Saharan Africa (SSA) and it is very difficult for many countries to provide a school that offers all children the opportunity to attend school beyond some basics. The access to primary education is not guaranteed for all, and few of them have the opportunity to receive vocational training enabling them to obtain a recognized professional qualification. The lack of qualified and competent teachers is another manifestation of the problems. Many institutional actors, including UNESCO, help foster the development of educational policies to overcome these institutional, structural and functional weaknesses. The RAIFFET was formed to make a modest contribution to this momentum by supporting the development and structuring of teacher training and education research in SSA. This paper presents some elements of understanding of the situation and the orientations of the network's contribution to this dynamic. DA - 2015/// PY - 2015 LA - en UR - https://hal-amu.archives-ouvertes.fr/hal-01316021/ KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Central Africa KW - C:Gabon KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:teacher training KW - P:technology KW - Q:ICT KW - T:Ausbildung KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BLOG TI - The Reach of the COVID-19 Crisis in Rwanda: Lessons from the RECOVR Survey AU - Debenedetti, Luciana AU - Kirke-Smith, Doug AU - Habarimana Mfura, Jean Leodomir T2 - Innovations for Poverty Action AB - 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. DA - 2020/08/19/T16:24:42-04:00 PY - 2020 LA - en ST - The Reach of the COVID-19 Crisis in Rwanda UR - https://www.poverty-action.org/blog/reach-covid-19-crisis-rwanda-lessons-recovr-survey Y2 - 2020/08/23/20:34:50 ER - TY - JOUR TI - The relationship between classroom temperature and children’s performance in school AU - Wargocki, Pawel AU - Porras-Salazar, Jose Ali AU - Contreras-Espinoza, Sergio T2 - Building and Environment AB - The present paper reports a meta-analysis of published evidence on the effects of temperature in school classrooms on children's performance in school. The data from 18 studies were used to construct a relationship between thermal conditions in classrooms and children's performance in school. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and the examination results were considered as indicators of children's performance Due to the lack of complete measurements, thermal conditions were characterized by measured classroom temperatures. To create the relationship, the fractional change in performance of psychological tests and school tasks was regressed against the average temperature at which the change was recorded; all published data were used regardless of whether the change in learning outcome changed significantly with temperature. For other learning outcomes, no relationship was created because the data were insufficient. The relationship derived in the analysis shows that the performance of psychological tests and school tasks can be expected to increase on average by 20% if classroom temperatures are lowered from 30 °C to 20 °C and that the temperature for optimal performance is lower than 22 °C. The relationship is valid only for temperate climates. It requires verification for other climates and extensions to temperatures lower than 20 °C and higher than 30 °C. DA - 2019/06/15/ PY - 2019 DO - 10.1016/j.buildenv.2019.04.046 DP - ScienceDirect VL - 157 SP - 197 EP - 204 J2 - Building and Environment LA - en SN - 0360-1323 UR - https://www.sciencedirect.com/science/article/pii/S0360132319302987 Y2 - 2022/05/28/19:46:47 KW - BE:Annotated KW - BE:RELEVANT KW - BE:temperature KW - Children KW - Cognitive performance KW - Elementary schools KW - Learning KW - Temperature KW - Thermal environment ER - TY - CHAP TI - The relationship between education, economy and employment: is higher education curriculum an ingredient?. AU - Masaiti, Gift AU - Mulenga, Innocent Mutale DA - 2014/// PY - 2014 DP - Google Scholar PB - Keurkopie ST - The relationship between education, economy and employment UR - http://dspace.unza.zm/bitstream/handle/123456789/6592/Education,%20Economy%20and%20Employment%20-%20Book%20Chapter.pdf?sequence=1 Y2 - 2023/12/06/15:41:12 ER - TY - JOUR TI - The relationship between educational television and mathematics capability in Tanzania AU - Watson, Joe AU - Hennessy, Sara AU - Vignoles, Anna T2 - British Journal of Educational Technology AB - Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low-income countries when delivered in controlled settings. However, existing research in low-resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend’s home or a relative’s home). This lack of research is striking, as evidence from controlled settings might provide limited information on the effects of normal television exposure. This paper, therefore, investigates the relationship between normal exposure to a popular Tanzania-produced cartoon, Ubongo Kids and mathematics capability, as represented by plausible values derived from an item response theory model applied to children’s test responses. Cross-sectional investigation of a sample of 38 682 Tanzanian children suggested normal educational television exposure to be significantly associated with mathematics capability, when controlling for age, sex, school enrolment, Kiswahili attainment and household fixed effects. While cross-sectional results are not necessarily causal, the findings in this paper broadly correspond with those from previous designs using repeated observations. What is more, considering association results alongside cost and viewership estimates suggests television-based interventions to be highly cost effective. Practitioner Notes What is already known about this topic National data for Tanzania suggests the country to have both low levels of mathematics proficiency and considerable access to television technology. Educational television-based interventions might, therefore, be worthy of consideration by educational policymakers, especially given that studies conducted in controlled settings indicate that television can deliver learning benefits. There is, however, little evidence concerning educational television exposure outside of controlled settings. Only one such study in a low-income context that concerned the association between learning outcomes and viewing among primary-age children has been identified. What this paper adds This paper addresses this dearth of research by investigating the association between normal exposure to a Tanzanian cartoon, Ubongo Kids and mathematics capability, as derived from an item response theory model applied to the test responses of 38 682 children. Cross-sectional findings suggest the association between normal television exposure and mathematics capability to be significant. Further, a cost-effectiveness comparison with alternate interventions in comparable contexts indicates that educational television is highly cost-effective. Implications for practice and/or policy The findings presented in this paper concerning educational television viewership in usual environments act to triangulate those from prior research conducted in controlled settings. As such, policymakers in low-income contexts now possess more convincing evidence on the potential influence of educational television interventions. Additionally, the cost-effectiveness comparison made suggests that educational television should be considered a viable option by policymakers seeking to address learning outcomes with limited resources. DA - 2021/// PY - 2021 DO - 10.1111/bjet.13047 DP - Wiley Online Library VL - 52 IS - 2 SP - 638 EP - 658 LA - en SN - 1467-8535 UR - https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13047 Y2 - 2021/05/27/11:21:14 KW - Tanzania KW - cost effectiveness KW - educational television KW - mathematics ER - TY - JOUR TI - The relationship between educational television and mathematics capability in Tanzania AU - Watson, Joseph AU - Hennessy, Sara AU - Vignoles, Anna T2 - British Journal of Educational Technology DA - 2020/// PY - 2020 DO - 10.1111/bjet.13047 VL - 52 IS - 2 LA - en SN - 1467-8535 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - The Relationship Between School Distance And Academic Achievement Of Primary School Pupils In Ovia North-East Lga, Edo State, Nigeria. AU - Stanley, Udoka AU - Emmanuel, Nelly AU - Igboh, Benedict AB - The aim of this study was to investigate the relationship between school distance and academic achievement of primary school pupils in Ovia North-East LGA. As a guide to this study, four research questions as well as three hypotheses were tested the correlational research design was adopted for this study. The population of the study comprised all primary schools in Ovia North-East LGA. There are one hundred and one primary schools out of which twenty schools (20%) were sampled using the random sampling technique and one hundred teachers were used as sample for the study. The research instrument was a structured questionnaire on relationship between school distance and academic achievement of primary school pupils (S.D.A.A.Q). The reliability of the instrument was established through the use of test re-test method. The collected data were analyzed using simple percentage and Pearson Product Moment Correlation (PPMC) statistic was used in testing the hypotheses at 0.05 level of significance. The instrument was trial tested in Uselu primary school, Egor Local Government Area in Edo State using 20 teachers. The reliability coefficient was 0.86. The findings of the study revealed that: pupils in Ovia North-East LGA covered long distance to school; there is significant relationship between school distance and academic achievement of primary school pupils; there is a relationship between school distance and academic achievement of male primary school pupils While for the female, there is no significant relationship between school distance and academic achievement. It was thus recommended that primary schools should be located in different strategic locations in the Local Government Area to reduce the distance covered by the pupils. Alternatively, school buses should be made available to convey the pupils to and from schools to overcome the problem of late coming and tiredness on the part of the pupils thereby by enhancing their academic achievement. Parents and guardians should locate schools closer to their place of residence so as to prevent the pupils from walking long distance to schools which may reduce the level of their academic achievement. Furthermore, the Government should ensure that the available primary schools are made conducive for effective learning so as to improve the academic achievement of the pupils. Again, pupils should be motivated as well as reinforced on regular basis to encourage them to attend school regularly. DA - 2017/// PY - 2017 DP - Zotero VL - 1 IS - 5 SP - 9 LA - en ER - TY - JOUR TI - The Relationship between Smartphone Use and Academic Performance in a Sample of Tertiary Students in Singapore: A Cross-Sectional Study. AU - Zhao, Jingming AU - Yuping, Wei AU - Maideen, Ismail AU - Moe, Zan Khin AU - Nasirudeen, A. M. A. T2 - Journal of Educational Technology DA - 2018/// PY - 2018 DP - Google Scholar VL - 14 IS - 4 SP - 28 EP - 35 ST - The Relationship between Smartphone Use and Academic Performance in a Sample of Tertiary Students in Singapore UR - https://eric.ed.gov/?id=EJ1179530 Y2 - 2024/02/29/16:11:26 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - The relationships between classroom air quality and children’s performance in school AU - Wargocki, Pawel AU - Porras-Salazar, Jose Ali AU - Contreras-Espinoza, Sergio AU - Bahnfleth, William T2 - Building and Environment AB - The data from published studies were used to derive systematic relationships between learning outcomes and air quality in classrooms. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and exam scores were used to quantify learning outcomes. Short-term sick leave was also included because it may influence progress in learning. Classroom indoor air quality was characterized by the concentration of carbon dioxide (CO2). For psychological tests and school tasks, fractional changes in performance were regressed against the average concentrations of CO2 at which they occurred; all data reported in studies meeting the inclusion criteria were used to derive the relationship, regardless of whether the change in performance was statistically significant at the examined levels of classroom air quality. The analysis predicts that reducing CO2 concentration from 2,100 ppm to 900 ppm would improve the performance of psychological tests and school tasks by 12% with respect to the speed at which the tasks are performed and by 2% with respect to errors made. For other learning outcomes and short-term sick leave, only the relationships published in the original studies were available. They were therefore used to make predictions. These relationships show that reducing the CO2 concentration from 2,300 ppm to 900 ppm would improve performance on the tests used to assess progress in learning by 5% and that reducing CO2 from 4,100 ppm to 1,000 ppm would increase daily attendance by 2.5%. These results suggest that increasing the ventilation rate in classrooms in the range from 2 L/s-person to 10 L/s-person can bring significant benefits in terms of learning performance and pupil attendance; no data are available for higher rates. The results provide a strong incentive for improving classroom air quality and can be used in cost-benefit analyses. DA - 2020/04/15/ PY - 2020 DO - 10.1016/j.buildenv.2020.106749 DP - ScienceDirect VL - 173 SP - 106749 J2 - Building and Environment LA - en SN - 0360-1323 UR - https://www.sciencedirect.com/science/article/pii/S0360132320301074 Y2 - 2022/05/28/21:04:26 KW - BE:RELEVANT KW - Carbon dioxide KW - Children KW - Cognitive performance KW - Elementary schools KW - Learning ER - TY - JOUR TI - The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review AU - Yin, Hongbiao AU - Huang, Shenghua AU - Chen, Gaowei T2 - Educational Research Review AB - Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development. DA - 2019/11/01/ PY - 2019 DO - 10.1016/j.edurev.2019.100283 DP - ScienceDirect VL - 28 SP - 100283 J2 - Educational Research Review LA - en SN - 1747-938X ST - The relationships between teachers’ emotional labor and their burnout and satisfaction UR - https://www.sciencedirect.com/science/article/pii/S1747938X18302458 Y2 - 2021/03/07/18:03:50 KW - Burnout KW - Emotional labor KW - Lebanon_event_2021 KW - Meta-analysis KW - Satisfaction KW - Teacher KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Korea, Republic KOR KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:Oman OMN KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - The Relevance of Teacher Autonomy-A Qualitative Case-Study of Malawi Unlocking Talent: Learning Through Technology AU - Kleiberg, Elisabeth Vestvik DA - 2019/// PY - 2019 DP - Google Scholar M3 - Master's Thesis ST - The Relevance of Teacher Autonomy-A Qualitative Case-Study of Malawi Unlocking Talent KW - _C:Botswana BWA KW - _C:Ethiopia ETH KW - _C:Greece GRC KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Norway NOR KW - _C:Portugal PRT KW - _C:Senegal SEN KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CHAP TI - The Research Capacity Strengthening Strategy For Evidence-Based Education Policy and Practice in Northern Nigeria: Year Two Report AU - Watts, Michael AU - Akogun, Oladele B T2 - Education Data, Research and Evaluation in Nigeria (EDOREN DA - 2018/// PY - 2018 LA - en UR - www.nigeria-education.org ER - TY - BOOK TI - The researchED Guide to The Curriculum: An evidence-informed guide for teachers AU - Sealy, Edited by Clare A3 - Bennett, Tom AB - researchED is an educator-led organisation with the goal of bridging the gap between research and practice.This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Clare Sealy explores how schools can get the most out of a rich curriculum, editing contributions from a wide range of writers, including: Neil Almond; Andrew Percival; Doug Lemov and Emily Badillo; Sonia Thompson; Christine Counsell; Michael Young; Ruth Ashbee; and Aurora Reid. DA - 2020/05/29/ PY - 2020 DP - Amazon SP - 122 LA - English PB - John Catt SN - 978-1-912906-38-3 ST - The researchED Guide to The Curriculum ER - TY - JOUR TI - The returns to vocational training and academic education: Evidence from Tanzania AU - Kahyarara, Godius AU - Teal, Francis T2 - World Development AB - In this paper we ask what can account for the continuing strong preference for academic education in Africa where the level of development is so low and there are few wage jobs and which form of educational investment, the academic or vocational, is most profitable. We argue that the answers to these questions are linked through the shape of the earnings function and the importance of firm effects. High levels of academic education have far higher returns than those available either from vocational or lower levels of academic. However at lower levels the vocational return can exceed the academic. DA - 2008/// PY - 2008 DO - 10.1016/j.worlddev.2007.11.011 DP - Google Scholar VL - 36 IS - 11 SP - 2223 EP - 2242 ST - The returns to vocational training and academic education UR - https://www.sciencedirect.com/science/article/abs/pii/S0305750X08001605 AN - DOI-10.1016/j.worlddev.2007.11.011 Y2 - 2018/09/11/00:00:00 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Tanzania KW - CA:AandC KW - CC:Tanzania KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:manufacture KW - T:TVET KW - T:Training KW - Z:Benefits of education KW - Z:Employment skills KW - Z:Vocational education and training KW - publicImportV1 ER - TY - JOUR TI - The right to education and ict during covid-19: An international perspective AU - Lorente, Luis Miguel Lázaro AU - Arrabal, Ana Ancheta AU - Pulido-Montes, Cristina T2 - Sustainability DA - 2020/// PY - 2020 DO - 10.3390/su12219091 DP - Google Scholar VL - 12 IS - 21 SP - 9091 ST - The right to education and ict during covid-19 ER - TY - JOUR TI - The ripple effects of school closures during the COVID-19 pandemic AU - Freeman, Sloane J. AU - Cohen-Silver, Justine AU - Baker, Jillian M. AU - Rozenblyum, Evelyn AU - Suleman, Shazeen T2 - Canadian Family Physician DA - 2020/08/09/ PY - 2020 DP - www.cfp.ca LA - en UR - https://www.cfp.ca/news/2020/05/13/05-13 Y2 - 2020/08/12/17:18:31 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - The rise of artificial intelligence under the lens of sustainability AU - Khakurel, Jayden AU - Penzenstadler, Birgit AU - Porras, Jari AU - Knutas, Antti AU - Zhang, Wenlu T2 - Technologies DA - 2018/// PY - 2018 DO - 10.3390/technologies6040100 DP - Google Scholar VL - 6 IS - 4 SP - 100 UR - https://www.mdpi.com/2227-7080/6/4/100 Y2 - 2024/02/24/11:17:38 ER - TY - RPRT TI - The Risks of Dangerous Dashboards in Basic Education AU - Pritchett, Lant DA - 2018/// PY - 2018 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) UR - https://www.riseprogramme.org/publications/risks-dangerous-dashboards-basic-education Y2 - 2020/12/14/19:25:35 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - The Risks of Dangerous Dashboards in Basic Education AU - Pritchett, Lant DA - 2020/04/20/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) UR - https://www.riseprogramme.org/publications/risks-dangerous-dashboards-basic-education Y2 - 2022/06/07/19:36:46 ER - TY - JOUR TI - The role and effectiveness of augmented reality in patient education: A systematic review of the literature AU - Urlings, Julie AU - Sezer, Sümeyye AU - ter Laan, Mark AU - Bartels, Ronald AU - Maal, Thomas AU - Boogaarts, Jeroen AU - Henssen, Dylan T2 - Patient Education and Counseling AB - Objectives To provide an overview of the existing research concerning the use and effects of AR in patient education. Methods Following PRISMA guidelines four electronic databases were systematically searched. Inclusion criteria: empirical studies using any type of AR intervention in patient education across all medical specialties. Quality assessment of the retrieved literature was carried out. Results Ten papers, comprising 788 patients, were identified and included (Randomized controlled trial (RCT)(n = 3), non-randomized controlled trial (n = 3), before-and-after study (n = 3), and qualitative survey (n = 1)). Retrieved literature showed itself to be highly heterogeneous. The studied population included patients suffering from a diverse spectrum of chronic diseases (e.g., prostate cancer, diabetes mellitus, multiple sclerosis, epilepsy). Quantitative results indicated that the use of AR had a positive effect on knowledge retention and patient satisfaction. Qualitative findings suggested that patients liked the technology and felt comfortable with its use for educational purposes. The quality of the retrieved results was shown to be moderate to low. Conclusion The limited evidence of this topic suggests the possible potential of AR in patient education. Practice implication More research, using high-quality study designs and more evidence-based interventions, is needed to fully appreciate the value of AR on patient education. DA - 2022/03/10/ PY - 2022 DO - 10.1016/j.pec.2022.03.005 DP - ScienceDirect J2 - Patient Education and Counseling LA - en SN - 0738-3991 ST - The role and effectiveness of augmented reality in patient education UR - https://www.sciencedirect.com/science/article/pii/S0738399122000982 Y2 - 2022/04/05/20:27:09 KW - AR KW - Augmented reality KW - Chronic disease KW - Knowledge retention KW - Patient education KW - Patient satisfaction KW - Systematic review ER - TY - JOUR TI - The role and status of forced migrant teachers in education in emergencies AU - Penson, Jonathan T2 - Commonwealth education partnerships DA - 2012/// PY - 2012 DP - Zotero SP - 192 EP - 197 LA - en KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:Canada CAN KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Grenada GRD KW - _C:Kenya KEN KW - _C:Malta MLT KW - _C:Myanmar MMR KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Seychelles SYC KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Thailand THA KW - _C:Uganda UGA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CONF TI - The Role of Agriculture in Achieving the Millennium Development Goals in Nigeria AU - Tudunwada, I.Y. C3 - 3rd annual conference of the National Council DA - 2007/// PY - 2007 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - The Role of E-Learning in the Professional Development of Student Teachers in Cameroon: A Discourse in Curriculum AU - Lumadi, Mutendwahothe Walter AU - Len, Kibinkiri Eric T2 - Mediterranean Journal of Social Sciences AB - This study was planned to investigate “the role of e-learning in the professional development of student teachers in Cameroon”. Nevertheless, the ineffectiveness of traditional or conventional methods of teaching and learning in education motivated the researchers to carry out this study. In order to proceed, six hypotheses were formulated to guide the investigation A survey of 796 student-teachers drawn from eight primary government teacher training colleges and three higher teacher training colleges in Cameroon was carried out. Data were collected using a questionnaire that was carefully designed with respect to the variables under study. Results revealed that the use of e-learning has a significant influence on the professional development of student teachers in Cameroon. Findings further revealed that internet-based problem-solving and computer-based direct instruction are the best predictors of the professional development of student teachers in Cameroon. Consequently, recommendations are made to teacher training institutions to adopt alternative and multidimensional perspectives (models) in their training programmes in order to solve existing and future educational challenges. DOI: 10.5901/mjss.2013.v4n13p791 DA - 2013/11/15/ PY - 2013 DP - www.mcser.org VL - 4 IS - 13 SP - 791 LA - en SN - 2039-2117 ST - The Role of E-Learning in the Professional Development of Student Teachers in Cameroon UR - https://www.mcser.org/journal/index.php/mjss/article/view/1799 Y2 - 2020/04/28/12:18:24 KW - ⛔ No DOI found ER - TY - JOUR TI - The role of education in the uptake of preventative health care: The case of cervical screening in Britain AU - Sabates, Ricardo AU - Feinstein, Leon T2 - Social Science & Medicine AB - This paper reports findings on the relationship between education and the take-up of screening for cervical cancer, as an example of preventative health-care activity. Theoretically, education can enhance the demand for preventative health services by raising awareness of the importance of undertaking regular health check-ups and may also improve the ways in which individuals understand information regarding periodical tests, communicate with the health practitioner, and interpret results. Furthermore, education enhances the inclusion of individuals in society, improving self-efficacy and confidence. All these factors may increase service uptake. The empirical analysis uses data from the British Household Panel Survey (BHPS) and applies techniques for discrete panel data to estimate the parameters of the model. Results show that adult learning leading to qualifications is statistically associated with an increase in the uptake of screening. The marginal effect indicates that participation in courses leading to qualifications increases the probability of having a smear test between 4.3 and 4.4 percentage points. This estimate is strongly robust to time-invariant selectivity bias in education and the inclusion of income, class, occupation, and parental socio-economic status. These findings enrich existing evidence on the socio-economic determinants of screening for cervical cancer and enable policy makers to better understand barriers to service uptake. DA - 2006/06/01/ PY - 2006 DO - 10.1016/j.socscimed.2005.11.032 DP - ScienceDirect VL - 62 IS - 12 SP - 2998 EP - 3010 J2 - Social Science & Medicine LA - en SN - 0277-9536 ST - The role of education in the uptake of preventative health care UR - https://www.sciencedirect.com/science/article/pii/S0277953605006258 Y2 - 2023/01/07/20:45:38 KW - Britain KW - Cancer KW - Education KW - Screening ER - TY - CHAP TI - The role of existing evidence in developing teacher recruitment and deployment policies in North-Western Nigeria AU - Akogun, Oladele B AU - Adesina, Adedoyin AU - Iluobi, Ifeatu T2 - EDOREN Project Thematic Research Study. Education Data, Research and Evaluation in Nigeria (EDOREN DA - 2018/// PY - 2018 LA - en UR - www.nigeria-education.org ER - TY - JOUR TI - The role of formative evaluation in implementation research and the QUERI experience AU - Stetler, Cheryl B. AU - Legro, Marcia W. AU - Wallace, Carolyn M. AU - Bowman, Candice AU - Guihan, Marylou AU - Hagedorn, Hildi AU - Kimmel, Barbara AU - Sharp, Nancy D. AU - Smith, Jeffrey L. T2 - Journal of general internal medicine DA - 2006/// PY - 2006 DO - 10.1007/s11606-006-0267-9 DP - Google Scholar VL - 21 IS - 2 SP - S1 EP - S8 ER - TY - JOUR TI - The Role of General Public in the Development of Technical and Vocational Education in Primary Schools in Eldoret Municipality, Kenya AU - Simiyu, John Wanyonyi AU - Sambu, Lenah T2 - International Journal of Humanities and Social Science AB - The study sought to examine the role the general public play in the development of technical and vocational education in Primary schools. These subjects were: Home science, Art and Craft and Agriculture as offered in Primary schools in the urban and rural setting of Eldoret Municipality and the surrounding areas in Kenya A random sample of eight (8) schools was selected for the study. The respondents included eighty (80) standard eight (Std VIII) pupils, thirty-one (31) teachers and ten (10) parents of the pupils studying these subjects. From the study, a large proportion of the respondents, most of whom were made up of teacher-respondents, affirmed that the local communities were supposed to contribute to the provision of equipment and facilities in the development of technical and vocational education in Primary schools while some of them indicated that the communities were supposed to establish and manage the schools. As such, parents and the general public should be sensitized on the importance of technical and vocational component in the Primary school curriculum so that they can give it the support it deserves be it materially or morally in the task of national development. In addition, the government makes the technical and vocational subjects more attractive by providing adequate facilities and resources to Primary schools. The informal sector of the economy should be strongly supported so as to attract Primary school-leavers who achieve relevant practical skills. The study is useful to all education stakeholders as it highlights the need to incorporate socio-economic contextual factors in improving performance in technical and vocational subjects in individual schools. DA - 2014/01// PY - 2014 DP - Semantic Scholar VL - 4 IS - 1 UR - https://www.semanticscholar.org/paper/The-Role-of-General-Public-in-the-Development-of-in-Simiyu-Sambu/0315238763d72aa57634a059744f80fff44d938f KW - ⛔ No DOI found ER - TY - BLOG TI - The role of interactive radio instruction in the coronavirus (COVID-19) education response AU - McBurnie, Chris T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […] DA - 2020/04/23/T13:32:38+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/04/23/the-role-of-interactive-radio-instruction-in-the-coronavirus-covid-19-education-response/ Y2 - 2020/09/09/10:19:01 KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - BLOG TI - The Role of Interactive Radio Instruction in the COVID-19 Education Response AU - McBurnie, Chris T2 - Open Development & Education AB - At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have … DA - 2020/// PY - 2020 LA - en-GB UR - https://opendeved.net/2020/04/08/the-role-of-interactive-radio-instruction-in-the-covid-19-education-response/ Y2 - 2020/04/13/16:37:36 KW - Author:OpenDevEd ER - TY - CHAP TI - The Role of Meta-analysis in Educational Research AU - Hattie, John AU - Rogers, H. Jane AU - Swaminathan, Hariharan T2 - A Companion to Research in Education A2 - Reid, Alan D. A2 - Hart, E. Paul A2 - Peters, Michael A. CY - Dordrecht DA - 2014/// PY - 2014 DP - DOI.org (Crossref) SP - 197 EP - 207 LA - en PB - Springer Netherlands SN - 978-94-007-6808-6 978-94-007-6809-3 UR - https://link.springer.com/10.1007/978-94-007-6809-3_26 Y2 - 2023/11/02/22:59:24 ER - TY - JOUR TI - The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training: an analysis of the research and development experience AU - Moon, Bob T2 - Educação & Sociedade AB - Introduction Who does not remember a good teacher? Even so, it can have many appearances. In fact, teachers can be inspiring, conscientious, caring, and often dedicated. A few are lucky enough to have all these characteristics and more. In all societies, the teacher is the figure who inspires myths, stories, memories. Strong emotions surround the teacher's role: trust, deference, love and sometimes fear. In rural communities, the village's primary teacher, along with a priest, a prefect, and an elder, traditionally provided a moral orientation that mediated between the newly emerged states and the communities they sought to hold together. However, at the beginning of the 21st century, these folk ideas about "the teacher" are called into question. In many parts of the world, the vocation of teaching presents the features of a crisis. Almost every country is struggling to hire enough teachers. In some regions (sub-Saharan Africa, for example), problems of recruitment, retention and teacher training are an acute problem. This article will examine how this crisis is taking place, and more particularly the organizational and logistical challenges associated with providing sufficient education and training to the millions of new teachers needed to expand education systems. Special attention will be given to the contexts of the developing world, where significant international efforts are being made to overcome what could be called the greatest educational challenge in the world. This article will also examine the research and development experience of a number of open and distance learning programs, with particular emphasis on the emerging role of new information and communication technologies, including "open educational resources" (Open Educational Resources ). DA - 2008/// PY - 2008 DO - 10.1590/s0101-73302008000300008 DP - Google Scholar VL - 29 IS - 104 SP - 791 EP - 814 LA - Portuguese ST - The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - Distance Education KW - Teacher Education KW - publicImportV1 ER - TY - THES TI - The role of open educational resources (OERs) in primary education in developing nations: A case study of India AU - Ganapathi, Janani DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - Queensland University of Technology ST - The role of open educational resources (OERs) in primary education in developing nations KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Eritrea ERI KW - _C:Finland FIN KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Nepal NPL KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Poland POL KW - _C:Russian Federation RUS KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Tibet XTIBT KW - _C:Togo TGO KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The Role of Parent-Teachers Association in the Sustainable Development of Education in Kano State T2 - Lappai International Journal of Politics DA - 2014/06// PY - 2014 VL - 2 IS - 1 LA - en ER - TY - JOUR TI - The Role of Place, Geography, and Geographic Information Systems in Educational Research AU - Mann, Bryan AU - Saultz, Andrew T2 - AERA Open AB - Despite the strong relationship between geography and education policy, educational research tends to draw from other fields of inquiry such as economics, political science, and history. This special topics collection centers the usefulness of geography and place in educational policy research. The introduction explains the rationale for the collection and discusses the themes and articles in the collection. We conclude with a call for researchers, policy makers, and colleges of education to enhance their capacity in incorporating geographic thinking into educational policy research. DA - 2019/07/01/ PY - 2019 DO - 10.1177/2332858419869340 DP - SAGE Journals VL - 5 IS - 3 SP - 2332858419869340 J2 - AERA Open LA - en SN - 2332-8584 UR - https://doi.org/10.1177/2332858419869340 Y2 - 2021/03/07/17:19:28 KW - Lebanon_event_2021 KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - geographic information systems KW - geography ER - TY - JOUR TI - The role of professional learning communities to support teacher development: A social practice theory perspective AU - Feldman, Jennifer T2 - South African Journal of Education DA - 2020/// PY - 2020 DO - 10.15700/saje.v40n1a1668 VL - 40 IS - 1 ER - TY - BOOK TI - The role of research preprints in the academic response to the COVID-19 epidemic AU - Brierley, Liam AB - The current outbreak of COVID-19 has escalated into a global health crisis. Investigations into the epidemic have taken place upon an unprecedented stage of rapid, open-platform science, including vastly improved access to unreviewed preprint research. I quantified preprint responses to COVID-19 by examining 785 preprints posted to English-language preprint servers (bioRxiv, n = 140; medRxiv, n = 561; arXiv, n = 84). Preprint research during the current outbreak has been enormously accelerated, with an average of 11.9 preprints posted per day-over a hundred-fold higher than that during 2014's West African ebolavirus outbreak. While this boom in preprints has enabled valuable knowledge sharing of scientific developments, novel challenges have become apparent. Unfounded conclusions from unreviewed research have played a clear role in public misinformation about the epidemic. I provide recommendations to improve accountability and transparency surrounding preprints, a vital step for future outbreaks as open-platform epidemiology continues to advance. DA - 2020/03/25/ PY - 2020 DP - ResearchGate ER - TY - CHAP TI - The Role of Social Goals in Academic Success: Recounting the Process of Conducting a Systematic Review AU - Goagoses, Naska AU - Koglin, Ute T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - This chapter provides a reflective description of the steps taken in conducting a systematic review about the role of social goals in academic success. Through methodological reflections and explicit descriptions, we hope to provide guidance and inspiration to researchers who wish to conduct a systematic review in educational research. In our example, we illustrate the process of keyword selection, setting selection criteria, conducting the study selection and data extraction. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 145 EP - 161 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - The Role of Social Goals in Academic Success UR - https://doi.org/10.1007/978-3-658-27602-7_9 Y2 - 2020/11/26/15:49:35 ER - TY - CHAP TI - The Role of Soil Management for Improving Crop and Animal Production to meet the Challenges of food crisis in Nigeria AU - Tudunwada, I.Y. T2 - Paper presented to National Council of Local Government Departments of Agriculture (NACOLGDA) 21st – 24th October 2008 CY - Abuja DA - 2008/// PY - 2008 LA - en PB - Merit House ER - TY - CONF TI - The Role of Soil Management in Addressing Food Crisis in Nigeria AU - Tudunwada, I.Y. C1 - Abuja C3 - 4th Annual conference of the National Council for Local Government Departments of Agriculture. October 2008 DA - 2008/// PY - 2008 LA - en PB - Merit House KW - ⛔ No DOI found ER - TY - JOUR TI - The Role of Technical and Vocational Education and Training (TVET) in Restoring Hospitality Sector Specific Skills in Zimbabwe: A Students’ Perspective AU - Shereni, Ngoni Courage T2 - Journal of Hospitality and Tourism Education T3 - Journal AB - © 2019, © 2019 The International Council on Hotel, Restaurant, and Institutional Education. This study was done to determine the role played by Technical and Vocational Education and Training (TVET) in restoring sector-specific skills lost to other countries in the Zimbabwean hospitality industry. Semi-structured questionnaires were self-administered to 136 students studying hospitality related qualifications in Polytechnics in Zimbabwe using a convenient sampling technique. Statistical Package for Social Sciences (SPSS) version 22.0 was used to analyze data generating frequencies and descriptive statistics. The findings of the research show that the hospitality industry will continue to lose skills to other countries mainly because of low salaries, better working conditions in other countries, the unfavorable economic environment in Zimbabwe and the need by students to gain international exposure. TVET institutions in Zimbabwe have a great role to play in replacing lost skills therefore financial challenges, equipment unavailability and lack of qualified lecturers need to be addressed for them to be effective. DA - 2019/// PY - 2019 DO - 10.1080/10963758.2019.1655434 ER - TY - JOUR TI - The role of the household in the social inclusion of children with special needs in Uganda–a photovoice study AU - Masquillier, Caroline AU - De Bruyn, Sara AU - Musoke, David T2 - BMC pediatrics DA - 2021/// PY - 2021 DO - 10.1186/s12887-021-02805-x DP - Google Scholar VL - 21 IS - 1 SP - 1 EP - 13 ER - TY - JOUR TI - The Role of the iPad in the Hands of the Learner AU - Dhir, Amandeep AU - Gahwaji, Nahla M AU - Nyman, Gote T2 - Journal of Universal Computer Science DA - 2013/// PY - 2013 VL - 19 IS - 5 SP - 706 EP - 727 KW - ⛔ No DOI found ER - TY - JOUR TI - The role of video in teacher professional development AU - Marsh, Brian AU - Mitchell, Nick T2 - Teacher Development DA - 2014/07/03/ PY - 2014 DO - 10.1080/13664530.2014.938106 DP - DOI.org (Crossref) VL - 18 IS - 3 SP - 403 EP - 417 J2 - Teacher Development LA - en SN - 1366-4530, 1747-5120 UR - http://www.tandfonline.com/doi/abs/10.1080/13664530.2014.938106 Y2 - 2020/05/15/12:52:12 ER - TY - JOUR TI - The role that access and attitudes toward tablets have on learners’ achievement in a Johannesburg school AU - Hart, Samantha Anne AU - Laher, Sumaya T2 - South African Journal of Education DA - 2019/// PY - 2019 DP - Google Scholar VL - 39 IS - 3 KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Korea, Republic KOR KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Syrian Arab Republic SYR KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - BOOK TI - The Routledge International Handbook of Research on Dialogic Education AU - Mercer, Neil AU - Wegerif, Rupert AU - Major, Louis DA - 2019/// PY - 2019 DP - Google Scholar PB - Routledge KW - __C:filed:1 ER - TY - JOUR TI - The SACMEQ II Project in Kenya: A study of the conditions of schooling and the quality of education. Kenya Working Report, SACMEQ Educational Policy Research Series. Harare and Nairobi: Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) and Kenya Ministry of Education AU - Onsomu, E. AU - Nzomo, J. AU - Obiero, C. DA - 2005/// PY - 2005 UR - http://datatopics.worldbank.org/hnp/files/edstats/kenstu05.pdf. KW - ⛔ No DOI found ER - TY - JOUR TI - The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic AU - Boujikian, Michèle AU - Carter, Alice AU - Jordan, Katy T2 - Journal on Education in Emergencies AB - Jusoor's Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program's assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation. DA - 2022/// PY - 2022 DO - 10.33682/rj45-k7z7 DP - DOI.org (Crossref) VL - 8 IS - 3 SP - 215 LA - en SN - 2518-6833 ST - The Sandbox Model UR - https://archive.nyu.edu/handle/2451/63993 Y2 - 2022/12/07/21:26:06 ER - TY - JOUR TI - The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic AU - Boujikian, Michèle AU - Carter, Alice AU - Jordan, Katy T2 - Journal on Education in Emergencies AB - Jusoor's Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program's assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation. DA - 2022/// PY - 2022 DO - 10.33682/rj45-k7z7 DP - DOI.org (Crossref) VL - 8 IS - 3 SP - 215 LA - en SN - 2518-6833 ST - The Sandbox Model UR - https://archive.nyu.edu/handle/2451/63993 Y2 - 2022/12/07/21:26:06 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - The Scaling Playbook AU - IDRC DA - 2019/// PY - 2019 LA - en ST - Scaling impact KW - Common good KW - Public interest KW - Scaling (Social sciences) ER - TY - ELEC TI - The science of learning - A summary of evidence about how children learn AU - Better purpose DA - 2020/// PY - 2020 UR - https://www.betterpurpose.co/_files/ugd/6a0d81_3da2e4bfa9b044bfb0ca2e424fbe4260.pdf Y2 - 2022/09/28/09:38:34 KW - education ER - TY - CHAP TI - The Shurah and Democratic Governance in Islam T2 - Shari’ah, Democracy and Good Governance A2 - H., Salihi A2 - A., Umar B. A2 - Suleiman, H. CY - Kano, IIIT(N DA - 2011/// PY - 2011 SP - 103 EP - 118 LA - so ER - TY - JOUR TI - The Sierra Leone Teachers Union: Labor in a Post-Conflict Society AU - Amman, John AU - O'Donnell, James T2 - WorkingUSA AB - The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers. DA - 2011/// PY - 2011 DO - 10.1111/j.1743-4580.2011.00320.x DP - Wiley Online Library VL - 14 IS - 1 SP - 57 EP - 71 LA - en SN - 1743-4580 ST - The Sierra Leone Teachers Union UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1743-4580.2011.00320.x Y2 - 2020/12/15/17:25:42 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - THE SIERRA LEONE TEACHERS UNION: LABOR IN A POST-CONFLICT SOCIETY: AMMAN AND O'DONNELL: THE SIERRA LEONE TEACHERS UNION AU - Amman, John AU - O'Donnell, James T2 - WorkingUSA DA - 2011/03// PY - 2011 DO - 10.1111/j.1743-4580.2011.00320.x DP - DOI.org (Crossref) VL - 14 IS - 1 SP - 57 EP - 71 LA - en SN - 10897011 ST - THE SIERRA LEONE TEACHERS UNION UR - https://onlinelibrary.wiley.com/doi/10.1111/j.1743-4580.2011.00320.x Y2 - 2022/12/25/00:50:16 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - The silent fading of an academic search engine: the case of Microsoft Academic Search AU - Orduña-Malea, Enrique AU - Martín-Martín, Alberto AU - Ayllon, Juan M. AU - López-Cózar, Emilio Delgado T2 - Online information review DA - 2014/// PY - 2014 DO - 10.1108/OIR-07-2014-0169 DP - Google Scholar ST - The silent fading of an academic search engine ER - TY - JOUR TI - The Siyavula Case: Digital, Collaborative Text-Book Authoring to Address Educational Disadvantage and Resource Shortage in South African Schools AU - Lambert, Sarah T2 - International Electronic Journal of Elementary Education AB - Siyavula is known as a pioneer developer of high-quality free digital maths and science textbooks to address resource gaps and disadvantage in South African schools. This case study identifies the success factors which could be replicated in other contexts. Siyavula has developed expertise in digital developing, editing and improving maths and science workbooks and teachers' guides and distributing them in multiple digital and mobile formats for free. In 2013 the government took the free texts and sponsored the printing and distribution of c500K copies of Grade 4-6 titles, saving the government approximately USD$83.5 Million for each of the 12 books (student workbook and teacher guide in both English and Afrikaans). The collaborative authoring system is identified as instrumental to the success of the project to address under-resourced schools, through a combination of personal (attitudinal), technical (online systems) and social resources (volunteers and stakeholders). Siyavula leaves a legacy of multi-stakeholder volunteer text-books sprints where an intense face-to-face experience provides the ground-work for constructive online authoring inclusive of diverse stakeholder input across different roles and ranks. Collaborative authoring advances curriculum and pedagogy sharing, expertise and capacity building. Collaborative authoring systems are found to have potential in many under-resourced school contexts not only for school texts, but also for early reading, multi-lingual and culturally appropriate book adaptations. DA - 2019/01// PY - 2019 DO - 10.26822/iejee.2019349252 DP - ERIC VL - 11 IS - 3 SP - 279 EP - 290 LA - en SN - 1307-9298 ST - The Siyavula Case UR - https://eric.ed.gov/?id=EJ1206172 Y2 - 2022/12/25/21:37:57 KW - Collaborative Writing KW - Costs KW - Disadvantaged Schools KW - Educational Resources KW - Educational Technology KW - Electronic Publishing KW - Elementary Secondary Education KW - Faculty Development KW - Final_citation KW - Foreign Countries KW - Shared Resources and Services KW - Social Justice KW - Technology Uses in Education KW - Textbooks KW - cited KW - existing ER - TY - RPRT TI - The Skills Balancing Act in Sub-Saharan Africa AU - Arias, Omar AU - Evans, David K AU - Santos, Indhira DA - 2019/// PY - 2019 DP - Zotero LA - en PB - World Bank UR - http://documents.worldbank.org/curated/en/558991560840574354/pdf/The-Skills-Balancing-Act-in-Sub-Saharan-Africa-Investing-in-Skills-for-Productivity-Inclusivity-and-Adaptability.pdf ER - TY - BOOK TI - The skills balancing act in Sub-Saharan Africa: Investing in skills for productivity, inclusivity, and adaptability AU - Arias, Omar AU - Evans, David K. AU - Santos, Indhira DA - 2019/// PY - 2019 DP - Google Scholar PB - World Bank Publications ST - The skills balancing act in Sub-Saharan Africa UR - https://policycommons.net/artifacts/1286108/the-skills-balancing-act-in-sub-saharan-africa/1883972/ Y2 - 2024/02/29/16:30:20 KW - Final_citation ER - TY - CHAP TI - The Smart Feature Phone Revolution in Developing Countries: Bringing the Internet to the Bottom of the Pyramid AU - James, Jeffrey T2 - The Impact of Smart Feature Phones on Development: Internet, Literacy and Digital Skills A2 - James, Jeffrey T3 - SpringerBriefs in Economics AB - Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This chapter explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by low-income groups, including their demonstrated preference for uses related to entertainment rather than more traditional ‘work-related’ goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes. CY - Cham DA - 2020/// PY - 2020 DP - Springer Link SP - 11 EP - 27 LA - en PB - Springer International Publishing SN - 978-3-030-62212-1 ST - The Smart Feature Phone Revolution in Developing Countries UR - https://doi.org/10.1007/978-3-030-62212-1_2 Y2 - 2022/08/13/14:57:48 KW - India KW - JioPhone KW - Mobile phone KW - Poverty KW - The Internet ER - TY - JOUR TI - The smart feature phone revolution in developing countries: Bringing the internet to the bottom of the pyramid AU - James, Jeffrey T2 - The Information Society AB - Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This paper explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by lowincome groups, including their demonstrated preference for uses related to entertainment rather than more traditional “work-related” goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes. DA - 2020/08/07/ PY - 2020 DO - 10.1080/01972243.2020.1761497 DP - DOI.org (Crossref) VL - 36 IS - 4 SP - 226 EP - 235 J2 - The Information Society LA - en SN - 0197-2243, 1087-6537 ST - The smart feature phone revolution in developing countries UR - https://www.tandfonline.com/doi/full/10.1080/01972243.2020.1761497 Y2 - 2022/08/13/15:01:05 ER - TY - CHAP TI - The Social and Ethical Component in AI Systems Design and Management AU - Mantelero, Alessandro T2 - Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI A2 - Mantelero, Alessandro T3 - Information Technology and Law Series AB - The extensive and frequently severe impact of AI systems on society cannot be fully addressed by the human rights legal framework. Many issues involve community choices or individual autonomy requiring a contextual analysis focused on societal and ethical values. The social and ethical consequences of AI represent a complementary dimension, alongside that of human rights, that must be properly investigated in AI assessment, to capture the holistic dimension of the relationship between humans and machines. This assessment is more complicated than that of human rights, as it involves a variety of theoretical inputs on the underlying values, as well as a proliferation of guidelines. This requires a contextualised and, as far as possible, a participative analysis of the values of the community in which the AI solutions are expected to be implemented. Here the experts play a crucial role in detecting, contextualising and evaluating the AI solutions against existing ethical and social values. Ethics committees in scientific research, bioethics and clinical trials, as well as corporate AI ethics boards, can provide inputs for future AI expert committees within the HRESIA model. Based on the experience of these committees, the assessment cannot be entrusted entirely to experts, but it should also include a participatory dimension, which is essential to effective democratic decision-making process concerning AI. CY - The Hague DA - 2022/// PY - 2022 DP - Springer Link SP - 93 EP - 137 LA - en PB - T.M.C. Asser Press SN - 978-94-6265-531-7 UR - https://doi.org/10.1007/978-94-6265-531-7_3 Y2 - 2024/02/23/23:56:55 KW - Clinical Ethics Committees KW - Clinical trials KW - Data ethics KW - Ethical values KW - Ethics boards KW - Ethics committee KW - Participation KW - Research Ethics Committees KW - Social values ER - TY - JOUR TI - The soul behind the screen:understanding cultural enrichment as a motivation of informal MOOC learning AU - Lochlainn, Conchúr Mac AU - Mhichíl, Mairéad Nic Giolla AU - Beirne, Elaine AU - Brown, Mark T2 - Distance Education AB - This article explores the role of culture and the concept of openness as they relate to learning using a massive open online course which teaches the Irish language and Irish culture to learners around the world. It explores how best to describe the meaning of such learning, and the social, material, and relational tensions that exist in such provision. Using a qualitative case study design, we analyzed a collection of 3507 learner comments placed on key reflective steps throughout the course. From the analysis of learner experiences, motivations, and opinions, we identified five major themes. We then examined the role of inequality, social justice, and lifelong learning in light of the themes. The article concludes with recommendations for further research, in addition to reflections on the value of small-scale case studies to explore the diversity inherent in MOOC provision. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757408 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 201 EP - 215 SN - 0158-7919 ST - The soul behind the screen UR - https://doi.org/10.1080/01587919.2020.1757408 Y2 - 2021/03/24/14:38:45 KW - massive open online course KW - online language learning KW - qualitative case study KW - social justice ER - TY - GEN TI - The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response AU - Sphere DA - 2018/// PY - 2018 LA - English PB - Sphere ST - Sphere Handbook UR - https://handbook.spherestandards.org/en/sphere/#ch001 ER - TY - BOOK TI - The State of Ceará in Brazil is a Role Model for Reducing Learning Poverty AU - Loureiro, Andre AU - Cruz, Louisee AU - Lautharte, Ildo AU - Evans, David K. CY - Washington, DC DA - 2020/// PY - 2020 PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/34156 ER - TY - RPRT TI - The State of Digital Accessibility 2020 DA - 2020/// PY - 2020 PB - G3ict UR - https://g3ict.org/publication/the-state-of-digital-accessibility-2020 Y2 - 2020/08/19/14:19:28 ER - TY - RPRT TI - The State of Global Learning Poverty: 2022 Update DA - 2022/06/23/ PY - 2022 UR - https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/original/Learning-poverty-report-2022-06-21-final-V7-0-conferenceEdition.pdf Y2 - 2024/03/19/16:50:35 KW - Final_citation ER - TY - RPRT TI - The State of Global Learning Poverty: 2022 Update AU - World Bank AU - UNESCO AU - UNICEF AU - FCDO AU - USAID AU - Bill and Melinda Gates Foundation DA - 2022/// PY - 2022 UR - https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/original/Learning-poverty-report-2022-06-21-final-V7-0-conferenceEdition.pdf Y2 - 2023/02/15/18:25:10 ER - TY - JOUR TI - The State of Inclusive Education in Zimbabwe: Bachelor of Education (Special Needs Education) Students’ Perceptions AU - Chireshe, Regis T2 - Journal of Social Sciences AB - The study sought to establish the current state of inclusive education in Zimbabwe. Focus was on the perceived gains of inclusive education, challenges in its implementation and how the challenges could be addressed. A survey design which was fundamentally qualitative in nature was used. Forty-two Bachelor of Education (Special Needs Education)(BEd SNE) purposefully selected students from Great Zimbabwe University participated in the study. The data were collected using an open ended questionnaire and were content analysed. The results revealed that the participants perceived inclusive education as having resulted in social acceptance of children with special educational needs. They perceived inclusion as having promoted positive attitudes among children without disabilities and in communities. Stigmatisation and discrimination were perceived as having been reduced. The challenges that were still perceived to be experienced included: lack of specific policy on inclusive education; scarcity of resources such as special needs education trained teachers and assistive devices; existence of negative attitudes among some stakeholders and lack of understanding of the meaning of inclusive education. The participants suggested several ways to address some of the above challenges. These included enacting a specific policy on inclusive education, training more teachers in special needs education, implementing more community awareness programmes, having itinerant specialist teachers, sufficient funding of the education system as a whole and availing more resources for inclusion. DA - 2013/03/01/ PY - 2013 DO - 10.1080/09718923.2013.11893133 DP - Taylor and Francis+NEJM VL - 34 IS - 3 SP - 223 EP - 228 SN - 0971-8923 ST - The State of Inclusive Education in Zimbabwe UR - https://doi.org/10.1080/09718923.2013.11893133 Y2 - 2021/11/10/01:21:04 KW - Bachelor of Education KW - Disability KW - Inclusion KW - Mainstreaming KW - Perceptions KW - Students KW - Students with Special Needs KW - Zimbabwe ER - TY - RPRT TI - The-State-of-Mobile-Internet-Connectivity-Report-2022.pdf AU - GSMA DA - 2022/12// PY - 2022 UR - http://www.ictworks.org/wp-content/uploads/2022/12/The-State-of-Mobile-Internet-Connectivity-Report-2022.pdf Y2 - 2022/12/15/09:59:06 ER - TY - RPRT TI - The State of Mobile Internet Connectivity Report 2023 AU - GSMA DA - 2023/// PY - 2023 PB - GSMA UR - https://www.gsma.com/r/somic/ Y2 - 2023/01/12/00:00:00 ER - TY - JOUR TI - The State of Ransomware in Education 2022 – Sophos Partner News AU - Sophos T2 - Sophos Partner News July AB - Insights into an ever more challenging attack environment and the growing financial and operational burden ransomware is placing on the education sector. DA - 2022/07/12/ PY - 2022 VL - 12 LA - en-US UR - https://partnernews.sophos.com/en-us/2022/07/resources/the-state-of-ransomware-in-education-2022/ Y2 - 2023/01/06/04:19:32 KW - Final_citation KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - RPRT TI - The State of the Global Education Crisis: A Path to Recovery (Vol. 1): Report AU - World Bank AU - UNESCO AU - UNICEF CY - Washington D.C., Paris, New York DA - 2021/// PY - 2021 LA - en PB - : The World Bank, UNESCO, and UNICEF ST - The State of the Global Education Crisis UR - https://www.worldbank.org/en/topic/education/publication/the-state-of-the-global-education-crisis-a-path-to-recovery Y2 - 2022/01/18/22:43:00 ER - TY - RPRT TI - The Status of ICT in Education in Saint Lucia AU - Commonwealth of Learning DA - 2017/// PY - 2017 UR - https://camdu.edu.lc/wp-content/uploads/2017/09/2017_Saint-Lucia_ICTinEDStatus_Final_Jun27.pdf Y2 - 2020/12/07/20:14:31 ER - TY - JOUR TI - The strategic action field framework for policy implementation research AU - Moulton, Stephanie AU - Sandfort, Jodi R. T2 - Policy Studies Journal DA - 2017/// PY - 2017 DO - 10.1111/psj.12147 DP - Google Scholar VL - 45 IS - 1 SP - 144 EP - 169 ER - TY - THES TI - The stratospheric circulation in the tropics AU - Haßler, Björn CY - DAMTP DA - 2002/12// PY - 2002 PB - University of Cambridge KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - The struggle of translating science into action: foundational concepts of implementation science AU - Rapport, Frances AU - Clay-Williams, Robyn AU - Churruca, Kate AU - Shih, Patti AU - Hogden, Anne AU - Braithwaite, Jeffrey T2 - Journal of evaluation in clinical practice DA - 2018/// PY - 2018 DO - 10.1111/jep.12741 DP - Google Scholar VL - 24 IS - 1 SP - 117 EP - 126 ST - The struggle of translating science into action ER - TY - GEN TI - 'The sun sets in the masked mountains' AU - Ajadi, S.B. DA - 2012/// PY - 2012 LA - en ER - TY - RPRT TI - The Sustainable Development Goals Report 2019: Special Edition AU - UN Stat DA - 2019/// PY - 2019 UR - https://unstats.un.org/sdgs/report/2019/goal-04/ ER - TY - JOUR TI - The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit. AU - Higgins, S AU - Katsipataki, M AU - Kokotsaki, D AU - Coleman, R AU - Major, LE AU - Coe, R DA - 2013/// PY - 2013 KW - ⛔ No DOI found ER - TY - JOUR TI - The Systems Approach to Child Protection AU - Joynes, Chris AU - Mattingly, Jacqui AB - This purpose of this review is to identify the outcomes of taking a systems approach to child protection by basing on six days of desk-based research. There are four basic principles of design reflectedin the system-based approaches to child protection services in a development context. First, organising all systems components around a common goal or vision in order to provide the strategic direction for system implementation (Delaney et al. 2014: 13; Wulczyn et al. 2010: 2, 11). Second, defining the activities of each system on the basis of a specific set of functions, structures and capacities that interact and influence each other (Wulczyn et al 2010: 2, 12-13; Delaney et al. 2014: 13), while also establishing clear systemic boundaries, roles and responsibilities in order to ensure accountability and good governance (Delaney et al. 2014: 14). Third, involving a wide range of different actors as part of the system, including across and within sectors in horizontal and vertical networks (Delaney et al. 2014: 13; Wulczyn et al. 2010: 10). And fourth, ensuring that the shape, functions and actions of the system should always be grounded in the context in which it operates, and make sense to the communities who are the end users (Wulczyn et al. 2010: 2, 11). There is limited evidence of the impact of a systems approach to child protection in a development context. Across many contexts and national settings, the consensus is that the necessary legal and policy frameworks for child protection are in place at national level, but programme implementation and service delivery still lags far behind (Stuckenbruck 2018: 12). This review noted that there is a significant gap in the availability of evidence, making an assessment of the impact of a systems approach extremely difficult (Krueger et al. 2014; Krueger 2014: 30; Stuckenbruck 2018). Additionally, much of the research and monitoring and evaluation focuses on systems-development programmes delivered by international agencies, rather than on national state-led child protection systems. Within the time available, the review was only able to identify limited examples where overviews of child protection systems development inputs are accompanied by evidence of impact on child protection, rather than just outcomes in terms of targets associated with systems strengthening. DA - 2018/07/27/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14222 Y2 - 2022/12/18/18:16:40 KW - ⛔ No DOI found ER - TY - JOUR TI - The Teacher Educators’ Knowledge of Learner Support Services in Distance Teacher Education Programmes in Selected Public Colleges of Education in Zambia AU - Jere, Getrude AU - Mulenga, Innocent Mutale AU - Manchishi, Peter Chomba T2 - How Africa Has Turned Around DA - 2021/// PY - 2021 DP - Google Scholar SP - 276 UR - https://www.researchgate.net/profile/Maurice-Amutabi-2/publication/366426090_How_Africa_Has_Turned_Around/links/63a18a54e42faa7e75db1f9a/How-Africa-Has-Turned-Around.pdf#page=283 Y2 - 2023/12/06/15:41:08 KW - ⛔ No DOI found ER - TY - RPRT TI - The teacher salary system in Sierra Leone AU - Turrent, Victoria CY - Education Development Trust DA - 2012/// PY - 2012 SP - 24 UR - https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/3b/3b936954-5bde-4a23-b5c3-14117f7a2af5.pdf Y2 - 2022/05/16/11:44:07 KW - C:Sierra Leone KW - _C:Sierra Leone SLE KW - ⛔ No DOI found ER - TY - JOUR TI - The Teacher Scheme for Educational Dialogue Analysis (T-SEDA): Developing a research-based observation tool for supporting teacher inquiry into pupils' participation in classroom dialogue AU - Vrikki, M. AU - Kershner, R. AU - Calcagni, E. AU - Hennessy, S. AU - Lee, L. AU - Hernández, F. AU - Estrada, N. AU - Ahmed, F. T2 - International Journal of Research and Methods in Education AB - In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation. DA - 2018/// PY - 2018 DO - 10.1080/1743727X.2018.1467890 VL - 42 IS - 2 SP - 185 EP - 203 LA - en SN - 1743727X ST - The teacher scheme for educational dialogue analysis (T-SEDA) UR - https://www.tandfonline.com/doi/abs/10.1080/1743727X.2018.1467890 AN - 2187132329 DB - Education Database KW - Analytic tool KW - CitedIn:eCubed KW - Classroom observation KW - Done:ReferenceFixed KW - Education KW - Teachers KW - classroom observation KW - eCubed KW - educational dialogue KW - equitable participation KW - reflective practice KW - teacher inquiry ER - TY - JOUR TI - The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature AU - Wenner, Julianne A. AU - Campbell, Todd T2 - Review of Educational Research AB - In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity. DA - 2017/02// PY - 2017 DO - 10.3102/0034654316653478 DP - DOI.org (Crossref) VL - 87 IS - 1 SP - 134 EP - 171 J2 - Review of Educational Research LA - en SN - 0034-6543, 1935-1046 ST - The Theoretical and Empirical Basis of Teacher Leadership UR - http://journals.sagepub.com/doi/10.3102/0034654316653478 Y2 - 2021/03/07/17:49:56 KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Israel ISR KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - The Theory of Educational Technology: Towards a Dialogic Foundation for Design AU - Wegerif, Rupert AU - Major, Louis CY - London DA - 2023/11/02/ PY - 2023 DP - DOI.org (Crossref) ET - 1 LA - en PB - Routledge SN - 978-1-00-319849-9 ST - The Theory of Educational Technology UR - https://www.taylorfrancis.com/books/9781003198499 Y2 - 2023/12/18/20:38:52 ER - TY - CHAP TI - The Traditional Informal Apprenticeship System of West Africa as Preparation for Work AU - Ahadzie, William T2 - International Handbook of Education for the Changing World of Work AB - The traditional apprenticeship system in West Africa is gradually beginning to attract increasing interest not only for academic research and in professional disciplines but also as an active policy issue. This is not surprising given that this system has proved to be an enduring and an effective source of skills for much of West Africa. But its resilience is also attributable to its positive association with the equally pervasive informal sector of West African economies. Perhaps a more engaging argument for the resurgence of interest in traditional apprenticeship is the inability of formal systems to deliver the types of skills that are required to ensure employability of the ever-increasing new labour market entrants and to contribute to overall poverty reduction (Fluitman 2005). DA - 2009/// PY - 2009 DP - link.springer.com SP - 261 EP - 275 LA - English PB - Springer, Dordrecht SN - 978-1-4020-5280-4 978-1-4020-5281-1 UR - https://link.springer.com/chapter/10.1007/978-1-4020-5281-1_17 Y2 - 2018/08/13/08:55:07 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - HDR25 KW - Informal KW - West Africa KW - publicImportV1 ER - TY - JOUR TI - The Train the Trainer-System ؊ Results of a research and development project for and with VET pedagogues in Sub-Saharan Africa AU - Haseloff, Gesine DA - 2017/// PY - 2017 DP - Zotero SP - 7 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - A:Africa KW - CLL:en KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - The transcendence of Augmented Reality in student motivation. A systematic review and meta-analysis AU - Gómez García, Gerardo AU - Rodríguez Jiménez, Carmen AU - Marín Marín, José Antonio T2 - ALTERIDAD. Revista de Educación DA - 2020/// PY - 2020 DP - Google Scholar VL - 15 IS - 1 SP - 36 EP - 46 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - BLOG TI - The True Cost of Freemiums in Edtech AU - Levine, Elliott T2 - EdTech Digest AB - An industry veteran has some on-point advice about what you pay for and what you get. GUEST COLUMN | by Elliott Levine They say, “the best things in life are free,” but that is not always the case. With education technology (edtech), sometimes the cost of “free” ends up being unreasonably high in the long […] DA - 2019/02/05/ PY - 2019 LA - en-US UR - https://www.edtechdigest.com/2019/02/05/the-true-cost-of-freemiums/ Y2 - 2022/12/06/22:15:55 ER - TY - BOOK TI - The Tyranny of Experts: Economists, Dictators, and the Forgotten Rights of the Poor AU - Easterly, William AB - 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. CN - HD87 .E237 2013 CY - New York DA - 2013/// PY - 2013 DP - Library of Congress ISBN SP - 394 LA - en PB - Hachette UK SN - 978-0-465-03125-2 ST - The Tyranny of Experts KW - Business & Economics / Development / Economic Development KW - Business & Economics / Development / Sustainable Development KW - Developing countries KW - Economic aspects KW - Economic policy KW - Political Science / Political Economy KW - Poverty KW - Social aspects ER - TY - JOUR TI - The United Nations Office on Drugs and Crime’s Efforts to Strengthen a Culture of Prevention in Low- and Middle-Income Countries AU - Heikkilä, Hanna AU - Maalouf, Wadih AU - Campello, Giovanna T2 - Prevention Science AB - Abstract This article discusses how decision-makers can be supported to strengthen a culture of prevention. This article presents an example of the United Nations Office on Drugs and Crime’s (UNODC) work to engage with decision-makers to create readiness, demand, and capacity for evidence-based prevention programming among them, particularly in low- and middle-income countries. First, we utilized two of the UNODC’s data sources to describe the context where the UNODC’s prevention efforts take place. Analysis of the first dataset on prevention activities implemented globally revealed a gap in translating evidence into practice on a global scale. The second dataset consisted of UNODC policy documents mandating and guiding global action to address substance use. The analysis showed that at the level of political frameworks, prevention is gradually gaining more attention but is still frequently left in the shadow of health- and law enforcement-related issues. In addition, these guiding documents did not reflect fully the current scientific understanding of what constitutes an effective prevention response. Against this background, the feasibility of the UNODC’s efforts to bridge the science–practice gap in the field of prevention was discussed by presenting the results from the UNODC’s regional capacity-building seminars focused on the role of monitoring and evaluation in prevention programming. The results showed potential of this capacity building to affect the attitudes and knowledge of targeted decision-makers. Such efforts to increase decision-makers’ readiness and ultimately their endorsement, adoption, and ongoing support of evidence-based preventive interventions should be continued and intensified. DA - 2021/01// PY - 2021 DO - 10.1007/s11121-020-01088-5 DP - DOI.org (Crossref) VL - 22 IS - 1 SP - 18 EP - 28 J2 - Prev Sci LA - en SN - 1389-4986, 1573-6695 UR - http://link.springer.com/10.1007/s11121-020-01088-5 Y2 - 2024/03/01/16:04:58 KW - Final_citation ER - TY - BOOK TI - The university in the twenty-first century: teaching the new enlightenment in the digital age AU - Elkana, Yehuda AU - Kl??pper, Hannes AU - Lazerson, Marvin DA - 2016/// PY - 2016 DP - Open WorldCat LA - English SN - 978-963-386-039-7 ST - The university in the twenty-first century UR - http://site.ebrary.com/id/11268829 Y2 - 2022/04/01/18:17:10 ER - TY - JOUR TI - THE UNIVERSITY OF ZAMBIA PRE-SERVICE TEACHER EDUCATION PROGRAMME: IS IT RESPONSIVE TO SCHOOLS AND COMMUNITIES’ASPIRATIONS? AU - Masaiti, Gift AU - Manchishi, Peter Chomba T2 - European Journal of Educational Studies DA - 2011/// PY - 2011 DP - Google Scholar VL - 3 IS - 2 ST - THE UNIVERSITY OF ZAMBIA PRE-SERVICE TEACHER EDUCATION PROGRAMME UR - https://scholar.google.com/scholar?cluster=2405329664589217006&hl=en&oi=scholarr Y2 - 2023/12/05/11:39:00 KW - ⛔ No DOI found ER - TY - CHAP TI - The Use and Misuse of Computers in Education: Evidence From a Randomized Controlled Trial of a Language Arts Program. AU - Barrera-Osorio, Felipe AU - Linden, Leigh L. T2 - Abdul Latif Jameel Poverty Action Lab (JPAL). www. leighlinden. com/Barrera-Linden 20 CY - Cambridge, MA DA - 2009/// PY - 2009 UR - https://www.semanticscholar.org/paper/The-Use-andMisuse-of-Computers-in-Education-%3A-from-Barrera-Osorio-Linden/04fbe09878cd7698d341cb2663e23d28 ER - TY - BOOK TI - The Use And Misuse Of Computers In Education: Evidence From A Randomized Experiment In Colombia AU - Barrera-Osorio, Felipe AU - Linden, Leigh L. T2 - Policy Research Working Papers DA - 2009/03/11/ PY - 2009 DP - elibrary.worldbank.org (Atypon) SP - 43 PB - The World Bank ST - The Use And Misuse Of Computers In Education UR - https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-4836 Y2 - 2024/03/19/22:10:15 KW - COMMUNICATION TECHNOLOGIES KW - CURRICULUM KW - EMPLOYMENT KW - Final_citation KW - HUMAN DEVELOPMENT KW - LEARNING KW - LITERATURE KW - PAPERS KW - QUALITY OF EDUCATION KW - REGULAR CLASSROOM KW - RESEARCH KW - SCHOOL KW - SCHOOLS KW - SCIENCE KW - SOCIAL SCIENCE KW - STUDENTS KW - TEACHER KW - TEACHERS KW - TEACHING KW - TRAINING KW - UNIVERSITY ER - TY - JOUR TI - The Use of Active Teaching Pedagogical Approaches in Teaching Civic Education in Secondary Schools in Kasama and Luwingu District of Zambia AU - Musonda, Chewe AU - Masaiti, Gift AU - Mwila, Kennedy AU - Njobvu, Tommie T2 - Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736) DA - 2020/// PY - 2020 DP - Google Scholar VL - 3 IS - 3 SP - 1 EP - 17 UR - https://naturalsciences.unza.zm/index.php/mjlsse/article/view/243 Y2 - 2023/12/05/11:36:53 KW - ⛔ No DOI found ER - TY - JOUR TI - The use of AI chatbot as an assistant tool for SW education AU - Choi, Seo-Won AU - Nam, Jae-Hyun T2 - Journal of the Korea Institute of Information and Communication Engineering DA - 2019/// PY - 2019 DP - Google Scholar VL - 23 IS - 12 SP - 1693 EP - 1699 KW - ⛔ No DOI found ER - TY - RPRT TI - The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa AU - Adam, Taskeen AU - El-Serafy, Yomna AU - Podea, Marius AU - Haßler, Björn DA - 2021/// PY - 2021 DP - DOI.org (Crossref) PB - EdTech Hub UR - https://docs.edtechhub.org/lib/PIXT9J66 Y2 - 2022/04/03/20:25:07 KW - Author:OpenDevEd KW - _EdTechHub_Output ER - TY - RPRT TI - The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa AU - Adam, Taskeen AU - El-Serafy, Yomna AU - Podea, Marius AU - Haßler, Björn AU - Open Development & Education DA - 2021/01/01/ PY - 2021 DP - DOI.org (Crossref) PB - EdTech Hub UR - https://docs.edtechhub.org/lib/PIXT9J66 Y2 - 2022/12/03/19:50:16 KW - Author:OpenDevEd ER - TY - JOUR TI - The use of learning technologies in complementary medicine education: Results of a student technology survey AU - Gray, Alastair C. AU - Diezel, Helene AU - Steel, Amie T2 - Advances in Integrative Medicine DA - 2019/// PY - 2019 DO - 10.1016/j.aimed.2019.04.001 DP - Google Scholar VL - 6 IS - 4 SP - 174 EP - 180 ST - The use of learning technologies in complementary medicine education KW - __C:filed:1 ER - TY - JOUR TI - The Use of Manipulatives in Mathematics Education AU - Larbi, Ernest AU - Mavis, Okyere T2 - Journal of Education and Practice AB - The study was designed to investigate the efficacy of using algebra tile manipulatives in junior high school students' performance. The study sample comprised 56 students from two schools purposely selected from two towns within the Komenda Edina Eguafo Abirem municipality. The students were made up of two groups; the experimental and the control group. Each group was taught the same algebra units over a period of four weeks. However, the experimental group was taught using algebra tile manipulatives whilst the control group was taught using the conventional "talk and chalk" method. The instruments used for data collection were mathematics achievement pretest and posttest. Students' achievements on the posttest were analysed using percentages, mean, standard deviation and the independent t-test. The findings of the study were that, those who were taught through extensive use of algebra tiles performed significantly better. Thus the use of the algebra tiles proved very effective and promising approach to teaching and learning algebra, and that the tiles also improved students' thinking process as they solved problems in algebra. On the basis of these findings, it is recommended that algebra tiles should be used as a tool to introducing students to algebraic concepts. DA - 2016/// PY - 2016 DP - ERIC VL - 7 IS - 36 SP - 53 EP - 61 LA - en SN - 2222-1735 UR - https://eric.ed.gov/?id=EJ1126428 Y2 - 2021/04/17/09:55:18 KW - Algebra KW - Comparative Analysis KW - Control Groups KW - Conventional Instruction KW - Experimental Groups KW - Foreign Countries KW - Junior High School Students KW - Manipulative Materials KW - Mathematics Achievement KW - Mathematics Education KW - Pretests Posttests KW - Teaching Methods KW - ⛔ No DOI found ER - TY - JOUR TI - THE USE OF MOBILE PLATFORMS IN SCIENCE LEARNING: A COMPARATIVE STUDY BETWEEN PORTUGAL AND THE UK AU - Leitão, Rui AU - Turner, Sarah AU - Maguire, Martin DA - 2017/// PY - 2017 DO - 10.21125/iceri.2017.1357 DP - Google Scholar ST - THE USE OF MOBILE PLATFORMS IN SCIENCE LEARNING KW - _C:Portugal PRT KW - _C:Spain ESP KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The Use of Modern Educational Technologies in Remote Learning in Higher Education During a Pandemic: the Case of COVID-19 in Cameroon AU - Moluayonge, Gracemary T2 - Journal of Learning for Development AB - Abstract: In March 2020, the first case of COVID-19 was discovered in Cameroon. This led to the Higher Education Institutions resorting to remote learning to ensure continued teaching and learning. The researcher thus set out to bring to the limelight some recommendations for the use of educational technologies for remote learning in Cameroon and propose some suggestions to the government, the policy makers, the stakeholders and the teachers for more effective implementation of E-learning in Higher Education Institutions in Cameroon. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 479 EP - 484 LA - en SN - 2311-1550 ST - The Use of Modern Educational Technologies in Remote Learning in Higher Education During a Pandemic UR - https://jl4d.org/index.php/ejl4d/article/view/454 Y2 - 2020/11/21/13:32:18 KW - COVID 19 KW - Educational Technologies KW - Higher Education KW - remote learning KW - ⛔ No DOI found ER - TY - JOUR TI - The use of tablets and their impact on learning. A national research in Primary Education schools1 El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria AU - Martí, Mar Camacho AU - Mon, Francesc Marc Esteve T2 - Revista de Educación DA - 2018/// PY - 2018 DP - Google Scholar VL - 379 SP - 160 EP - 180 KW - _C:Dominican Republic DOM KW - _C:Finland FIN KW - _C:France FRA KW - _C:India IND KW - _C:Iran IRN KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:Spain ESP KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CONF TI - The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy AU - Drossel, Kerstin AU - Eickelmann, Birgit C3 - IFIP World Conference on Computers in Education DA - 2017/// PY - 2017 DO - 10.1007/978-3-319-74310-3_14 DP - Google Scholar SP - 114 EP - 124 PB - Springer KW - __C:filed:1 ER - TY - RPRT TI - The Use of Technology in the CPD Implementation Plan in Tanzania AU - Adam, Taskeen AU - El-Sefary, Yomna AU - Haßler, Björn AU - Khalayleh, Abdullah AU - Kremeia, Adam AU - Proctor, Jamie AU - Mtebe, Joel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/04/06/ PY - 2021 LA - en M3 - Technical Guidance PB - EdTech Hub UR - https://docs.edtechhub.org/lib/N5HMII3R KW - Author:OpenDevEd KW - _EdTechHub_Output KW - _MELA_seen KW - ___duplicate_item KW - _bjoern_cv KW - _cover:analysis:nopdf KW - _r:AddedByZotZen ER - TY - RPRT TI - The Use of Technology in the CPD Implementation Plan in Tanzania AU - Adam, Taskeen AU - El-Sefary, Yomna AU - Haßler, Björn AU - Khalayleh, Abdullah AU - Kremeia, Adam AU - Proctor, Jamie AU - Mtebe, Joel DA - 2021/04/06/ PY - 2021 LA - en PB - EdTech Hub KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - The use of technology to support teacher learning circles in crisis contexts: A rapid review of the literature AU - Khalayleh, Abdullah AU - El-Serafy, Yomna AU - Megha-Bongnkar, Ghislaine AU - Haßler, Björn DA - 2021/// PY - 2021 PB - Open Development & Education SN - 3 UR - https://docs.opendeved.net/lib/QBUASN3S KW - Author:OpenDevEd KW - _genre:LR-literature_review ER - TY - RPRT TI - The use of virtual learning environments and learning management systems during the COVID-19 pandemic AU - McBurnie, Chris CY - Cambridge, UK DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Request SN - 7 KW - Author:OpenDevEd KW - COV:COVID and reopening of schools KW - COVID-19 KW - Distance learning KW - EdTech KW - F: Helpdesk response KW - H: Distance education KW - LP: English KW - Learning management system KW - Remote learning KW - Virtual learning environment KW - _C:Afghanistan AFG KW - _C:Armenia ARM KW - _C:Bangladesh BGD KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:France FRA KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iraq IRQ KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Kyrgyzstan KGZ KW - _C:Mexico MEX KW - _C:Myanmar MMR KW - _C:Nigeria NGA KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Spain ESP KW - _C:Syrian Arab Republic SYR KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United States USA KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - ___duplicate_item KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - The use of virtual learning environments and learning management systems during the COVID-19 pandemic AU - McBurnie, Chris AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - D’Angelo, Sophia AU - Haßler, Björn CN - 0203 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 2 KW - Author:OpenDevEd KW - ___duplicate_item ER - TY - RPRT TI - The Washington Group / UNICEF Child Functioning Module (CFM) AU - Washington Group AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.washingtongroup-disability.com/fileadmin/uploads/wg/Documents/Washington_Group_Questionnaire__5_-_WG-UNICEF_Child_Functioning_Module__ages_5-17_.pdf Y2 - 2021/10/16/10:30:51 ER - TY - JOUR TI - The withdraw of european missionaries from St. Anthony's Catholic secondary school: what are the implications?. AU - Cheyeka, Austin AU - Masaiti, Gift AU - Mulenga, Innocent Mutale DA - 2011/// PY - 2011 DP - Google Scholar ST - The withdraw of european missionaries from St. Anthony's Catholic secondary school UR - http://dspace.unza.zm/handle/123456789/6590 Y2 - 2023/12/06/16:01:36 KW - ⛔ No DOI found ER - TY - RPRT TI - The Words Between Us: How Well Do Enumerators Understand the Terminology Used in Humanitarian Surveys? A Study from Northeast Nigeria AU - Translators Without Borders DA - 2018/11// PY - 2018 UR - https://translatorswithoutborders.org/wp-content/uploads/2018/12/TWB_Nigeria_EnumeratorComprehension_Nov2018-1.pdf Y2 - 2024/03/25/13:35:17 ER - TY - BOOK TI - The World Bank Group A to Z 2015 AU - Group, World Bank AB - Note: Information in this title reflected the institution at the time of publication and may be subject to change... The World Bank Group (also known as the "Bank Group") is the largest anti-poverty institution in the world, offering loans, advice, knowledge, and an array of customized resources to more than 100 developing countries and countries in transition. Established in 1944 and headquartered in Washington DC, the Bank Group is a specialized agency of the United Nations that is made up of 188 member countries. It works with country governments, the private sector, civil society organizations (CSOs), regional development banks, think tanks, and other international institutions on a range of issues--from climate change, conflict, and food crises to education, agriculture, finance, and trade--with the sole purpose of meeting two goals: ending extreme poverty by 2030 and boosting shared prosperity of the bottom 40 percent of the population in all developing countries. The World Bank Group A to Z provides ready-reference insight into the history, mission, organization, policies, financial services, and knowledge products of the institution's five agencies. Each of the more than 200 entries are arranged in encyclopedic A-to-Z format and are extensively cross-referenced to related information in the book. This volume also has a detailed index, reference materials on World Bank Group country membership, organizational charts of the five agencies, and information about how to connect with or work for the institution. Building on previous editions of A Guide to the World Bank, The World Bank Group A to Z has been completely revised and updated to reflect the wide ranging reforms of recent years, including the new World Bank Group Strategy; new approaches to development assistance; the establishment of new Global Practice Groups and Cross Cutting Solutions Areas; and the goal of becoming a "Solutions Bank", one that will marshal the vast reserves of evidence and experiential knowledge across the five World Bank Group agencies and apply them to local problems. An indispensable guide for anyone interested in understanding what the World Bank Group does and how it does it, this book shows readers who want to learn more where to begin. DA - 2014/09/30/ PY - 2014 DP - Google Books SP - 260 LA - en PB - World Bank Publications SN - 978-1-4648-0382-6 KW - Business & Economics / Banks & Banking KW - Business & Economics / Development / Economic Development KW - Business & Economics / Development / Sustainable Development KW - Business & Economics / International / Economics & Trade KW - Business & Economics / Nonprofit Organizations & Charities / General KW - Final_citation KW - Political Science / Public Policy / Economic Policy KW - Social Science / Developing & Emerging Countries KW - Social Science / Poverty & Homelessness KW - Social Science / Sociology / General ER - TY - JOUR TI - The World Bank Human Capital Index: A Guide. AU - Kraay, Aart C. T2 - The World Bank Research Observer DA - 2019/// PY - 2019 DO - 10.1093/wbro/lkz001 VL - 34 SP - 1 EP - 33 ER - TY - ELEC TI - The world is off track in achieving the global education goal, SDG 4 - UNESCO Digital Library AU - UNESCO DA - 2017/// PY - 2017 UR - https://unesdoc.unesco.org/ark:/48223/pf0000368935 Y2 - 2022/12/15/23:18:08 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - THE WRITING AND SUPERVISION OF BRIGHT ENGLISH TEXTBOOK DEVELOPMENT FOR PRIMARY SCHOOL TEACHERS IN INDONESIAN CONTEXT AU - Inayati, Nina AU - Abidasari, Erlyna AU - WS, Kharisma Naidi T2 - Englisia: Journal of Language, Education, and Humanities DA - 2019/// PY - 2019 DO - 10.22373/ej.v7i1.5592 DP - Google Scholar VL - 7 IS - 1 SP - 53 EP - 68 KW - _C:Indonesia IDN KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - The_Beginner_s_Guide_to_PEA.pdf AU - Whaites, A. CY - UK DA - 2017/// PY - 2017 PB - UKAID UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/766478/The_Beginner_s_Guide_to_PEA.pdf Y2 - 2022/12/28/16:59:27 KW - Final_citation KW - cited KW - existing ER - TY - BOOK TI - Theme 1: Creative Approaches (Coordinators) T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators) A3 - Haßler, Björn CY - Ghana DA - 2015/10// PY - 2015 ET - 1 VL - 2 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Theme 1: Creative Approaches (Student Teachers) AU - Haßler, Björn T2 - T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers) CY - Ghana DA - 2016/// PY - 2016 DP - Zotero ET - 1 LA - en NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd ER - TY - BOOK TI - Theme 1: Creative approaches (Tutors) T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors) A3 - Haßler, Björn CY - Ghana DA - 2015/10// PY - 2015 ET - 1 VL - 2 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Theme 2: Questioning (Coordinators) T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators) A3 - Haßler, Björn CY - Ghana DA - 2015/12// PY - 2015 ET - 1 VL - 3 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Theme 2: Questioning (Student Teachers) AU - Haßler, Björn T2 - T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers) CY - Ghana DA - 2016/// PY - 2016 DP - Zotero ET - 1 LA - en NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd ER - TY - BOOK TI - Theme 2: Questioning (Tutors) T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors) A3 - Haßler, Björn CY - Ghana DA - 2015/12// PY - 2015 ET - 1 VL - 3 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Theme 3: Talk for Learning (Coordinators) T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators) A3 - Haßler, Björn CY - Ghana DA - 2016/02// PY - 2016 ET - 1 VL - 4 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Theme 3: Talk for Learning (Facilitators) AU - Haßler, Björn T2 - T-TEL Professional Development Programme (Handbook for Facilitators) CY - Ghana DA - 2016/// PY - 2016 DP - Zotero ET - 1 VL - 7 LA - en NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd ER - TY - BOOK TI - Theme 3: Talk for Learning (Student Teachers) AU - Haßler, Björn T2 - T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers) CY - Ghana DA - 2016/// PY - 2016 DP - Zotero ET - 1 LA - en NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd ER - TY - BOOK TI - Theme 3: Talk for Learning (Tutors) T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors) A3 - Haßler, Björn CY - Ghana DA - 2016/02// PY - 2016 ET - 1 VL - 4 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Theme 4: Group Work (Coordinators) T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators) A3 - Haßler, Björn AB - This handbook is the HANDBOOK FOR PD COORDINATORS for Theme 4, focusing on group work. In many everyday situations people work alongside colleagues, speak and listen to friends, and see what others do and how they do it. This is how we all learn. As we talk to others, we discover new ideas and information. If activities in the college classrooms are centred on the tutor, then the student teachers do not get enough time to be active: they do not have the opportunity to try, to demonstrate their learning or to ask questions. In such situations, some students may only give short answers and some may say nothing at all. In large classes, the situation is even worse, with only a small proportion of students saying anything at all. One reason for doing group work in the classroom is to give students more opportunities to participate. Working in groups and pairs is about learning collaboratively. Collaborative learning means two or more student teachers working together to achieve a shared goal. This includes peer collaboration (for groups of two student teachers), and small group work (for smaller groups). It requires you to interact and talk about what you are thinking with one another in a specific learning context. Questions can be posed, ideas can be challenged and misunderstandings can be heard and investigated. CY - Ghana DA - 2016/04// PY - 2016 ET - 1 VL - 5 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Theme 4: Group Work (Facilitators) AU - Haßler, Björn T2 - T-TEL Professional Development Programme (Handbook for Facilitators) CY - Ghana DA - 2016/// PY - 2016 DP - Zotero ET - 1 VL - 7 LA - en NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd ER - TY - BOOK TI - Theme 4: Group Work (Student Teachers) AU - Haßler, Björn T2 - T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers) CY - Ghana DA - 2016/// PY - 2016 DP - Zotero ET - 1 LA - en NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd ER - TY - BOOK TI - Theme 4: Group Work (Tutors) T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors) A3 - Haßler, Björn CY - Ghana DA - 2016/04// PY - 2016 ET - 1 VL - 5 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Theme 5: Teaching and learning materials (Coordinators) T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators) A3 - Haßler, Björn CY - Ghana DA - 2016/10// PY - 2016 ET - 1 VL - 6 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Theme 5: Teaching and Learning Materials (Facilitators) AU - Haßler, Björn T2 - T-TEL Professional Development Programme (Handbook for Facilitators) CY - Ghana DA - 2016/// PY - 2016 DP - Zotero ET - 1 VL - 7 LA - en NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd ER - TY - BOOK TI - Theme 5: Teaching and Learning Materials (Student Teachers) AU - Haßler, Björn T2 - T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers) CY - Ghana DA - 2016/// PY - 2016 DP - Zotero ET - 1 LA - en NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd ER - TY - BOOK TI - Theme 5: Teaching and Learning Materials (Tutors) T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors) A3 - Haßler, Björn CY - Ghana DA - 2016/10// PY - 2016 ET - 1 VL - 6 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Theme 6: Leadership for Learning (Coordinators) AU - Swaffield, Sue AU - MacBeath, J. T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators) A3 - Haßler, Björn CY - Ghana DA - 2016/12// PY - 2016 ET - 1 VL - 7 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Theme 6: Leadership for Learning Materials (Facilitators) AU - Haßler, Björn T2 - T-TEL Professional Development Programme (Handbook for Facilitators) CY - Ghana DA - 2016/// PY - 2016 DP - Zotero ET - 1 VL - 7 LA - en NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd ER - TY - BOOK TI - Theme 6: Leadership for Learning (Student Teachers) AU - Haßler, Björn T2 - T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers) CY - Ghana DA - 2016/// PY - 2016 DP - Zotero ET - 1 LA - en NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd ER - TY - BOOK TI - Theme 6: Leadership for Learning (Tutors) AU - Swaffield, Sue AU - MacBeath, J. T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors) A3 - Haßler, Björn CY - Ghana DA - 2016/12// PY - 2016 ET - 1 VL - 7 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _C:Chad TCD KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:United Kingdom GBR KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence ER - TY - CONF TI - Themes in mathematics teacher professional learning research in South Africa: A review of the period 2006–2015 AU - Ndlovu, Mdutshekelwa C3 - Invited Lectures from the 13th International Congress on Mathematical Education DA - 2018/// PY - 2018 DO - 10.1007/978-3-319-72170-5_22 SP - 385 EP - 399 PB - Springer, Cham ER - TY - JOUR TI - Theories and research methodologies for design-based implementation research: Examples from four cases AU - Russell, Jennifer Lin AU - Jackson, Kara AU - Krumm, Andrew E. AU - Frank, Kenneth A. T2 - Teachers College Record DA - 2013/// PY - 2013 DO - 10.1177/016146811311501401 DP - Google Scholar VL - 115 IS - 14 SP - 157 EP - 191 ST - Theories and research methodologies for design-based implementation research ER - TY - THES TI - Theorising Evidence-Informed Learning Technology Enterprises: A Participatory Design-Based Research Approach AU - Moeini, Anissa AB - The goal of this doctoral work was to build a bridge between academia and small and medium-sized enterprises (SMEs) in the educational technology (edtech) sector by bringing the rigour of academic research methods to start-up and scale-up environments so that they can conceptualise and realise products that are built with evidence from the learning sciences. The overall research question, What theoretical framework supports edtech enterprises to build evidence-informed products and services? is answered through a design-based research methodology with six Cycles of research, grouped into three Phases, each with goals that evolve in an iterative way. A design-based research approach was chosen after a highly exploratory Phase surveying London’s edtech ecosystem prior to Cycle 1. Part 1 (Cycles 1 and 2) focused on developing the construct in question (a practical framework for building research-minded edtech enterprises) through a participatory design process with key Participants. Part 2 (Cycles 3 and 4) focused on evaluating the new construct with Participants. Part 3 (Cycles 5 and 6) validated the framework developed in Parts 1 and 2 with edtech enterprises both from the EDUCATE programme and also the greater global ecosystem. The theoretical contribution of this study is the ELTE construct and its 7 Sub-Constructs, including Learning Culture, Leadership Vision, Sense of Purpose, Teamwork, Research Know-How and Action Orientation; the ELTE Survey outlining all facets each Sub-Construct in the framework; and the ELTE Sub-Construct Hierarchy Model, introducing Sub-Construct dependencies. Methodological contributions of this study include the ELTE Action Model, an effective boundary object for researchers when approaching edtech enterprises to understand how the ELTE framework has uniquely manifested within the structures of their organisations, and ELTE Hallmark Questions, an introductory tools for researchers to give context to enterprises regarding the ELTE model prior to a workshop, line of inquiry, or discussion regarding the model’s particular manifestation enterprise context. The contributions of this study represent an intellectual advancement in our understanding of evidence-informed design and development within the edtech sector, and it provides a tool of practical use to edtech SMEs that want to become Evidence-informed Learning Technology Enterprises. DA - 2020/12/28/ PY - 2020 DP - discovery.ucl.ac.uk SP - 244 LA - eng M3 - Doctoral PB - UCL (University College London) ST - Theorising Evidence-Informed Learning Technology Enterprises UR - https://discovery.ucl.ac.uk/id/eprint/10117895/ Y2 - 2023/01/15/23:57:39 ER - TY - JOUR TI - Theory-based systematic reviews AU - White, Howard T2 - Journal of Development Effectiveness AB - It has been common to say that studies should address not just the question of what works, but also how, where, for whom and at what cost? A unifying framework for such an approach is the theory of change. This paper lays out an approach for using such a theory-based approach to systematic reviews, discussing issues which arise in mixed-methods causal chain analysis. I illustrate the funnel of attrition which is a heuristic device to understand why effect sizes are lower at the higher reaches of the causal chain, including why participation is less than usually expected. Examples are given from the international development sector. DA - 2018/01/02/ PY - 2018 DO - 10.1080/19439342.2018.1439078 DP - Taylor and Francis+NEJM VL - 10 IS - 1 SP - 17 EP - 38 SN - 1943-9342 UR - https://doi.org/10.1080/19439342.2018.1439078 Y2 - 2018/05/17/15:14:38 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CLL:en KW - Systematic reviews KW - causal chain analysis KW - impact evaluation KW - publicImportV1 KW - theory-based approach ER - TY - ENCYC TI - Theory of change AU - Wikipedia AB - Theory of Change (ToC) is a specific type of methodology for planning, participation, and evaluation that is used in companies, philanthropy, not-for-profit and government sectors to promote social change. Theory of Change defines long-term goals and then maps backward to identify necessary preconditions.Theory of Change explains the process of change by outlining causal linkages in an initiative, i.e., its shorter-term, intermediate, and longer-term outcomes. The identified changes are mapped – as the “outcomes pathway” – showing each outcome in logical relationship to all the others, as well as chronological flow. The links between outcomes are explained by “rationales” or statements of why one outcome is thought to be a prerequisite for another.The innovation of Theory of Change lies (1) in making the distinction between desired and actual outcomes and (2) in requiring stakeholders to model their desired outcomes before they decide on forms of intervention to achieve those outcomes. Theory of Change can begin at any stage of an initiative, depending on the intended use. A theory developed at the outset is best at informing the planning of an initiative. Having worked out a change model, practitioners can make more informed decisions about strategy and tactics. As monitoring and evaluation data become available, stakeholders can periodically refine the Theory of Change as the evidence indicates. A Theory of Change can be developed retrospectively by reading program documents, talking to stakeholders, and analyzing data. This is often done during evaluations reflecting what has worked or not in order to understand the past and plan for the future. DA - 2020/05/05/T07:13:22Z PY - 2020 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=Theory_of_change&oldid=954966865 Y2 - 2020/05/27/13:53:29 ER - TY - JOUR TI - Theory of Change Analysis: Building Robust Theories of Change AU - Mayne, John T2 - Canadian Journal of Program Evaluation AB - Models for theories of change vary widely as do how they are used. What constitutes a good or robust theory of change has not been discussed much. This article sets out and discusses criteria for robust theories of change. As well, it discusses how these criteria can be used to undertake a vigorous assessment of a theory of change. A solid analysis of a theory of change can be extremely useful, both for designing or assessing the designs of an intervention as well as for the design of monitoring regimes and evaluations. The article concludes with a discussion about carrying out a theory of change analysis and an example. DA - 2017/12/04/ PY - 2017 DO - 10.3138/cjpe.31122 DP - DOI.org (Crossref) VL - 32 IS - 2 J2 - CJPE LA - en SN - 1496-7308, 0834-1516 ST - Theory of Change Analysis UR - https://journalhosting.ucalgary.ca/index.php/cjpe/article/view/31122 Y2 - 2021/05/06/21:29:36 ER - TY - JOUR TI - TheoryOn: A Design Framework and System for Unlocking Behavioral Knowledge Through Ontology Learning AU - Li, Jingjing AU - Larsen, Kai AU - Abbasi, Ahmed T2 - MIS Quarterly AB - The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature. DA - 2020/12/01/ PY - 2020 DO - 10.25300/MISQ/2020/15323 DP - DOI.org (Crossref) VL - 44 IS - 4 SP - 1733 EP - 1772 J2 - MISQ LA - en SN - 02767783, 21629730 ST - TheoryOn UR - https://misq.org/theoryon-a-design-framework-and-system-for-unlocking-behavioral-knowledge-through-ontology-learning.html Y2 - 2024/01/18/22:24:40 KW - _Added-ailr-2024 ER - TY - JOUR TI - Thermal and visual comfort of schoolchildren in air-conditioned classrooms in hot and humid climates AU - Noda, Lumy AU - Lima, Amanda VP AU - Souza, Jullyanne F. AU - Leder, Solange AU - Quirino, Luana M. T2 - Building and Environment DA - 2020/// PY - 2020 DO - 10.1016/j.buildenv.2020.107156 DP - Google Scholar VL - 182 SP - 107156 KW - BE:RELEVANT ER - TY - JOUR TI - Thermal comfort and energy-saving potential in university classrooms during the heating season AU - Jing, Shenglan AU - Lei, Yonggang AU - Wang, Hongjian AU - Song, Chongfang AU - Yan, Xufeng T2 - Energy and Buildings DA - 2019/// PY - 2019 DO - 10.1016/j.enbuild.2019.109390 DP - Google Scholar VL - 202 SP - 109390 KW - BE:RELEVANT ER - TY - SLIDE TI - Thermal energy storage enhanced windcatcher system for hybrid cooling and ventilation in buildings A2 - Eso, Olamide DA - 2023/// PY - 2023 KW - _z:class:countries KW - _z:class:themes ER - TY - JOUR TI - ‘They Give Him a Chance’-Parents’ Perspectives on Disability and Inclusive Primary Education in Uganda AU - Bannink, Femke AU - Nalugya, Ruth AU - van Hove, Geert T2 - International Journal of Disability, Development and Education DA - 2020/// PY - 2020 DO - 10.1080/1034912X.2019.1593326 DP - Google Scholar VL - 67 IS - 4 SP - 357 EP - 375 ER - TY - GEN TI - 'Things Fall Apart', The writers' block magazine AU - Ajadi, S.B. DA - 2011/// PY - 2011 LA - en PB - The Press ER - TY - JOUR TI - Think Tanks’ Influence on Education Policymaking in Low-Income Contexts AU - Boateng, Pearl AB - Though think tanks are acknowledged as critical partners bridging research with policy formulation, one significant challenge that almost all think tanks face is measuring and demonstrating their effectiveness and influence. Whilst their engagement might be visible in public discourse, think tanks’ direct impact on policy is somewhat limited. Many ideas generated by think tanks, even when adopted as government policy, are rarely credited as such. Even in instances where think tanks’ ideas seem to have influenced policy change or processes, the timing of such decisions by policymakers often suggests that larger political forces are driving the agenda. In addition to measuring impact, think tanks face a number of challenges which impinge on their operational and organisational capacity and therefore their ability to engage and influence policymakers and other end users of their outputs such as the general public. These challenges include: financing, autonomy and integrity, changes in political and economic environments, relevance, staff capacity, quality and overall sustainability. Notwithstanding, there are a number of potential opportunities for think tanks to increase their efficacy. These include: exploring alternative funding routes, co-creation and genuine partnership with government and other end users of their research/policy outputs, establishing regional/continental think tank networks, making research accessible using technology and other means, creating strategic plans, designing a creative and proactive research agenda, developing a pipeline for early career researchers and collaboration with universities and other research institutions to strengthen influence. There is great interest in collaboration between universities and think tanks and when collaborating under mutually beneficial terms, partnership has resulted in strong engagement with decision makers. This interest in collaboration is not only among the institutions themselves but extends to the individuals working in them as well as the organisations that use and fund policy research, training, policy dialogue and consultancy. Potentially useful synergies between both types of institutions include improved quality of research outputs and training, networking, increased visibility, financial gains and capacity building. DA - 2018/08/15/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14256 Y2 - 2022/12/18/18:16:45 KW - ⛔ No DOI found ER - TY - ELEC TI - Thinking and Working Politically Through Applied Political Economy Analysis AB - This guidance provides information on how USAID can think and work in ways that are more politically aware — an approach known as “thinking and working politically” (TWP) 1 — through the use of applied political economy analysis. PEA is a structured approach to examining power dynamics and economic and social forces that influence development. Through programming that seeks to more rigorously respond and adapt to these realities, USAID is working to improve the effectiveness and sustainability of its international development efforts. DA - 2018/11/16/T16:00:45Z PY - 2018 LA - en UR - https://www.usaid.gov/documents/1866/thinking-and-working-politically-through-applied-political-economy-analysis Y2 - 2020/09/06/17:17:29 ER - TY - JOUR TI - Thinking Critically in Space: Toward a Mixed-Methods Geospatial Approach to Education Policy Analysis AU - Yoon, Ee-Seul AU - Lubienski, Christopher T2 - Educational Researcher DA - 2018/01// PY - 2018 DO - 10.3102/0013189X17737284 DP - DOI.org (Crossref) VL - 47 IS - 1 SP - 53 EP - 61 J2 - Educational Researcher LA - en SN - 0013-189X, 1935-102X ST - Thinking Critically in Space UR - http://journals.sagepub.com/doi/10.3102/0013189X17737284 Y2 - 2021/03/07/17:31:19 KW - Lebanon_event_2021 KW - _C:Canada CAN KW - _C:China CHN KW - _C:New Zealand NZL KW - _C:Russian Federation RUS KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - ELEC TI - “Thinking Outside the Camp”: Education Solutions for Syrian Refugees in Jordan - VON BAEYER - 2017 - Ethnographic Praxis in Industry Conference Proceedings - Wiley Online Library AU - Lebaron von Baeyer, Sarah DA - 2018/// PY - 2018 UR - https://anthrosource.onlinelibrary.wiley.com/doi/10.1111/1559-8918.2017.01163 Y2 - 2022/04/16/21:44:41 ER - TY - JOUR TI - Three Decades of Research: The Case for Comprehensive Sex Education AU - Goldfarb, Eva S. AU - Lieberman, Lisa D. T2 - Journal of Adolescent Health AB - Purpose School-based sex education plays a vital role in the sexual health and well-being of young people. Little is known, however, about the effectiveness of efforts beyond pregnancy and sexually transmitted disease prevention. The authors conducted a systematic literature review of three decades of research on school-based programs to find evidence for the effectiveness of comprehensive sex education. Methods Researchers searched the ERIC, PsycINFO, and MEDLINE. The research team identified papers meeting the systematic literature review criteria. Of 8,058 relevant articles, 218 met specific review criteria. More than 80% focused solely on pregnancy and disease prevention and were excluded, leaving 39. In the next phase, researchers expanded criteria to studies outside the U.S. to identify evidence reflecting the full range of topic areas. Eighty articles constituted the final review. Results Outcomes include appreciation of sexual diversity, dating and intimate partner violence prevention, development of healthy relationships, prevention of child sex abuse, improved social/emotional learning, and increased media literacy. Substantial evidence supports sex education beginning in elementary school, that is scaffolded and of longer duration, as well as LGBTQ–inclusive education across the school curriculum and a social justice approach to healthy sexuality. Conclusions Review of the literature of the past three decades provides strong support for comprehensive sex education across a range of topics and grade levels. Results provide evidence for the effectiveness of approaches that address a broad definition of sexual health and take positive, affirming, inclusive approaches to human sexuality. Findings strengthen justification for the widespread adoption of the National Sex Education Standards. DA - 2021/01/01/ PY - 2021 DO - 10.1016/j.jadohealth.2020.07.036 DP - ScienceDirect VL - 68 IS - 1 SP - 13 EP - 27 J2 - Journal of Adolescent Health LA - en SN - 1054-139X ST - Three Decades of Research UR - https://www.sciencedirect.com/science/article/pii/S1054139X20304560 Y2 - 2022/04/05/20:24:08 KW - CSE KW - K-12 KW - National Sex Education Standards KW - National Sexuality Education Standards KW - Sex education KW - Sexuality education KW - Systematic Literature Review KW - comprehensive sex education ER - TY - NEWS TI - Three ex-PMs attack plan to merge DfID with Foreign Office AU - Stewart, Heather AU - Wintour, Patrick T2 - The Guardian AB - Aid organisations accuse Johnson of tying aid to security and diplomatic aims DA - 2020/06/16/T18:35:47.000Z PY - 2020 DP - www.theguardian.com LA - en-GB SE - Politics SN - 0261-3077 UR - https://www.theguardian.com/politics/2020/jun/16/foreign-office-and-department-for-international-development-to-merge Y2 - 2020/06/17/13:41:02 KW - Aid KW - Boris Johnson KW - Dominic Raab KW - Foreign policy KW - Global development KW - Politics KW - UK news ER - TY - JOUR TI - Three (Post-Secondary Agricultural Education and Training) Challenges and the Concept of "Workforce Education Systems" AU - Rivera, William M. T2 - Journal of agricultural education and extension AB - The Comprehensive Africa Agriculture Development Program (CAADP) of the Africa Union's New Partnership for Africa's Development (AU/NEPAD), the International Food Policy Research Institute (IFPRI), in collaboration with the University of KwaZulu-Natal, held in January 2008, a conference on the subject of "Convergence between Social Service Provision and Productivity Enhancing Investments in Development Strategies" with a view to improving the complementaries between investments in social sciences and those aimed directly at raising agricultural productivity. The present paper is intended as part of a seminar series in this regard to be held at IFPRI, 9 October 2007, and serves as the basis for a paper to be presented at the CAADP/IFPRI conference in January 2008 in Durban, South Africa. (Contains 7 notes and 4 figures.) DA - 2008/// PY - 2008 DO - 10.1080/13892240701820546 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:policy KW - P:agricultural KW - P:agriculture KW - P:economy KW - P:services KW - P:social KW - T:Training KW - T:workplace education KW - Z:Agricultural Education KW - Z:Conference Papers KW - Z:Economic Development KW - Z:Foreign Countries KW - Z:Labor Force Development KW - Z:Productivity KW - Z:Social Sciences KW - publicImportV1 ER - TY - BOOK TI - Three Principles to Support Teacher Effectiveness During COVID-19 AU - Beteille, Tara Ding, Elaine Molina, Ezequiel Pushparatnam, Adelle Wilichowski, Tracy T2 - Policy Notes DA - 2020/05/01/ PY - 2020 DP - elibrary.worldbank.org (Atypon) SP - -1 PB - World Bank UR - https://elibrary.worldbank.org/doi/abs/10.1596/33775 Y2 - 2020/08/12/17:22:05 KW - CORONAVIRUS KW - COVID-19 KW - EARLY CHILDHOOD EDUCATION KW - TEACHER TRAINING ER - TY - JOUR TI - Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? AU - Bruns, Barbara AU - Costa, Leandro AU - Cunha, Nina DA - 2018/// PY - 2018 DO - 10.1016/j.econedurev.2018.03.003 DP - Zotero SP - 44 LA - en KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Ethiopia ETH KW - _C:Guatemala GTM KW - _C:Honduras HND KW - _C:India IND KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Nepal NPL KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Portugal PRT KW - _C:Singapore SGP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - _yl:a ER - TY - JOUR TI - Through the looking glass: can classroom observation and coaching improve teacher performance in Brazil? AU - Bruns, Barbara AU - Costa, Leandro AU - Cunha, Nina T2 - Economics of Education Review DA - 2018/06/01/ PY - 2018 DO - 10.1016/j.econedurev.2018.03.003 VL - 64 SP - 214 EP - 250 J2 - Economics of Education Review LA - en SN - 0272-7757 ST - Through the looking glass KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Tich Me Ar Tich Dem — Inception Report AU - Haßler, Björn AU - Lurvink, Anne-Fleur AU - Beoku-Betts, Iman AU - McBurnie, Chris AU - Adam, Taskeen AU - Blower, Tom AB - Our research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service TPD. As noted, a distributed TPD model is favoured (building on the World Bank’s Free Education project and the Sierra Leone Education Attendance Monitoring System (SLEAMS), using a ‘one-tablet-per-school’ (OTPS) model). Evidence indicates that this low-tech approach to TPD can improve learning outcomes in emergencies (⇡Haßler, et al., 2019). In contrast, COVID-19 interventions that focus on ‘remote learning for children’ are catastrophically failing (⇡Asadullah, 2020; ⇡Asanov, et al., 2020; ⇡BRAC, 2020; ⇡Le Nestour, et al., 2020; ⇡Uwezo Kenya, 2020). Our research provides crucial and timely evidence to shore up current government plans for a scalable, effective TPD intervention. Our research identifies whether this TPD model addresses the needs of rural / disadvantaged teachers. Our study focuses on a sample of teachers and students from schools in rural / semi-rural areas to understand whether and how school-based TPD initiatives promote student learning (as an alternative to traditional centralised and cascade models). Such traditional models are severely disrupted by COVID-19, highlighting our study’s relevance to education continuity in emergencies. CN - 0269 CY - Freetown, Sierra Leone DA - 2022/01/01/ PY - 2022 LA - en M3 - Tich Me Ar Tich Dem Output PB - OpenDevEd SN - 1 UR - https://docs.opendeved.net/lib/3RTBA9FR KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _bjoern_cv KW - _r:AddedByZotZen KW - _yl:b ER - TY - BLOG TI - ‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone AU - Walker, Hannah AU - Tegha, Ghislaine AU - Lurvink, Anne-Fleur AU - McBurnie, Chris T2 - Open Development & Education AB - Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […] DA - 2022/// PY - 2022 LA - en-GB ST - ‘Tich Mi Ar Tich Dem’ UR - https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem-designing-a-low-cost-and-scalable-teacher-professional-development-in-sierra-leone/ Y2 - 2022/08/23/07:18:41 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - ‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone AU - Walker, Hannah AU - Tegha, Ghislaine AU - Lurvink, Anne-Fleur AU - McBurnie, Chris AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1058 DA - 2022/03/31/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/E98S2AG2 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - BLOG TI - Tich mi ar tich dem (E-Cubed) - Open Development & Education AU - Ferrao, Evette AB - Funded by Dubai Cares via the Interagency Network for Education in Emergencies’ E-Cubed research grant, the Tich Mi Ar Tich Dem (‘Teach me to teach them’) programme research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service teacher professional development (TPD) in crisis-vulnerable areas of the country. DA - 2022/05/17/T13:47:18+00:00 PY - 2022 LA - en-GB UR - https://opendeved.net/programmes/e-cubed/, https://opendeved.net/programmes/e-cubed/ Y2 - 2024/01/06/12:52:00 ER - TY - BLOG TI - Tich Mi Ar Tich Dem - Open Development & Education AU - Walker, Hannah AU - Tegha, Ghislaine AU - Lurvink, Anne-Fleur AU - McBurnie, Chris AU - McBurnie, Hannah Walker, Ghislaine Tegha, Anne-Fleur Lurvink and Chris AB - Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and DA - 2022/03/31/T14:57:55+00:00 PY - 2022 LA - en-GB UR - https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem/, https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem/ Y2 - 2022/12/21/20:43:51 ER - TY - BLOG TI - Tich Mi Ar Tich Dem - Open Development & Education AU - Walker, Hannah AU - Tegha, Ghislaine AU - Lurvink, Anne-Fleur AU - McBurnie, Chris AU - McBurnie, Hannah Walker, Ghislaine Tegha, Anne-Fleur Lurvink and Chris AB - Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and DA - 2022/03/31/T14:57:55+00:00 PY - 2022 LA - en-GB UR - https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem/, https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem/ Y2 - 2023/11/09/19:30:24 ER - TY - RPRT TI - Tich Mi Ar Tich Dem Open Development & Education and EducAid Sierra Leone AU - Lurvink, Anne-Fleur AU - Mason-Sesay, Miriam AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1060 DA - 2023/02/18/T00:00:00.000Z PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/X2GZ7KUT KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - ELEC TI - Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa AU - Karamperidou, Despina AU - Brossard, Mathieu AU - Peirolo, Silvia AU - Richardson, Dominic DA - 2020/// PY - 2020 UR - https://www.unicef-irc.org/time-to-teach Y2 - 2022/01/25/15:17:46 ER - TY - BOOK TI - Time to Teach: Teacher Attendance and Time on Task in Primary Schools in Mozambique AU - Nugroho, Dita AU - Karamperidou, Despina AB - Teacher attendance is one of the prerequisites on the path toward universal learning in developing countries. Over the past decades, however, studies from across the developing world have found national rates of teacher absenteeism that range from 3 to 27 per cent. Therefore, enhancing teachers' presence in the classroom and ensuring that class time is spent teaching, can contribute significantly to the productivity and inclusive prosperity of a country. This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique. The study uses a mix of qualitative and quantitative research methods to provide critical insights into the factors that underpin the multiple forms of teacher absenteeism and time on task. It also examines how factors vary across countries, school types, gender of teacher and other teacher characteristics. Despite high levels of teacher absenteeism, the study shows that teachers are generally committed and that what is needed is education system strengthening. It is hoped that findings will inform workable solutions and policies that will ensure a motivated teaching force, increase opportunities for children to learn at school and, ultimately, improve their life and work opportunities. DA - 2021/07// PY - 2021 DP - ERIC LA - en PB - UNICEF ST - Time to Teach UR - https://eric.ed.gov/?q=subject%3aTeacher+Attendance&ff1=subTeacher+Attendance&id=ED615573 Y2 - 2022/01/06/16:00:26 KW - Barriers KW - C:Mozambique KW - Developing Nations KW - Educational Change KW - Educational Policy KW - Elementary School Teachers KW - Employee Absenteeism KW - Foreign Countries KW - Gender Differences KW - Influences KW - Institutional Characteristics KW - Rural Urban Differences KW - Sanctions KW - Teacher Attendance KW - Teacher Attitudes KW - Teacher Characteristics KW - Teacher Education KW - Teacher Persistence KW - Teaching Conditions KW - Time Management KW - ⛔ No DOI found ER - TY - CHAP TI - To Assess a Gamified 5E Flipped Learning Platform’s Effectiveness in Promoting Student Learning and Achievement in Physics: A Design-Based Research AU - Lai, Kar Hei AU - Foon, Hew Khe T2 - Shaping the Future of Education, Communication and Technology DA - 2019/// PY - 2019 DP - Google Scholar SP - 91 EP - 106 PB - Springer ST - To Assess a Gamified 5E Flipped Learning Platform’s Effectiveness in Promoting Student Learning and Achievement in Physics KW - _C:Canada CAN KW - _C:China CHN KW - _C:Singapore SGP KW - _C:Turkey TUR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - NEWS TI - To truly ‘build back better’ we must reimagine what prosperity looks like AU - Moore, Henrietta T2 - Financial Times AB - Focusing on GDP and physical infrastructure is futile without real-life benefits for people living in left-behind towns DA - 2021/09/06/ PY - 2021 UR - https://www.ft.com/content/fb900edd-9849-4bc1-a9e8-a4a4cf459677 Y2 - 2022/04/17/13:43:34 ER - TY - JOUR TI - To Use or not Use Collaborative Learning Techniques in Teleconference Teaching? A Case Study from the Hellenic Open University AU - Niari, Maria T2 - Journal of Learning for Development AB - The purpose of the small-scale qualitative research study was to examine the use and perceived value of integrating collaborative learning techniques at teleconferences at the School of Humanities of the Hellenic Open University (HOU). Qualitative semi-structure interviews with tutors from the School of Humanities at the HOU were conducted in order for the research plan to be fundamentally heuristic and generate original results. Purposeful sampling was chosen for the data collection process, cross-sectional organization for the data classification and thematic analysis for the data analysis. The results of the present research study indicate the parameters need to be taken into account in order for the tutors to use collaborative learning techniques at teleconference teaching at HOU. Adequate teleconference platform, tutors’ training on distance collaborative learning and group dynamics, and a common understanding regarding distance learning and group dynamics in e-learning environments are some of the most significant findings derived from this research study. The role of students, as well as the role of the distance-learning provider, in integrating and adopting distance collaborative learning strategies is also highlighted by the results. DA - 2021/03/18/ PY - 2021 DP - jl4d.org VL - 8 IS - 1 SP - 93 EP - 110 LA - en SN - 2311-1550 ST - To Use or not Use Collaborative Learning Techniques in Teleconference Teaching? UR - https://jl4d.org/index.php/ejl4d/article/view/443 Y2 - 2022/04/05/12:22:01 KW - collaborative learning techniques KW - distance collaborative learning KW - distance education KW - group dynamics KW - qualitative research KW - teleconference KW - ⛔ No DOI found ER - TY - JOUR TI - To vocationalise or not to vocationalise? Perspectives on current trends and issues in technical and vocational education and training (TVET) in Africa AU - Oketch, Moses O. T2 - International Journal of Educational Development AB - In recent years, there has been a renewed interest in the dichotomy of vocational education versus general education. This is more so as political pronouncements in many countries across the globe have taken on knowledge and skills as the key aim of the desire to improve access to education at all levels. Nowhere is this debate more tested, fiercely debated and gained controversy as in Africa. However, given recent developments in which knowledge and skills have become more acceptable terms in economically more developed nations, in which both are seen to go hand in hand, what is happening in Africa where development is highly sought but has proven to be more elusive? This has brought back to the forefront one of the dilemmas which has pre-occupied many African countries for a long time: whether to concentrate investment in general education or in vocational education. In this paper, I reflect on current trends and issues in TVET in Africa. DA - 2007/// PY - 2007 DO - 10.1016/j.ijedudev.2006.07.004 DP - ScienceDirect VL - 27 IS - 2 SP - 220 EP - 234 J2 - International Journal of Educational Development SN - 0738-0593 UR - http://www.sciencedirect.com/science/article/pii/S0738059306000770 AN - DOI-10.1016/j.ijedudev.2006.07.004 Y2 - 2018/05/17/16:31:33 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - Education KW - F:learning KW - F:policy KW - P:administration KW - P:nature KW - Q:secondary education KW - R:interview KW - Skills KW - T:Educação profissionalizante KW - T:TVET KW - T:occupational education KW - T:vocational training scheme KW - Technical and vocational education KW - publicImportV1 ER - TY - CHAP TI - Today's challenges for girls' education AU - King, Elizabeth AU - Winthrop, Rebecca T2 - Brookings Global Working Paper Series. DA - 2015/// PY - 2015 ER - TY - JOUR TI - “Together we are better”: Professional learning networks for teachers AU - Trust, Torrey AU - Krutka, Daniel G. AU - Carpenter, Jeffrey Paul T2 - Computers & Education AB - In recent years, many educators have turned to professional learning networks (PLNs) to grow in their craft with peers who are more accessible online because of reduced temporal and spatial constraints. While educators have cultivated PLNs, there is a dearth of research about the effects of PLNs. This manuscript reports the findings of a qualitative study that investigated PLN experiences through the analysis of survey data from 732 P-12 teachers. Data analysis suggests that the anytime, anywhere availability of expansive PLNs, and their capacity to respond to educators’ diverse interests and needs, appear to offer possibilities for supporting the professional growth of whole teachers. These findings have implications for defining the present and future of teacher learning in a digital age. DA - 2016/11/01/ PY - 2016 DO - 10.1016/j.compedu.2016.06.007 DP - ScienceDirect VL - 102 SP - 15 EP - 34 J2 - Computers & Education LA - en SN - 0360-1315 ST - “Together we are better” UR - https://www.sciencedirect.com/science/article/pii/S036013151630135X Y2 - 2023/05/15/21:46:47 KW - Computer-mediated communication KW - Final_citation KW - Learning communities KW - Lifelong learning KW - PLN KW - Professional development KW - existing ER - TY - RPRT TI - Too Little or Too Much? Actionable Advice in an Early-Childhood Text Messaging Experiment AU - Cortes, Kalena E. AU - Fricke, Hans AU - Loeb, Susanna AU - Song, David S. DA - 2018/// PY - 2018 UR - https://www.nber.org/papers/w24827.pdf Y2 - 2020/09/09/10:00:37 ER - TY - RPRT TI - Tool: Assessing the Quality of Education Evaluations AU - USAID Office of Education DA - 2017/12// PY - 2017 UR - https://usaidlearninglab.org/sites/default/files/resource/files/usaid_e3ed_evaluation_quality_assessment_tool_final_v2_508.pdf Y2 - 2022/12/18/13:37:42 ER - TY - RPRT TI - Toolkit for Designing a Comprehensive Distance Learning Strategy AU - Morris, Emily AU - Tan, Yvette AB - BACKGROUND TO THE TOOLKIT ........................................................................................................1 INTRODUCTION TO DISTANCE LEARNING......................................................................................3 What is distance learning? ...................................................................................................................................... 3 How does distance learning work? ...................................................................................................................... 3 Who is the intended audience for distance learning? ...................................................................................... 4 What are the overarching instructional goals for distance learning? ........................................................... 6 What are the key requirements for successful distance learning?................................................................ 6 What are the different ways technology may be used in distance learning? .............................................. 7 OVERVIEW OF A COMPREHENSIVE DISTANCE LEARNING STRATEGY .................................10 What is a comprehensive distance learning strategy?.................................................................................... 10 How does a comprehensive distance learning strategy support resilience to crises? ........................... 13 What are the phases for operationalizing a comprehensive distance learning strategy? ...................... 14 OUTLINE OF A COMPREHENSIVE DISTANCE LEARNING STRATEGY DOCUMENT..........16 COMPONENT 1: ANALYZE THE EXISTING DISTANCE LEARNING LANDSCAPE AND DEVELOP A STRATEGIC VISION.............................................................................................................18 COMPONENT 2: DESIGN A DISTANCE LEARNING APPROACH...............................................36 COMPONENT 3: DEVELOP A MONITORING, EVALUATION, AND LEARNING PLAN ......43 COMPONENT 4: CREATE A BUDGET ..................................................................................................53 CONCLUSION ...............................................................................................................................................60 REFERENCES ...................................................................................................................................................61 ANNEXES ........................................................................................................................................................67 Annex A. Roadmap for Measuring Distance Learning ................................................................................... 67 Annex B: Key terms and definitions................................................................................................................... 68 CY - Washington, D.C. DA - 2021/// PY - 2021 DP - Zotero SP - 80 LA - en PB - USAID ER - TY - JOUR TI - Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) AU - Haßler, Björn AB - Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) The document is an extract from: Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt. DA - 2019/04/03/ PY - 2019 DO - 10.5281/zenodo.2626545 DP - Zenodo LA - eng ST - Toolkit for discussion (Technology, Resources and Learning UR - https://zenodo.org/record/2626545#.XV5JnR9fgrQ Y2 - 2019/08/22/07:54:34 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:b ER - TY - JOUR TI - Tools for mapping multi-scale settlement patterns of building footprints: An introduction to the R package foot AU - Jochem, Warren C. AU - Tatem, Andrew J. T2 - PLOS ONE AB - Spatial datasets of building footprint polygons are becoming more widely available and accessible for many areas in the world. These datasets are important inputs for a range of different analyses, such as understanding the development of cities, identifying areas at risk of disasters, and mapping the distribution of populations. The growth of high spatial resolution imagery and computing power is enabling automated procedures to extract and map building footprints for whole countries. These advances are enabling coverage of building footprint datasets for low and middle income countries which might lack other data on urban land uses. While spatially detailed, many building footprints lack information on structure type, local zoning, or land use, limiting their application. However, morphology metrics can be used to describe characteristics of size, shape, spacing, orientation and patterns of the structures and extract additional information which can be correlated with different structure and settlement types or neighbourhoods. We introduce the foot package, a new set of open-source tools in a flexible R package for calculating morphology metrics for building footprints and summarising them in different spatial scales and spatial representations. In particular our tools can create gridded (or raster) representations of morphology summary metrics which have not been widely supported previously. We demonstrate the tools by creating gridded morphology metrics from all building footprints in England, Scotland and Wales, and then use those layers in an unsupervised cluster analysis to derive a pattern-based settlement typology. We compare our mapped settlement types with two existing settlement classifications. The results suggest that building patterns can help distinguish different urban and rural types. However, intra-urban differences were not well-predicted by building morphology alone. More broadly, though, this case study demonstrates the potential of mapping settlement patterns in the absence of a housing census or other urban planning data. DA - 2021/02/25/undefined PY - 2021 DO - 10.1371/journal.pone.0247535 DP - PLoS Journals VL - 16 IS - 2 SP - e0247535 J2 - PLOS ONE LA - en SN - 1932-6203 ST - Tools for mapping multi-scale settlement patterns of building footprints UR - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0247535 Y2 - 2021/03/18/19:01:14 KW - Cities KW - Open data KW - Radii KW - Rural areas KW - Settlement patterns KW - Software tools KW - Urban areas KW - Urban environments ER - TY - RPRT TI - Tools for monitoring and evaluating children’s participation AU - Lansdown, Gerison AU - O’Kane, Claire T2 - A Toolkit for Monitoring and Evaluating Children’s Participation AB - Booklet 5: Tools for monitoring and evaluating children’s participation provides a range of tools that you can use with children and young people, as well as other stakeholders. CY - London, UK DA - 2014/// PY - 2014 PB - Save the Children SN - 5 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_5.pdf AN - 503888:YB7HAJJF KW - CitedIn:eCubed KW - _yl:e KW - eCubed ER - TY - RPRT TI - Tools, tactics and methods to harness the power of people, data and technology to solve global challenges AU - Peach, Kathy AU - Berditchevskaia, Aleks AU - Bass, Theo DA - 2020/// PY - 2020 PB - Nesta ER - TY - THES TI - Tools to create and democratize conversational artificial intelligence AU - Van Brummelen, Jessica Jessica Raquelle DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis PB - Massachusetts Institute of Technology UR - https://dspace.mit.edu/handle/1721.1/122704 Y2 - 2024/02/24/10:03:07 ER - TY - JOUR TI - Topic modeling as a strategy of inquiry in organizational research: A tutorial with an application example on organizational culture AU - Schmiedel, T. AU - Müller, O AU - Brocke, J. T2 - Organizational Research Methods DA - 2019/// PY - 2019 DO - 10.1177/1094428118773858 VL - 22 IS - 4 SP - 941 EP - 968 LA - en KW - _Added-ailr-2024 ER - TY - CHAP TI - Topic models AU - Blei, David M. AU - Lafferty, John D. T2 - Text mining DA - 2009/// PY - 2009 DP - Google Scholar SP - 101 EP - 124 PB - Chapman and Hall/CRC UR - https://www.taylorfrancis.com/chapters/edit/10.1201/9781420059458-12/topic-models-david-blei-john-la%EF%AC%80erty Y2 - 2023/11/02/21:43:48 KW - _yl:b ER - TY - JOUR TI - Toward a Deeper Understanding: Testing a Multidimensional Framework of Professional Learning Communities in Sub-Saharan African Schools AU - Soares, Fernanda AU - Galisson, Kirsten T2 - Comparative Education Review AB - Professional learning communities (PLCs) are becoming increasingly popular, in a recognition that teachers’ knowledge is situated in teachers’ daily experiences and best acquired through ongoing practice and reflection. This study examines the relationship between participation in PLCs and teaching practices and tests specific aspects of a PLC framework for sub-Saharan Africa, which has not been studied before. Data originate from a teacher survey implemented with over 2,300 preschool and primary education teachers in Equatorial Guinea, Ghana, and Nigeria. Our results show a positive significant relationship between higher levels of participation in PLC and constructivist student-centered practices for two out of the three countries under study. Findings also indicate that PLCs’ four core characteristics conceptualized by the literature from high-income countries are associated with higher constructivist student-centered practice across all three countries. DA - 2021/02/01/ PY - 2021 DO - 10.1086/712179 DP - journals.uchicago.edu (Atypon) VL - 65 IS - 1 SP - 76 EP - 103 SN - 0010-4086 ST - Toward a Deeper Understanding UR - https://www.journals.uchicago.edu/doi/10.1086/712179 Y2 - 2021/06/25/16:02:20 ER - TY - RPRT TI - Toward Successful Development Policies: Insights from Research in Development Economics AU - Artuc, Erhan AU - Cull, Robert AU - Dasgupta, Susmita AU - Fattal, Roberto AU - Filmer, Deon AU - Gine, Xavier AU - Jacoby, Hanan AU - Jolliffe, Dean AU - Kee, Hiau Looi AU - Klapper, Leora AU - Kraay, Aart AU - Loayza, Norman AU - Mckenzie, David AU - Ozler, Berk AU - Rao, Vijayendra AU - Rijkers, Bob AU - Schmukler, Sergio L. AU - Toman, Michael AU - Wagstaff, Adam AU - Woolcock, Michael AB - What major insights have emerged from development economics in the past decade, and how do they matter for the World Bank? This challenging question was recently posed by World Bank Group President David Malpass to the staff of the Development Research Group. This paper assembles a set of 13 short, nontechnical briefing notes prepared in response to this request, summarizing a selection of major insights in development economics in the past decade. The notes synthesize evidence from recent research on how policies should be designed, implemented, and evaluated, and provide illustrations of what works and what does not in selected policy areas. CY - Washington, DC DA - 2020/01// PY - 2020 DP - openknowledge.worldbank.org LA - English M3 - Working Paper PB - World Bank ST - Toward Successful Development Policies UR - https://openknowledge.worldbank.org/handle/10986/33289 Y2 - 2022/12/18/20:26:36 KW - Agricultural Economics KW - Development Economics KW - Development Policy KW - Economic Growth KW - Education KW - Environmental Economics KW - Final_citation KW - Financial Economics KW - Health KW - International Economics KW - Macroeconomics KW - Monetary Economics KW - Natural Resource Economics KW - Public Economics KW - Welfare KW - cited KW - existing ER - TY - JOUR TI - Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19 AU - Tran, Trung AU - Hoang, Anh-Duc AU - Nguyen, Yen-Chi AU - Nguyen, Linh-Chi AU - Ta, Ngoc-Thuy AU - Pham, Quang-Hong AU - Pham, Chung-Xuan AU - Le, Quynh-Anh AU - Dinh, Viet-Hung AU - Nguyen, Tien-Trung T2 - Sustainability AB - The overspread of the novel coronavirus—SARS-CoV-2—over the globe has caused significant damage to manufacturing and service businesses, regardless of whether they are commercial, public, or not-for-profit sectors. While both the short-term and long-term impacts of most companies can be approximately measured or estimated, it is challenging to address the enduring effects of COVID-19 on teaching and learning activities. The target of this research is to investigate students’ manners of studying at home during the school suspension time as a result of COVID-19. Through analyzing original survey data from 420 K6–12 students in Hanoi, Vietnam, this work demonstrates the different learning habits of students with different socioeconomic statuses and occupational aspirations during the disease’s outbreak. In particular, we featured the differences in students’ learning behaviors between private schools and public schools, as well as between students who plan to follow STEM-related careers and those who intend to engage in social science-related careers. The empirical evidence of this study can be used for the consideration of the local government to increase the sustainability of coming policies and regulations to boost students’ self-efficacy, as it will affect 1.4 million students in Hanoi, as well as the larger population of nearly 10 million Vietnamese students. These results can also be the foundation for future investigations on how to elevate students’ learning habits toward Sustainable Development Goal 4 (SDG4)—Quality Education—especially in fanciful situations in which the regular school operation has been disrupted, counting with limited observation and support from teachers and parents. DA - 2020/01// PY - 2020 DO - 10.3390/su12104195 DP - www.mdpi.com VL - 12 IS - 10 SP - 4195 LA - en ST - Toward Sustainable Learning during School Suspension UR - https://www.mdpi.com/2071-1050/12/10/4195 Y2 - 2020/08/12/16:56:20 KW - COVID-19 KW - SDG4 KW - Vietnam KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:India IND KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Korea XKOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Korea, Republic KOR KW - _C:Netherlands NLD KW - _C:Poland POL KW - _C:Singapore SGP KW - _C:Switzerland CHE KW - _C:Thailand THA KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - learning habit KW - occupational aspiration KW - school closure KW - secondary school KW - socioeconomic KW - sustainable education ER - TY - JOUR TI - Toward systematic review automation: a practical guide to using machine learning tools in research synthesis AU - Marshall, Iain J. AU - Wallace, Byron C. T2 - Systematic Reviews AB - Technologies and methods to speed up the production of systematic reviews by reducing the manual labour involved have recently emerged. Automation has been proposed or used to expedite most steps of the systematic review process, including search, screening, and data extraction. However, how these technologies work in practice and when (and when not) to use them is often not clear to practitioners. In this practical guide, we provide an overview of current machine learning methods that have been proposed to expedite evidence synthesis. We also offer guidance on which of these are ready for use, their strengths and weaknesses, and how a systematic review team might go about using them in practice. DA - 2019/07/11/ PY - 2019 DO - 10.1186/s13643-019-1074-9 DP - Springer Link VL - 8 IS - 1 SP - 163 J2 - Syst Rev LA - en SN - 2046-4053 ST - Toward systematic review automation UR - https://doi.org/10.1186/s13643-019-1074-9 Y2 - 2024/01/18/22:25:27 KW - Evidence synthesis KW - Machine learning KW - Natural language processing KW - _Added-ailr-2024 ER - TY - GEN TI - Toward the 2020 goal of soil-transmitted helminthiasis control and elimination DA - 2018/// PY - 2018 LA - en UR - https://doi.org/10.1371/journal.pntd.0006606 ER - TY - JOUR TI - Toward the 2020 goal of soil-transmitted helminthiasis control and elimination AU - Becker, Sören L. AU - Liwanag, Harvy Joy AU - Snyder, Jedidiah S. AU - Akogun, Oladele B AU - Belizario., Vicente AU - Freeman, Matthew C. AU - Gyorkos, Theresa W. AU - Imtiaz, Rubina AU - Keiser, Jennifer AU - Krolewiecki, Alejandro AU - Levecke, Bruno AU - Mwandawiro, Charles AU - Pullan, Rachel L. AU - Addiss, David G. AU - Utzinger, Jürg T2 - PLOS Neglected Tropical Diseases A2 - Bottazzi, Maria Elena DA - 2018/08/14/ PY - 2018 DO - 10.1371/journal.pntd.0006606 DP - DOI.org (Crossref) VL - 12 IS - 8 SP - e0006606 J2 - PLoS Negl Trop Dis LA - en SN - 1935-2735 UR - https://dx.plos.org/10.1371/journal.pntd.0006606 Y2 - 2024/03/28/11:44:18 ER - TY - CHAP TI - Towards a Dialogic Foundation for the Design of Educational Technology AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - This chapter summarises our investigation into the theory of education technology and outlines a dialogic theory which we hope will prove useful as a foundation for educational technology design. To better understand education and how to improve it, we need to take technology seriously and listen to its ‘voice’. Our proposed dialogic theory focuses on how to design educational technology to support the opening, widening and deepening of dialogic spaces. It is about designing pedagogy with technology to facilitate the dynamic inter-weaving of educational dialogues at different spatio-temporal scales, linking short-term face-to-face dialogues to longer-term and more global dialogues. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - JOUR TI - Towards a framework for researching the quality of education in low‐income countries AU - Tikly, Leon T2 - Comparative Education AB - This article introduces the themes and the various contributions to the special issue. It describes the evolution of the overall approach and framework for researching education quality used by the Implementing Education Quality in Low-Income Countries (EdQual) Research Programme Consortium (RPC). The article commences with the background to the RPC including some theoretical starting points. It provides a critique of dominant approaches to researching education quality, namely the human capital and rights based approaches. This provides a basis for setting out the approach and framework adopted by EdQual which is founded on social justice principles. The framework is outlined in relation to three intersecting contexts, namely the policy context, the home/ community context of the learner and the context of the school. DA - 2011/02// PY - 2011 DO - 10.1080/03050068.2011.541671 DP - CrossRef VL - 47 IS - 1 SP - 1 EP - 23 LA - en SN - 0305-0068, 1360-0486 UR - http://www.tandfonline.com/doi/abs/10.1080/03050068.2011.541671 Y2 - 2014/09/19/18:30:17 ER - TY - JOUR TI - Towards a framework for the use of ICT in teacher training in Africa AU - Unwin, Tim T2 - Open Learning: The Journal of Open, Distance and e-Learning DA - 2005/// PY - 2005 DO - 10.1080/02680510500094124 VL - 20 IS - 2 SP - 113 EP - 129 ER - TY - CONF TI - Towards a Maturity Model for Learning Analytics Adoption An Overview of its Levels and Areas AU - Freitas, Elyda AU - Fonseca, Fernando AU - Garcia, Vinicius AU - Ferreira, Rafael AU - Gašević, Dragan T2 - 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT) AB - Learning Analytics is a new field in education whose adoption can bring benefits for teaching and learning processes. However, many higher education institutions may not be ready to start using learning analytics due to challenges such as organizational culture, infrastructure, and privacy. In this context, Maturity Models (MMs) can support institutions to systematize their processes, enabling them to progress successively in the learning analytics adoption. MMs are used in different fields to support the improvement of processes, describing them in terms of maturity levels, and identifying enhancements that could lead an organization to higher levels of such maturity. Thus, this paper presents an outline of a MM for Learning Analytics adoption in higher education institutions, describing its levels and areas, together with its development methodology. C3 - 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT) DA - 2020/07// PY - 2020 DO - 10.1109/ICALT49669.2020.00059 DP - IEEE Xplore SP - 122 EP - 126 UR - https://ieeexplore.ieee.org/abstract/document/9155796 Y2 - 2024/03/19/21:31:40 KW - Analytical models KW - Data analysis KW - Data models KW - Education KW - Final_citation KW - Organizations KW - Standards organizations KW - Task analysis KW - adoption KW - learning analytics KW - maturity model KW - policy development ER - TY - JOUR TI - Towards a regional strategy for resolving the human resources for health challenges in Africa AU - Asamani, J.A. AU - Akogun, Oladele B AU - J., Nyoni AU - A., Ahmat AU - J., Nabyonga-Orem AU - Tumuslime, P. T2 - BMJ Global Health DA - 2019/// PY - 2019 DO - 10.1136/bmjgh-2019-001533 VL - 2019;4:e001533 LA - en ER - TY - BOOK TI - Towards a renewal of apprenticeship in West Africa AU - Walther, R DA - 2008/// PY - 2008 LA - en UR - http://www.eib.org/attachments/general/events/luxembourg_18112008_apprentissage_en.pdf KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Central Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Angola KW - C:Benin KW - C:Cameroon KW - C:Ethiopia KW - C:Mali KW - C:Senegal KW - C:South Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - F:inclusion KW - F:pedagogy KW - P:crafts KW - P:economy KW - P:nature KW - Q:certificate KW - Q:higher education KW - Q:secondary education KW - T:Ausbildung KW - T:Lehrlingsausbildung KW - T:TVET KW - T:apprentice KW - T:trainee KW - publicImportV1 ER - TY - JOUR TI - Towards a study of information geographies: (im)mutable augmentations and a mapping of the geographies of information: Towards a study of information geographies AU - Graham, Mark AU - De Sabbata, Stefano AU - Zook, Matthew A. T2 - Geo: Geography and Environment DA - 2015/06// PY - 2015 DO - 10.1002/geo2.8 DP - CrossRef VL - 2 IS - 1 SP - 88 EP - 105 LA - en SN - 20544049 ST - Towards a study of information geographies UR - http://doi.wiley.com/10.1002/geo2.8 Y2 - 2016/01/21/14:06:12 KW - Digital Divide KW - Geoweb KW - augmented realities KW - immutable mobiles KW - information geography ER - TY - JOUR TI - Towards an inclusive digital literacy framework for digital India AU - Nedungadi, Prema P. AU - Menon, Rajani AU - Gutjahr, Georg AU - Erickson, Lynnea AU - Raman, Raghu T2 - Education + Training AB - Purpose – The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity. DA - 2018/08/03/ PY - 2018 DO - 10.1108/ET-03-2018-0061 DP - DOI.org (Crossref) VL - 60 IS - 6 SP - 516 EP - 528 J2 - ET LA - en SN - 0040-0912 UR - https://www.emerald.com/insight/content/doi/10.1108/ET-03-2018-0061/full/html Y2 - 2023/11/01/20:24:15 ER - TY - JOUR TI - Towards an inclusive digital literacy framework for digital India AU - Nedungandi, Prema AU - Menon, Rajani AU - Gutjahr, Georg AU - Erickson, Lynnea AU - Raman, Raghu T2 - Emerald Publishing DA - 2018/// PY - 2018 DO - 10.1108/et-03-2018-0061 VL - 60 SP - 516 EP - 528 ER - TY - THES TI - Towards competence-based technical-vocational education and training in Ethiopia AU - Solomon, GH AB - In the human development effort, different countries are underscoring the role of TVET in providing relevant knowledge and skills to improve productivity, increase access to employment opportunities and raise the standard of living. It is in recognition of this that, in all Ethiopian educational development endeavors, TVET has been considered to play a key role to tackle the country’s socioeconomic underdevelopment through knowledgeable and skillful manpower. Since its introduction in 1941, TVET has been guided by different policies and strategies adopted by successive governments who came to power at different times. This thesis investigates how TVET has reached the current stage of its development in Ethiopia and the challenges encountered in implementing a competence-based system aimed at improving present and future TVET practices. This introduction opens with the general state of affairs in Ethiopia as a basis for considering TVET to be a pivotal component of its socio-economic development. Describing the context in which the different studies in this thesis were conducted, this introduction closes with an introduction of the research questions that guided the different studies presented as separate chapters DA - 2016/// PY - 2016 LA - en UR - https://library.wur.nl/WebQuery/wurpubs/fulltext/388252 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Ethiopia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:T KW - F:outcomes KW - F:standards KW - T:TVET KW - T:company-based training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Towards Dialogic Teaching: Rethinking Classroom Talk AU - Alexander, Robin CY - York DA - 2008/// PY - 2008 ET - 4 PB - Dialogos ER - TY - CONF TI - Towards Improving the Accessibility and Usability of a Mobile-based Learning Management System for Blind Primary School Teachers AU - Kondoro, Aron AU - Maro, Salome AU - Mtebe, Joel AU - Proctor, Jamie AU - Komba, Aneth AU - Haßler, Björn T2 - 2023 IST-Africa Conference (IST-Africa) AB - Learning management systems (LMS) have been widely adopted to deliver learning materials for blended and online courses. Nonetheless, most of these systems suffer from accessibility and usability flaws that prevent visually impaired users from using them effectively. Despite existing studies evaluating the accessibility and usability of LMSs, very few of them have been done with actual visually impaired users. This study assessed the accessibility and usability of the Moodle LMS with 15 visually impaired teachers from 3 schools in 3 regions in Tanzania. The study used the Axe Dev automated tool and Concurrent Think Aloud Protocol usability testing in two phases. Results show that despite efforts of LMSs such as Moodle to follow accessibility and usability guidelines, the system still has problems such as insufficient colour contrast, links with indiscernible text, meaningless alternative texts, and invisible gaps in the content. Furthermore, this accessibility and usability can only be detected while testing with real users. Therefore, we recommend putting more effort into real-world user testing before such a system can be deployed to visually impaired school teachers. C3 - 2023 IST-Africa Conference (IST-Africa) DA - 2023/05// PY - 2023 DO - 10.23919/IST-Africa60249.2023.10187797 DP - IEEE Xplore SP - 1 EP - 10 KW - Accessibility. KW - Color KW - Learning Management System KW - Learning management systems KW - Object recognition KW - Protocols KW - Testing KW - Usability KW - User experience KW - Visually impaired ER - TY - JOUR TI - Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in Uganda AU - Okiror, J.J. AU - Hayward, Geoff AU - Winterbottom, M T2 - The Journal of Agricultural Education and Extension AB - This paper examines the in-service teacher training needs of secondary school agriculture teachers in Uganda as the country moves towards an ‘outcome-based’ education by removal of subjects and instead, uses learning areas, presenting a need for new pedagogical skills among teachers. Design/methodology/approach: A cross-sectional survey was conducted in Uganda between June and September 2016 to assess the teaching methods and teacher training needs for secondary school agriculture curriculum. Data were collected from 80 agriculture teachers and 57 administrators from 60 secondary schools, randomly drawn from 25 districts in Uganda. The data were analysed with descriptive statistics. Findings: The findings show that there about 10 key competences required by the teachers to thrive in their profession. These range from traditional classroom teaching to community outreach and linkages with agribusinesses which is in tandem with outcome-based education beyond the classroom walls. Respondents highlight lack of practical agriculture skills and exposure to the modern farming practices. Theoretical implications: This paper examines role of formal in-service teacher training based on theory of change and proposes using professional learning communities for school-level improvements. Practical implication: The results were not significant enough to warrant strong recommendations. However, they suffice to highlight a growing need for in-service teacher support mechanism for a dynamic subject like agriculture using communities of practice at school and district levels. Originality/value: In the current context of growing concern for unemployment in Africa, secondary schools will require competent teachers to engage students into transferable learning, given that it is the terminal level of education for majority. © 2017 Wageningen University. DA - 2017/// PY - 2017 DO - 10.1080/1389224x.2017.1338593 LA - en UR - http://www.tandfonline.com/doi/full/10.1080/1389224X.2017.1338593 AN - DOI-10.1080/1389224X.2017.1338593 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:Improvement KW - F:curriculum KW - F:learning KW - F:outcomes KW - F:pedagogy KW - F:teaching method KW - P:agricultural KW - P:agriculture KW - P:measurement KW - P:mechanic KW - P:services KW - P:teacher education KW - P:teacher training KW - P:teachers KW - Q:community of practice KW - Q:secondary education KW - R:interview KW - R:observation KW - R:questionnaire KW - R:survey KW - T:Classroom teaching KW - T:learning community KW - T:work-based learning KW - Z:Administrator Surveys KW - Z:Agricultural Education KW - Z:Agricultural education KW - Z:Curriculum reform KW - Z:Educational Needs KW - Z:Employment skills KW - Z:Foreign Countries KW - Z:Inservice Teacher Education KW - Z:Interviews KW - Z:Observation KW - Z:Outcome Based Education KW - Z:Questionnaires KW - Z:Secondary School Teachers KW - Z:Secondary education KW - Z:Teacher Competencies KW - Z:Teacher Surveys KW - Z:Teacher capacity KW - Z:Teacher education KW - Z:Teaching Methods KW - Z:Teaching methods KW - _C:Uganda UGA KW - publicImportV1 ER - TY - CONF TI - Towards Interpreting Topic Models with ChatGPT AU - Rijcken, Emil AU - Scheepers, Floortje AU - Zervanou, Kalliopi AU - Spruit, Marco AU - Mosteiro, Pablo AU - Kaymak, Uzay C3 - The 20th World Congress of the International Fuzzy Systems Association DA - 2023/// PY - 2023 DP - Google Scholar UR - https://research.tue.nl/en/publications/towards-interpreting-topic-models-with-chatgpt Y2 - 2024/02/23/17:11:22 KW - ⛔ No DOI found ER - TY - GEN TI - Towards Rice Yield Forecasting and Development of Early Warning System using Geoinformatics in the Kano River Irrigation Project. A project submitted to the Regional Centre for Training in Aerospace Survey (United Nations Commission for Africa) Obafemi Awolowo University, Ile Ife, for fulfilment of the requirements of Certificate in GIS & Remote Sensing AU - Tudunwada, I.Y. DA - 2009/// PY - 2009 LA - en ER - TY - RPRT TI - Towards Safer School Construction: A community-based approach AU - Paci-Green, Rebekah AU - Pandey, Bishnu DA - 2015/// PY - 2015 UR - https://www.preventionweb.net/files/45179_towardssaferschoolconstruction2015.pdf Y2 - 2023/11/07/20:23:24 ER - TY - JOUR TI - Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice AU - Bennett, Sue AU - Lockyer, Lori AU - Agostinho, Shirley T2 - British Journal of Educational Technology DA - 2018/// PY - 2018 DO - 10.1111/bjet.12683 DP - Google Scholar VL - 49 IS - 6 SP - 1014 EP - 1026 ST - Towards sustainable technology-enhanced innovation in higher education ER - TY - RPRT TI - Towards Systemic EdTech Testbeds: A Global Perspective AU - Vanbecelaere, Stefanie AU - Adam, Taskeen AU - Sieber, Carmen AU - Clark-Wilson, Alison AU - Boody Adorno, Katie AU - Haßler, Björn AB - This document is an output of the Global EdTech Testbeds Network, https://globaledtech.org/. CN - 0285 DA - 2023/01// PY - 2023 LA - en PB - Global EdTech Testbeds Network UR - https://docs.opendeved.net/lib/78XN44TG KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - GEN TI - Towards universal health coverage:reforming the neglected district health system in Africa DA - 2019/// PY - 2019 LA - en ER - TY - JOUR TI - Towards universal health coverage: reforming the neglected district health system in Africa AU - Tumusiime, Prosper AU - Kwamie, Aku AU - Akogun, Oladele B AU - Elongo, Tarcisse AU - Nabyonga-Orem, Juliet T2 - BMJ Global Health AB - In most African countries, the district sphere of governance is a colonial creation for harnessing resources from the communities that are located far away from the centre with the assistance of minimally skilled personnel who are subordinate to the central authority with respect to decision-making and initiative. Unfortunately, postcolonial reforms of district governance have retained the hierarchical structure of the local government. Anchored to such a district arrangement, the (district) health system (DHS) is too weak and impoverished to function in spite of enormous knowledge and natural resources for a seamless implementation of universal health coverage (UHC). Sadly, the quick-fix projects of the 1990s with the laudable intention to reduce the burden of disease within a specified time-point dealt the fatal blow on the DHS administration by diminishing it to a stop-post and a warehouse for commodities (such as bednets and vaccines) destined for the communities. We reviewed the situation of the district in sub-Saharan African countries and identified five attributes that are critical for developing a UHC-friendly DHS. In this analytical paper, we discuss decision-making authority, coordination, resource control, development initiative and management skills as critical factors. We highlight the required strategic shifts and recommend a dialogue for charting an African regional course for a reformed DHS for UHC. Further examination of these factors and perhaps other ancillary criteria will be useful for developing a checklist for assessing the suitability of a DHS for the UHC that Africa deserves. DA - 2019/10// PY - 2019 DO - 10.1136/bmjgh-2019-001498 DP - DOI.org (Crossref) VL - 4 IS - Suppl 9 SP - e001498 J2 - BMJ Glob Health LA - en SN - 2059-7908 ST - Towards universal health coverage UR - https://gh.bmj.com/lookup/doi/10.1136/bmjgh-2019-001498 Y2 - 2024/03/28/11:43:29 KW - ❓ Multiple DOI ER - TY - JOUR TI - TPACK Constructs: A Sustainable Pathway for Teachers Professional Development on Technology Adoption AU - Ndongfack, Michael Nkwenti T2 - Creative Education DA - 2015/// PY - 2015 DO - 10.4236/ce.2015.616171 DP - DOI.org (Crossref) VL - 06 IS - 16 SP - 1697 EP - 1709 J2 - CE SN - 2151-4755, 2151-4771 ST - TPACK Constructs UR - http://www.scirp.org/journal/doi.aspx?DOI=10.4236/ce.2015.616171 Y2 - 2020/04/28/11:12:10 ER - TY - RPRT TI - TPD@Scale Compendium. Foundation for Information Technology Education and Development. AU - TPD@Scale Coalition for the Global South DA - 2022/// PY - 2022 ER - TY - RPRT TI - TPD@Scale: Designing teacher professional development with ICTs to support system-wide improvement in teaching AU - Wolfenden, F DA - 2022/// PY - 2022 PB - Foundation for Information Technology Education and Development. ER - TY - JOUR TI - Tracking the reach of COVID-19 kin loss with a bereavement multiplier applied to the United States AU - Verdery, Ashton M. AU - Smith-Greenaway, Emily AU - Margolis, Rachel AU - Daw, Jonathan T2 - Proceedings of the National Academy of Sciences AB - The coronavirus disease 2019 (COVID-19) pandemic has led to a large increase in mortality in the United States and around the world, leaving many grieving the sudden loss of family members. We created an indicator—the COVID-19 bereavement multiplier—that estimates the average number of individuals who will experience the death of a close relative (defined as a grandparent, parent, sibling, spouse, or child) for each COVID-19 death. Using demographic microsimulation-based estimates of kinship networks in the United States, the clear age gradient in COVID-19 mortality seen across contexts, and several hypothetical infection prevalence scenarios, we estimate COVID-19 bereavement multipliers for White and Black individuals in the United States. Our analysis shows that for every COVID-19 death, approximately nine surviving Americans will lose a grandparent, parent, sibling, spouse, or child. These estimates imply, for example, that if 190,000 Americans die from COVID-19, as some models project, then ∼1.7 million will experience the death of a close relative. We demonstrate that our estimates of the bereavement multiplier are stable across epidemiological realities, including infection scenarios, total number of deaths, and the distribution of deaths, which means researchers can estimate the bereavement burden over the course of the epidemic in lockstep with rising death tolls. In addition, we provide estimates of bereavement multipliers by age group, types of kin loss, and race to illuminate prospective disparities. The bereavement multiplier is a useful indicator for tracking COVID-19’s multiplicative impact as it reverberates across American families and can be tailored to other causes of death. DA - 2020/07/28/ PY - 2020 DO - 10.1073/pnas.2007476117 DP - www.pnas.org VL - 117 IS - 30 SP - 17695 EP - 17701 J2 - PNAS LA - en SN - 0027-8424, 1091-6490 UR - https://www.pnas.org/content/117/30/17695 Y2 - 2020/08/12/17:21:56 KW - COVID-19 KW - __C:filed:1 KW - bereavement KW - demography KW - mortality KW - social support ER - TY - JOUR TI - Traditional apprenticeship in Ghana and Senegal: Skills development for youth for the informal sector AU - Sonnenberg, K T2 - Journal of International Cooperation in Education AB - The demographic youth bulge, representing large cohorts of youth, coupled with lack of pathways to education and employment and therefore social mobility, have become issues of great concern. As a result, youth employment and technical and vocational skills development have grown in prominence on international and national agendas in recent years. However, skills development strategies often overlook the informal sector despite the fact that in developing countries, income-generating activities in the informal sector often far exceed those of the formal sector. UNESCO’s 2012 EFA Global Monitoring Report on youth skills development states that traditional apprenticeships are an important way of acquiring transferable and job-specific skills, particularly for the informal sector. An extensive review of the literature of Ghana and Senegal reveals that these two countries have long histories of traditional apprenticeship and that these forms of skills training reach more youth than formal technical and vocational training. This paper examines the approaches these two countries’ governments have taken to increase access to and quality of non-formal skills training opportunities. Despite a lack of data on the long-term outcomes of these initiatives, programs and reforms, several important implications arise from these countries’ experiences. These implications are discussed as well as areas for future research. DA - 2012/// PY - 2012 LA - en UR - http://home.hiroshima-u.ac.jp/~cice/wp-content/uploads/publications/15-2/15-2-06.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Senegal KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - HDR25 KW - P:agriculture KW - P:measurement KW - Q:ICT KW - T:Ausbildung KW - T:Formal apprenticeship KW - T:Lehrlingsausbildung KW - T:apprentice KW - T:education and skills training KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Traditional eye medicine practice in Benin-City, Nigeria AU - Ebeigbe, JA T2 - Southern African Optometrist AB - 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. DA - 2013/// PY - 2013 LA - en UR - http://avehjournal.org/index.php/aveh/article/view/54 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:learning KW - F:payment KW - P:healers KW - P:media KW - T:Formal apprenticeship KW - T:Lehrlingsausbildung KW - T:Training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Training community healthcare workers on the use of information and communication technologies: a randomised controlled trial of traditional versus blended learning in Malawi, Africa AU - Mastellos, Nikolaos AU - Tran, Tammy AU - Dharmayat, Kanika AU - Cecil, Elizabeth AU - Lee, Hsin-Yi AU - PengWong, Cybele C. AU - Mkandawire, Winnie AU - Ngalande, Emmanuel AU - Tsung-ShuWu, Joseph AU - Hardy, Victoria AU - Chirambo, Baxter Griphin AU - O'Donoghue, John Martin T2 - BMC Medical Education AB - Background: Despite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised clinical systems and mobile apps. The ` Introduction to Information and Communication Technology and eHealth' course was developed with the aim to provide CHWs in Malawi, Africa, with basic knowledge and computer skills to use digital solutions in healthcare delivery. The course was delivered using a traditional and a blended learning approach. Methods: Two questionnaires were developed and tested for face validity and reliability in a pilot course with 20 CHWs. Those were designed to measure CHWs' knowledge of and attitudes towards the use of ICT, before and after each course, as well as their satisfaction with each learning approach. Following validation, a randomised controlled trial was conducted to assess the effectiveness of the two learning approaches. A total of 40 CHWs were recruited, stratified by position, gender and computer experience, and allocated to the traditional or blended learning group using block randomisation. Participants completed the baseline and follow-up questionnaires before and after each course to assess the impact of each learning approach on their knowledge, attitudes, and satisfaction. Per-item, pre-post and between-group, mean differences for each approach were calculated using paired and unpaired t-tests, respectively. Per-item, between-group, satisfaction scores were compared using unpaired t-tests. Results: Scores across all scales improved after attending the traditional and blended learning courses. Self-rated ICT knowledge was significantly improved in both groups with significant differences between groups in seven domains. However, actual ICT knowledge scores were similar across groups. There were no significant differences between groups in attitudinal gains. Satisfaction with the course was generally high in both groups. However, participants in the blended learning group found it more difficult to follow the content of the course. Conclusions: This study shows that there is no difference between blended and traditional learning in the acquisition of actual ICT knowledge among community healthcare workers in developing countries. Given the human resource constraints in remote resource-poor areas, the blended learning approach may present an advantageous alternative to traditional learning. DA - 2018/// PY - 2018 DO - 10.1186/s12909-018-1175-5 LA - en AN - LOCAL-WOS:000428942000005 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Malawi KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - D:developing country KW - F:attitude KW - F:gender KW - F:learning KW - HDR25 KW - P:health KW - P:service industry KW - Q:ICT KW - R:impact KW - R:questionnaire KW - R:trial KW - T:Ausbildung KW - Z:Blended learning KW - Z:Community healthcare workers KW - Z:Developing countries KW - Z:Information and communication technologies KW - Z:Traditional learning KW - Z:eHealth KW - Z:mLearning KW - publicImportV1 ER - TY - GEN TI - Training Compute-Optimal Large Language Models AU - Hoffmann, Jordan AU - Borgeaud, Sebastian AU - Mensch, Arthur AU - Buchatskaya, Elena AU - Cai, Trevor AU - Rutherford, Eliza AU - Casas, Diego de Las AU - Hendricks, Lisa Anne AU - Welbl, Johannes AU - Clark, Aidan AU - Hennigan, Tom AU - Noland, Eric AU - Millican, Katie AU - Driessche, George van den AU - Damoc, Bogdan AU - Guy, Aurelia AU - Osindero, Simon AU - Simonyan, Karen AU - Elsen, Erich AU - Rae, Jack W. AU - Vinyals, Oriol AU - Sifre, Laurent AB - We investigate the optimal model size and number of tokens for training a transformer language model under a given compute budget. We find that current large language models are significantly undertrained, a consequence of the recent focus on scaling language models whilst keeping the amount of training data constant. By training over 400 language models ranging from 70 million to over 16 billion parameters on 5 to 500 billion tokens, we find that for compute-optimal training, the model size and the number of training tokens should be scaled equally: for every doubling of model size the number of training tokens should also be doubled. We test this hypothesis by training a predicted compute-optimal model, Chinchilla, that uses the same compute budget as Gopher but with 70B parameters and 4$\times$ more more data. Chinchilla uniformly and significantly outperforms Gopher (280B), GPT-3 (175B), Jurassic-1 (178B), and Megatron-Turing NLG (530B) on a large range of downstream evaluation tasks. This also means that Chinchilla uses substantially less compute for fine-tuning and inference, greatly facilitating downstream usage. As a highlight, Chinchilla reaches a state-of-the-art average accuracy of 67.5% on the MMLU benchmark, greater than a 7% improvement over Gopher. DA - 2022/03/29/ PY - 2022 DO - 10.48550/arXiv.2203.15556 DP - arXiv.org PB - arXiv UR - http://arxiv.org/abs/2203.15556 Y2 - 2024/02/24/17:41:43 KW - Computer Science - Computation and Language KW - Computer Science - Machine Learning ER - TY - CHAP TI - Training Hard Skills in Virtual Reality: Developing a Theoretical Framework for AI-Based Immersive Learning AU - Korhonen, Tiina AU - Lindqvist, Timo AU - Laine, Joakim AU - Hakkarainen, Kai T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - Advances in virtual reality (VR) technology afford creation of immersive virtual learning environments that simulate real-life learning contexts with increasing fidelity. When supported by sufficiently advanced artificial intelligence (AI)-based tutoring software, such environments may facilitate asynchronous, embodied learning approaches for learning hard, procedural skills in industrial settings – addressing timeliness, accuracy, and scalability issues common in the industry. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 195 EP - 213 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 ST - Training Hard Skills in Virtual Reality UR - https://doi.org/10.1007/978-3-031-09687-7_12 Y2 - 2024/02/23/23:57:15 KW - 4E cognition KW - AI KW - Artificial intelligence KW - Grounded cognition KW - Hard skills training KW - Intelligent tutoring system KW - Machine learning KW - Virtual reality ER - TY - JOUR TI - Training of School Teachers in West Africa: Remediation of Reading Difficulties through Training in Phonological Awareness and Letter Names AU - Briquet-Duhazé, Sophie T2 - FIRE: Forum for International Research in Education AB - The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for a week. We have been asked four times tn Dakar (Senegal) to provide training for teachers of West Africa. It is all about being trained in order to resolve reading difficulties for students using our scientific research. This paper presents the theoretical framework of phonological awareness and letter names and the 0 phase and the beginning of Phase 1 of our research. We use these predictors as remedial reading difficulties among students aged 8 to 11 years. We present the first results. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Burkina Faso KW - C:Cape Verde KW - C:Gambia KW - C:Guinea KW - C:Ivory Coast KW - C:Mali KW - C:Mauritania KW - C:Senegal KW - CA:AandC KW - CL:de KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:Improvement KW - P:teachers KW - T:TVET KW - T:Training KW - T:trainee KW - Z:Alphabets KW - Z:Elementary School Students KW - Z:Faculty Development KW - Z:Foreign Countries KW - Z:Longitudinal Studies KW - Z:Phoneme Grapheme Correspondence KW - Z:Phonological Awareness KW - Z:Predictor Variables KW - Z:Professional Continuing Education KW - Z:Reading Difficulties KW - Z:Relevance (Education) KW - Z:Remedial Reading KW - Z:Teacher Improvement KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BLOG TI - Training of Teachers on Assistive Technologies and Interactive Digital Textbooks in Kenya, Uganda and Rwanda | UNESCO AU - UNESCO DA - 2021/09/24/ PY - 2021 UR - https://www.unesco.org/en/articles/training-teachers-assistive-technologies-and-interactive-digital-textbooks-kenya-uganda-and-rwanda Y2 - 2022/10/21/12:57:20 ER - TY - JOUR TI - Training Teachers at a Distance: Perceptions and Challenges of Open and Distance Learning (ODL) in Teacher Education the Zimbabwean Experience AU - Samkange, Wellington T2 - Turkish Online Journal of Distance Education AB - Zimbabwe like most developing countries continues to experience shortages in skills. One such area that has experienced skills shortages is education. This has resulted in governments and education institutions coming up with innovative ways to improve the training of of teachers. Such innovative models include the Open & Distance Learning (ODL) model in the development of skills. In some instances, there has been a combination of the conventional model and the ODL model. The purpose of the study was to examine the different methods used in the training of teachers and the role of ODL in addressing skills shortages. The study used the qualitative methodology and the case study design. The respondents were purposively selected. Data was collected through lesson observations, document analysis and open-ended questionnaires that were administered to senior teachers, deputy school heads and school heads. These gave a total of twenty respondents from different schools. At the same time twenty trainee teachers in different programmes with the Zimbabwe Open University (ZOU) were observed teaching and were assessed. The study also examined views, attitudes and perceptions about the training of teachers. From the data it could be concluded that the model being used by teachers' colleges (2-5-2) was more inclined to ODL than the 'conventional' model, thus demonstrating that indeed teachers can be trained through ODL. Whilst there were mixed feelings about the role of universities in the training of pre-service teachers, it could be concluded that universities had a role in the training of teachers regardless of the mode of delivery they used. The study noted that the lack of resources and lack of understanding between different stakeholders was negatively affecting the success of the ODL model of training teachers at the Zimbabwe Open University (ZOU). DA - 2013/// PY - 2013 LA - en AN - LOCAL-WOS:000439561500017 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CL:fr KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - D:developing country KW - F:attitude KW - F:teaching KW - P:measurement KW - P:service industry KW - P:teacher education KW - P:teacher training KW - P:teachers KW - Q:ODEL KW - Q:distance education KW - Q:distance learning KW - R:case study KW - R:observation KW - R:qualitative KW - R:questionnaire KW - T:Ausbildung KW - T:trainee KW - Z:Zimbabwe Open University (ZOU) KW - Z:distance education KW - Z:teacher training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Training Teachers on the Job: What Works and How to Measure It AU - Popova, Anna AU - Evans, David K. AU - Arancibia, Violeta T2 - Policy Research Working Papers DA - 2016/09/26/ PY - 2016 DP - DOI.org (Crossref) LA - en PB - World Bank ST - Training Teachers on the Job UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7834 Y2 - 2020/05/16/17:02:09 KW - C:Low- and middle-income countries KW - _genre:LR-literature_review ER - TY - JOUR TI - Trajectories of School Recovery After a Natural Disaster: Risk and Protective Factors AU - Lai, Betty S. AU - Esnard, Ann-Margaret AU - Wyczalkowski, Chris AU - Savage, Ryan AU - Shah, Hazel T2 - Risk, Hazards & Crisis in Public Policy AB - Disasters may have significant and lasting impacts on educational programs and academic achievement, yet the examination of differing patterns of school recovery after disasters is understudied. This paper focused on two aims: (i) identification of school academic recovery trajectories; and (ii) examination of potential risk factors associated with these trajectories. We used latent class growth analysis to identify school academic recovery trajectories for a cohort of 462 Texas public schools that were in the path of Hurricane Ike in 2008. Using Texas Assessment of Knowledge and Skills (TAKS) data from 2005 to 2011, we found that attendance and percent of economically disadvantaged youth emerged as significant risk factors for two identified academic recovery trajectories (High-Stable and Low-Interrupted). Higher levels of economically disadvantaged youth were associated with lower likelihood of falling in the High-Stable trajectory, relative to the Low-Interrupted trajectory. Higher levels of attendance were associated with higher likelihood of membership in the High-Stable trajectory, relative to the Low-Interrupted trajectory. These findings are consistent with the notion that disasters do not affect all people or communities equally. Findings highlight the need for policy initiatives that focus on low performing schools, as these schools are at highest risk for adverse outcomes post-disaster. DA - 2019/// PY - 2019 DO - 10.1002/rhc3.12158 DP - Wiley Online Library VL - 10 IS - 1 SP - 32 EP - 51 LA - en SN - 1944-4079 ST - Trajectories of School Recovery After a Natural Disaster UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/rhc3.12158 Y2 - 2020/11/17/10:06:35 KW - disaster recovery KW - escuelas KW - preparación de la salud pública KW - public health preparedness KW - recuperación después de los desastres KW - schools KW - social vulnerability KW - vulnerabilidad social KW - 公共卫生预备 KW - 学校 KW - 灾害恢复 KW - 社会脆弱性 ER - TY - JOUR TI - Transactional sex in the wake of COVID-19: sexual and reproductive health and rights of the forcibly displaced AU - Jacobson, Lauren AU - Regan, Alexandra AU - Heidari, Shirin AU - Onyango, Monica Adhiambo T2 - Sexual and Reproductive Health Matters DA - 2020/01/01/ PY - 2020 DO - 10.1080/26410397.2020.1822493 DP - Taylor and Francis+NEJM VL - 28 IS - 1 SP - 1822493 SN - null ST - Transactional sex in the wake of COVID-19 UR - https://doi.org/10.1080/26410397.2020.1822493 Y2 - 2020/11/10/13:14:09 KW - COVID-19 KW - forcibly displaced people KW - sexual and reproductive health KW - transactional sex ER - TY - GEN TI - Transformation of Education Policy and Governance in the Digital Era AU - Kamp-Hartong, S. AU - Piattoeva, N. AU - Saari, A. AU - Savage, G. DA - 2022/// PY - 2022 LA - en UR - https://academic.oup.com/book/41546/chapter/353003648. KW - Final_citation KW - anystyle KW - existing ER - TY - JOUR TI - Transformations in Teachers' Discourse About Their Students During a School-Led Pedagogic Intervention AU - Rainio, Anna Pauliina AU - Hofmann, Riikka T2 - The European Journal of Social & Behavioural Sciences DA - 2015/// PY - 2015 DO - 10.15405/ejsbs.163 DP - Google Scholar VL - 13 IS - 2 SP - 1815 KW - _C:Finland FIN KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - ELEC TI - Transforming Africa into a single digital market AU - Kone, Lacina T2 - https://www.broadbandcommission.org/ DA - 2020/// PY - 2020 UR - https://www.broadbandcommission.org/insight/transform-africa-into-a-single-digital-market/ ER - TY - RPRT TI - Transforming education for girls in Tanzania and Nigeria: Cross country analysis of endline research studies AU - Unterhalter, Elaine AU - Heslop, Jo AB - This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice. DA - 2012/// PY - 2012 DP - discovery.ucl.ac.uk LA - eng M3 - Report PB - ActionAid ST - Transforming Education for Girls in Tanzania and Nigeria UR - https://discovery.ucl.ac.uk/id/eprint/10018923/ Y2 - 2021/01/19/13:34:21 ER - TY - JOUR TI - Transforming Education for Sustainable Futures in Africa: Researching education, poverty and sustainability in the context of Covid-19 AU - Mitchell, Rafael AU - Kaya, Hassan O. AU - Kulundu-Bolus, Injairu AU - Tusiime, Michael DA - 2020/// PY - 2020 DP - Google Scholar ST - Transforming Education for Sustainable Futures in Africa KW - ⛔ No DOI found ER - TY - BLOG TI - Transforming education service delivery in Sierra Leone: from evidence to action AU - Sengeh, David Moinina AU - May-Wilson, Hannah T2 - Global Partnership for Education AB - Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes. DA - 2020/// PY - 2020 LA - en ST - Transforming education service delivery in Sierra Leone UR - https://www.globalpartnership.org/blog/transforming-education-service-delivery-sierra-leone-evidence-action Y2 - 2020/12/17/09:58:23 KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Transforming Education Service Delivery Through Evidence-Informed Policy and Practice AU - The Ministry of Basic and Senior Secondary Education (MBSSE) CY - Freetown, Sierra Leone DA - 2021/02// PY - 2021 VL - 1 PB - The Ministry of Basic and Senior Secondary Education (MBSSE) UR - https://mbsse.gov.sl/wp-content/uploads/2021/02/MBSSE_Policy-E-book-V.1.pdf Y2 - 2021/02/19/09:33:15 ER - TY - BOOK TI - Transforming education through teacher leadership A3 - Frost, David DA - 2014/// PY - 2014 PB - Leadership for Learning: The Cambridge Network ER - TY - JOUR TI - Transforming mobile learning and digital pedagogies: An investigation of a customized professional development program for teachers in a hospital school AU - McCarthy, Aidan AU - Maor, Dorit AU - McConney, Andrew T2 - Contemporary Issues in Technology and Teacher Education DA - 2019/// PY - 2019 DP - Google Scholar VL - 19 IS - 3 SP - 498 EP - 528 ST - Transforming mobile learning and digital pedagogies KW - _C:Australia AUS KW - _C:New Zealand NZL KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Transforming pedagogical practice in mathematics: Moving from telling to listening AU - Suurtamm, C. AU - Vézina, N. T2 - International Journal for Mathematics Teaching and Learning DA - 2010///rd PY - 2010 SP - 31 ST - Transforming pedagogical practice in mathematics: Moving from telling to listening UR - http://www.cimt.plymouth.ac.uk/journal/default.htm KW - ⛔ No DOI found ER - TY - RPRT TI - Transforming Teacher Education and Learing (Ghana) [zip file] AU - T-TEL AB - Transforming Teacher Education and Learing (Ghana). This zip file contains a resource produced by Transforming Teacher Education and Learning (Ghana), www.t-tel.org. You can view and search all related records in the collection for T-TEL. The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/11/ PY - 2020 DP - Zenodo LA - eng UR - https://docs.opendeved.net/lib/ZGCPJJLS Y2 - 2021/05/23/20:07:24 KW - ⛔ No DOI found ER - TY - RPRT TI - Transforming the Education Workforce: Learning Teams for a Learning Generation AU - Education Commission CY - New York DA - 2019/// PY - 2019 PB - Education Commission UR - https://educationcommission.org/wp-content/uploads/2019/09/Transforming-the-Education-Workforce-Full-Report.pdf KW - C: International ER - TY - RPRT TI - Transforming the education workforce: Learning teams for a learning generation AU - Education Commission DA - 2019/// PY - 2019 DP - Google Scholar ST - Transforming the education workforce UR - https://educationcommission.org/wp-content/uploads/2019/09/Transforming-the-Education-Workforce-Full-Report.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Transforming the financing of education at the mid-point of the sustainable development goals AU - Archer, David T2 - International Journal of Educational Development DA - 2023/// PY - 2023 DO - 10.1016/j.ijedudev.2023.102931 DP - Google Scholar VL - 103 SP - 102931 UR - https://www.sciencedirect.com/science/article/pii/S0738059323002079 Y2 - 2024/02/29/14:11:16 KW - Final_citation ER - TY - JOUR TI - Transition to Federal Health and Education Governance AU - Bolton, Laura AB - This report looks at transition from central to federal responsibilities for health and education in Nepal and Indonesia. Federalism is a complex process and it was outside of the scope of this review to investigate the extent to which it has been developed in these countries and the nature of its functioning. Challenges identified in the literature on transition to federalism and decentralisation include ensuring equitable distribution of finances and resources across states, slow transfer of power and lack of coordination between government levels, lack of capacity at local levels and incoherence in capacity building, ensuring continuity of medical supplies and continuity of health services during transition, and training local level health personnel in procurement. This report also notes some recommendation from experience on transition to decentralisation, including the need to put a clear legislative framework, to make a slowly phased transition is needed to allow for changes and adjustments, to consider conditional grants to ensure that health is not de-prioritised in a federal system. DA - 2021/06/28/ PY - 2021 DO - 10.19088/K4D.2021.096 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16722 Y2 - 2022/12/18/18:17:06 ER - TY - JOUR TI - Translating Epidemiology into Policy to Prevent Childhood Obesity: The Case for Promoting Physical Activity in School Settings AU - Brownson, Ross C AU - Chriqui, Jamie F AU - Burgeson, Charlene R AU - Fisher, Megan C AU - Ness, Roberta B T2 - Annals of Epidemiology AB - Childhood obesity is a serious public health problem, resulting from energy imbalance (when the intake of energy is greater than the amount of energy expended through physical activity). Numerous health authorities have identified policy interventions as promising strategies for creating population-wide improvements in physical activity. This case study focuses on energy expenditure through physical activity (with a particular emphasis on school-based physical education [PE]). Policy-relevant evidence for promoting physical activity in youth may take numerous forms including epidemiologic data and other supporting evidence (e.g., qualitative data). The implementation and evaluation of school PE interventions leads to a set of lessons related to epidemiology and evidence-based policy. These include the need to: 1) enhance the focus on external validity, 2) develop more policy-relevant evidence based on “natural experiments,” 3) understand that policymaking is political, 4) better articulate the factors that influence policy dissemination, 5) understand the real world constraints when implementing policy in school environments, and 6) build transdisciplinary teams for policy progress. The issues described in this case study provide leverage points for practitioners, policy makers, and researchers as they seek to translate epidemiology to policy. DA - 2010/// PY - 2010 DO - 10.1016/j.annepidem.2010.03.001 VL - 20 IS - 6 SP - 436 EP - 444 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3705727/ Y2 - 2021/02/23/00:00:00 ER - TY - BOOK TI - Transnational Black Feminism and Qualitative Research: Black Women, Racialization and Migration AU - Burkhard, Tanja J. DA - 2021/11/16/ PY - 2021 DP - Amazon SP - 112 LA - Inglés ST - Transnational Black Feminism and Qualitative Research ER - TY - RPRT TI - Transnational Skills Partnerships between Ghana and North Rhine-Westphalia AU - Rother, Stefan AU - Setrana, Mary B. AB - This exploratory study discusses the potential for a transnational skills partnership in the construction sector between Ghana and the German state of North Rhine-Westphalia (NRW). Ghana is considered to be a particularly suited partner country due to its young workforce, democratic and economic stability and high regard for technical and vocational education and training (TVET). This high regard, though, is not matched yet by a high level of formal training. This study recommends a type of partnership, where the TVET sector could benefit from further development in terms of standards, employability and balancing practical and theoretical aspects of formal education. This would be a significant addition to the established benefits of the triple-win approach where the destination would benefit from the supply of skilled labour while the country of origin and the migrants themselves would benefit from upskilling and remittances. DA - 2021/// PY - 2021 LA - de UR - https://www.bertelsmann-stiftung.de/de/publikationen/publikation/did/transnational-skills-partnerships-between-ghana-and-north-rhine-westphalia-all Y2 - 2022/05/03/13:23:32 ER - TY - JOUR TI - Transnationale Qualifizierungs- und ­Mobilitätspartnerschaften (tQMP): AU - Sauer, Michael AU - Volarevic, Jurica DA - 2020/// PY - 2020 DP - Zotero SP - 44 LA - de KW - ⛔ No DOI found ER - TY - JOUR TI - Transparency in literature reviews: an assessment of reporting practices across review types and genres in top IS journals AU - Templier, Mathieu AU - Paré, Guy T2 - European Journal of Information Systems AB - The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field. DA - 2018/09/03/ PY - 2018 DO - 10.1080/0960085X.2017.1398880 DP - Taylor and Francis+NEJM VL - 27 IS - 5 SP - 503 EP - 550 SN - 0960-085X ST - Transparency in literature reviews UR - https://doi.org/10.1080/0960085X.2017.1398880 Y2 - 2024/01/18/22:36:46 KW - Literature reviews KW - assessment KW - reporting KW - transparency KW - trustworthiness ER - TY - THES TI - Travel without visas: teacher perception of a technology intervention in the Dadaab refugee camp AU - Mansour, Rebecca Grace Telford DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - University of Leicester ST - Travel without visas KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Cuba CUB KW - _C:Djibouti DJI KW - _C:Ethiopia ETH KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Guinea GIN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Israel ISR KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Myanmar MMR KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Portugal PRT KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CHAP TI - Treatment Effects and the Measurement of Skills in a Prototypical Home Visiting Program. AU - James Heckman AU - Bei Liu AU - Mai Lu AU - Jin Zhou T2 - Working Paper No. 13346 DA - 2020/// PY - 2020 UR - http://ftp.iza.org/dp13346.pdf ER - TY - JOUR TI - Trends and Topics in Educational Technology, 2023 Edition AU - Allman, Bohdana AU - Kimmons, Royce AU - Rosenberg, Joshua AU - Dash, Monalisa T2 - Techtrends DA - 2023/// PY - 2023 DO - 10.1007/s11528-023-00840-2 DP - PubMed Central VL - 67 IS - 3 SP - 583 EP - 591 J2 - TechTrends LA - en SN - 8756-3894 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10075169/ Y2 - 2024/01/26/20:58:13 KW - Final_citation KW - anystyle KW - existing ER - TY - RPRT TI - Trends in digital personalized learning in low- and middle-income countries: Executive Summary AU - UNICEF DA - 2022/// PY - 2022 PB - UNICEF UR - https://www.unicef.org/globalinsight/media/2756/file/UNICEF-Global-Insight-Digital-PL-LMIC-executive-summary-2022.pdf Y2 - 2023/01/20/16:01:04 ER - TY - BOOK TI - Trends in Digital Personalized Learning: Landscape Review of Personalized Learning Solutions in Low and Middle-Income Countries AU - Castillo, Nathan M. AU - Adam, Taskeen AU - Alam, Andaleeb AU - Alrawashdeh, Ghaida S AU - Tiwari, Priyamvada AB - Digital Personalized Learning (DPL) - tech solutions and products that tailor learning to individuals and their specific learning needs - have the potential to improve learning outcomes and close gaps for students who have fallen behind. However, there is a limited of evidence from digital personalized learning interventions deployed across the developing world. This landscape review identifies trends and gaps in DPL implementation in low- and middle-income country (LMIC) contexts. This research report presents data on DPL effectiveness in LMICs from over 40 interventions worldwide by to classifying and categorizing design features, implementation models, and scalability factors. Implications for future research and design are discussed from a multi-stakeholder perspective. DA - 2022/// PY - 2022 DP - University of Illinois Urbana-Champaign PB - UNICEF Office of Global Insight & Policy ST - Trends in Digital Personalized Learning UR - https://www.unicef.org/globalinsight/reports/trends-digital-personalized-learning Y2 - 2022/11/08/20:11:06 KW - Global studies KW - Learning KW - Policy action KW - Quality of education KW - technology in education ER - TY - JOUR TI - Trends in Mathematics Learning in Ethiopia: 2012 – 2019 AU - Tiruneh, Dawit T. AU - Sabates, Ricardo AU - Rolleston, Caine AU - Hoddinott, John T2 - Bahir Dar Journal of Education AB - This study examines the trends in mathematics learning for Grade 4 pupils in Ethiopia based on a longitudinal survey of 33 schools from 2012-13 to 2018-19. The study employs unique data collected both at the start and end of the General Education Quality Improvement Program – Phase II (GEQIP-II) reform targeting the same schools in six regions. The data included repeated measures of pupil learning outcomes plus child socio-economic background, teacher, and school characteristics. Despite the implementation of the GEQIP-II reform, we found that pupils’ mathematics learning levels declined between 2012-13 and 2018-19. Progress in mathematics within the 2018-19 academic year improved slightly compared to 2012-13, but there is difference in magnitude of learning progress for the two periods between pupils across rural-urban locations, regional states, and family economic backgrounds. There is an overall improvement in school and teacher ‘quality’ between 2012 and 2019, while there is some evidence of changes in student composition between the two periods. Consistent with the GEQIP-II reform in terms of supporting access and retention, pupils in 2018-19 were more likely to have attended pre-school, less often absent from school, and less likely to have dropped out, compared to pupils in the same grade level in 2012-13. In 2018-19, pupils’ caregivers are less likely to be literate, they have fewer assets at home, and they travel a relatively longer distance to school. Differences in mathematics learning levels and learning progress between disadvantaged pupils (i.e., pupils from rural areas, emerging regions, poorest socio-economic background) and their relatively advantaged counterparts are discussed in relation to the GEQIP-II educational reform. DA - 2021/// PY - 2021 DO - 10.1965/bje.v21i1.669 DP - journals.bdu.edu.et VL - 21 IS - 1 SP - 26 EP - 45 LA - en SN - 2415-0452 ST - Trends in Mathematics Learning in Ethiopia UR - https://journals.bdu.edu.et/index.php/bje/article/view/669 Y2 - 2023/01/07/20:46:40 KW - disadvantaged students KW - equitable access KW - numeracy KW - ⚠️ Invalid DOI ER - TY - ELEC TI - Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans – TCPS 2 (2022) AU - Interagency Advisory Panel on Research Ethics Government of Canada DA - 2023/01/11/ PY - 2023 LA - eng ST - Tri-Council Policy Statement UR - https://ethics.gc.ca/eng/policy-politique_tcps2-eptc2_2022.html Y2 - 2023/08/28/09:45:25 ER - TY - RPRT TI - Trialling environmental sensors in Tanzanian schools – first pilot AU - Toyinbo, Oluyemi AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1035 DA - 2023/09/11/ PY - 2023 LA - en PB - Open Development & Education SN - 7 UR - https://docs.opendeved.net/lib/NFNWZX3A KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe AU - Walker, Hannah AU - Hennessy, Sara AU - Pimmer, Christoph T2 - Research Papers in Education AB - This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial. DA - 2022/02/08/ PY - 2022 DO - 10.1080/02671522.2022.2034925 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 25 SN - 0267-1522 UR - https://doi.org/10.1080/02671522.2022.2034925 Y2 - 2022/07/05/16:32:23 KW - Author:OpenDevEd KW - Open education resources KW - Zimbabwe KW - educational technology KW - tablets KW - teacher education KW - teacher professional development ER - TY - JOUR TI - Trustworthiness of Systematic Review Automation-An interview at Coventry University AU - Jiang, Xiaorui T2 - medRxiv DA - 2023/// PY - 2023 DP - Google Scholar SP - 2023 EP - 12 UR - https://www.medrxiv.org/content/10.1101/2023.12.14.23299933.abstract Y2 - 2024/03/12/20:57:22 KW - ⛔ No DOI found ER - TY - RPRT TI - Tuned in to student access: assessing the impact of interactive radio instruction for the hardest-to-reach AU - Ho, Jennifer AU - Thukral, Hetal DA - 2009/02// PY - 2009 LA - EN PB - Education Development Center UR - https://www.edc.org/sites/default/files/uploads/Tuned-Student-Success.pdf ER - TY - JOUR TI - Tuned In to Student Success: Assessing the Impact of Interactive Radio Instruction for the Hardest-to-Reach. AU - Ho, J. AU - Thukral, H. AU - Laflin, M. T2 - Journal of Education DA - 2009/// PY - 2009 SP - 34 EP - 51 UR - http://citeseerx.ist.psu.edu/viewdoc/download KW - ⛔ No DOI found ER - TY - JOUR TI - Turning a shove into a nudge? A" labeled cash transfer" for education AU - Benhassine, Najy AU - Devoto, Florencia AU - Duflo, Esther AU - Dupas, Pascaline AU - Pouliquen, Victor T2 - American Economic Journal: Economic Policy DA - 2015/// PY - 2015 DO - 10.1257/pol.20130225 VL - 7 SP - 86 EP - 125 ER - TY - JOUR TI - Turning the tide: creating Professional Learning Communities (PLC) to improve teaching practice and learning in South African public schools AU - Botha, E. M. T2 - Africa Education Review DA - 2012/// PY - 2012 DO - 10.1080/18146627.2012.722405 VL - 9 IS - 2 SP - 395 EP - 411 ER - TY - RPRT TI - Turning to technology: A global survey of teachers' responses to the Covid-19 pandemic AU - Pota, Vikas AU - Hennessy, Sara AU - Koomar, Saalim AU - Kreimeia, Adam AU - Zubairi, Asma AU - Aerts, Carla AU - Gault, Claire DA - 2021/// PY - 2021 LA - en PB - T4 Education & EdTech Hub ST - Turning to technology KW - Final_citation KW - cited KW - existing ER - TY - BOOK TI - Tusome external evaluation—Midline report. Prepared for the Ministry of Education of Kenya, USAID/Kenya, and the UK Department for International Development under Contract No. AID-615-TO-1600012 AU - Freudenberger, E. AU - Davis, J. CY - Washington, DC DA - 2017/// PY - 2017 PB - Management Sciences International (MSI), a Tetra Tech company UR - http://pdf.usaid.gov/pdf_docs/PA00MS6J.pdf. ER - TY - CONF TI - Tutorbot: A Chatbot for Higher Education Practice AU - Sjöström, Jonas AU - Dahlin, Maritha A2 - Hofmann, Sara A2 - Müller, Oliver A2 - Rossi, Matti T3 - Lecture Notes in Computer Science AB - In this paper, we present the design of Tutorbot – a chatbot software to support learning and teaching in higher education. We account for the implementation of the design as a proof-of-concept and share reflections from experiences in the design and implementation process expressed as design considerations for the design of chatbots in a higher education setting. C1 - Cham C3 - Designing for Digital Transformation. Co-Creating Services with Citizens and Industry DA - 2020/// PY - 2020 DO - 10.1007/978-3-030-64823-7_10 DP - Springer Link SP - 93 EP - 98 LA - en PB - Springer International Publishing SN - 978-3-030-64823-7 ST - Tutorbot KW - Architecture KW - Chatbot KW - Design KW - Design science research KW - Higher education KW - Practice ER - TY - RPRT TI - TV-Based Learning in Bangladesh : Is it Reaching Students? AU - Biswas, Kumar AU - Asaduzzaman, TM AU - Evans, David AU - Fehrler, Sebastian AU - Ramachandran, Deepika AU - Sabarwal, Shwetlena DA - 2020/// PY - 2020 PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/34138 Y2 - 2020/07/22/19:00:21 ER - TY - RPRT TI - TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf AU - World Bank DA - 2020/07/16/ PY - 2020 PB - World Bank UR - https://openknowledge.worldbank.org/bitstream/handle/10986/34138/TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf?sequence=4&isAllowed=y Y2 - 2020/08/12/15:37:42 KW - _COVID_DEAA-List ER - TY - GEN TI - TVET Act, nº29 of 2013 - Technical and Vocational Education and Training Act (Kenya) - L.N. 95/2013, L.N. 57/2014 AU - Government of Kenya AB - An Act of Parliament to provide for the establishment of a technical and vocational education and training system; to provide for the governance and management of institutions offering technical and vocational education and training; to provide for coordinated assessment, examination and certification; to institute a mechanism for promoting access and equity in training; to assure standards, quality and relevance; and for connected purposes DA - 2013/// PY - 2013 LA - English UR - https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/98807/117649/F1763223240/KEN98807.pdf Y2 - 2018/11/02/18:22:51 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - publicImportV1 ER - TY - CHAP TI - TVET and community reintegration: exploring the connections in Sierra Leone's DDR process AU - Paulson, J. T2 - International handbook of education for the changing world of work: bridging academic and vocational learning A2 - Maclean, R. A2 - Wilson, D. CY - London DA - 2009/// PY - 2009 DP - researchspace.bathspa.ac.uk VL - 2 PB - Springer SN - 978-1-4020-5280-4 ST - TVET and community reintegration UR - http://researchspace.bathspa.ac.uk/2554/ Y2 - 2020/12/15/19:20:50 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - TVET and Digitalization - Literature Review AU - Megha-Bongnkar, Ghislaine AU - Haseloff, Gesine AU - Haßler, Björn CN - 0278 DA - 2022/06/30/ PY - 2022 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/HWQJK37N KW - Author:OpenDevEd KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - ELEC TI - TVET Country Profile: Nigeria AU - UNESCO-UNEVOC DA - 2019/// PY - 2019 UR - https://unevoc.unesco.org/wtdb/worldtvetdatabase_nga_en.pdf Y2 - 2020/08/05/15:02:43 ER - TY - ELEC TI - TVET for a Green Economy AU - Mertineit, Klaus-Dieter DA - 2013/06// PY - 2013 UR - https://www.enterprise-development.org/wp-content/uploads/TVET_Green_Economy.pdf Y2 - 2021/09/05/17:47:33 ER - TY - RPRT TI - TVET for Sustainable Development: Opportunities and Challenges AU - UNESCO-UNEVOC DA - 2006/// PY - 2006 DP - Zotero LA - en ER - TY - JOUR TI - TVET in Sudan: government negligence, employers' response and challenges of reform under cluttered socio-economic conditions AU - Abdelkarim, Abbas T2 - INTERNATIONAL JOURNAL OF TRAINING RESEARCH T3 - Article; Early Access AB - While TVET literature focuses on the potential role of the sector in socio-economic development, seldom is attention given to how socio-economic conditions and policies affect the development of the sector. This paper endeavours to contribute to filling this gap. It argues that examining the factors that influence access, equity and outcomes of TVET and education may not be possible without being embedded in their socio-economic context. A main finding of the paper is that cluttered socio-economic conditions and the public governance system in Sudan have resulted in a weak TVET system - severely deficient finance, contraction, inadequacy and irrelevance of provision, and uncoordinated institutional governance. Industrial employers' response is to rely largely on informal apprenticeship, which, while helping the poor and creating employment, may not be a replacement for formal TVET provision. A further finding is that the sector is neglecting rural and conflict-ridden regions and girls.\n DA - 2019/// PY - 2019 DO - 10.1080/14480220.2019.1690737 ER - TY - CONF TI - TVET research in SSA: Recommendations for Thematic Priorities AU - Haßler, Björn AU - Haseloff, Gesine T2 - 9th RVTTI International Conference C1 - Rift Valley Technical Training Institute, Eldoret, Kenya CN - 0200 DA - 2021/// PY - 2021 DO - 10.53832/opendeved.0200 DP - OpenDevEd PB - Rift Valley Technical Training Institute UR - https://docs.opendeved.net/lib/TMQ5DIM2 KW - Author:OpenDevEd KW - _DOILIVE KW - _r:crossref KW - _yl:a ER - TY - JOUR TI - TVET Research in SSA: Recommendations for Thematic Priorities AU - Haßler, Björn AU - Haseloff, Gesine T2 - Africa Journal of Technical and Vocational Education and Training AB - This paper builds on our study on research on Technical and Vocational Education and Training (TVET) in sub-Saharan Africa (SSA). The study was commissioned by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF) and was conducted in 2019. Our study undertook a systematic literature review, which evaluated over 2,000 scientific publications, classifying some 300 as relevant to the topic and examined them in greater detail. One focus area was the institutionalisation of research on TVET in sub-Saharan Africa, its actors, networks and funding. A second area focused on the topics and content addressed by researchers on TVET in SSA. Our comprehensive study allows us to derive indications for future TVET research in SSA, which form the content of the present paper. Our recommendations for future research emerge from: The research literature analysed; A series of expert interviews; and A Structured Community Review. Our key contribution is an extension of the Mulder-Roelofs Vocational Education and Training Research Framework of categories for TVET research. The framework reflects the focus and quality criteria of European/German TVET, and is an ideal starting point. Through our research, we revised and extended the framework for use in SSA. Our goal was to build on international standards on the one hand, but on the other hand to extend and apply those for use in SSA. It therefore makes it possible to respond to the latest state of research both from a European perspective (e.g., donors/organisations like BMBF), as well as to examine the broad spectrum of very different aspects of TVET research in SSA. After presenting the relevant categories of TVET research, the authors go into detail on the topics for further research. Their conclusion recommends continuous research monitoring based on a constantly updated international network of researchers and institutions with an interest in TVET research in SSA. In particular, we propose a coordinated effort for an online, international community of stakeholders and researchers involved in TVET research in sub-Saharan Africa (https://convet.org). CN - 0268 DA - 2022/02/03/ PY - 2022 DO - 10.53832/opendeved.0268 DP - afritvetjournal.org VL - 7 IS - 1 SP - 3 EP - 27 LA - en SN - 2518-2722 ST - TVET Research in SSA UR - https://afritvetjournal.org/index.php/Afritvet/article/view/136 Y2 - 2022/03/13/18:46:16 KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Education KW - Internationalisation KW - Research KW - TVET KW - Teacher KW - Work Based KW - _bjoern_cv KW - _genre:LR-literature_review KW - _r:ImportedToMyEducationEvidence KW - _yl:a ER - TY - ELEC TI - TVET Research in SSA: Recommendations for Thematic Priorities | Africa Journal of Technical and Vocational Education and Training AU - Haßler, Björn AU - Haseloff, Gesine DA - 2022/// PY - 2022 UR - http://afritvet.org/index.php/Afritvet/article/view/136 Y2 - 2022/05/03/13:19:56 KW - Author:OpenDevEd ER - TY - RPRT TI - TVET research in SSA: Table of Thematic Priorities extending Mulder/Roelofs AU - Haßler, Björn AU - Haseloff, Gesine CN - 0201 DA - 2021/// PY - 2021 DP - OpenDevEd PB - Open Development & Education UR - https://docs.opendeved.net/lib/TMQ5DIM2 KW - Author:OpenDevEd KW - _DOILIVE KW - _r:crossref KW - _yl:b ER - TY - GEN TI - TVET Strategic Plan 2018-2022 AU - Government of Kenya AB - A Strategic Plan that is aligned to both the dynamic operating environment and the strategic priorities of the Government as outlined in the Kenya Vision 2030, the Constitution of Kenya 2010, and other relevant regional and international policy documents serves as a guide for the organization. I am, therefore, pleased to participate in unveiling of TVETA’s 2018-2022 Strategic Plan which provides a clear road map for the achievement of competitive human capital. The development of this Strategic Plan was based on a review of the Authority’s performance and experiences since its inception, and is a culmination of an extensive consultative process among the Authority’s staff, board of directors and key stakeholders in the country. Our vision and mission are geared towards realizing our mandate by clearly identifying strategic objectives to pursue that conform to our core values. We are aware that this can only be achieved if we continuously align with the dynamism of our operating environment with a view to facilitating fair and competitive practices, while catalyzing the ever-evolving creativity and innovation of the Kenyan public DA - 2018/// PY - 2018 LA - English UR - http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/TIVETA-STRATEGIC-PLAN-2-e-pub_2-Compressed.pdf Y2 - 2018/11/05/13:01:29 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - publicImportV1 ER - TY - CHAP TI - TVET System Research AU - Deissinger, Thomas T2 - Areas of Vocational Education Research A2 - Zhao, Zhiqun A2 - Rauner, Felix T3 - New Frontiers of Educational Research AB - 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. CY - Berlin, Heidelberg DA - 2014/// PY - 2014 DP - Springer Link SP - 91 EP - 108 LA - en PB - Springer Berlin Heidelberg SN - 978-3-642-54224-4 UR - https://doi.org/10.1007/978-3-642-54224-4_5 Y2 - 2018/09/23/15:04:36 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - Dual System KW - Vocational Pathway KW - Vocational School KW - Vocational Training KW - Workplace Learning KW - publicImportV1 ER - TY - RPRT TI - TVET teacher education in Africa AU - Grijpstra, Douwe AB - This study has three broad objectives. Firstly, it seeks to compare experiences on the education and training of Technical and Vocational Education and Training (TVET) teachers in South Africa, Egypt, Ghana, Tanzania, and Cameroon. Secondly, it seeks to get input from inspiring practices from European Member States. Lastly, policy pointers should be proposed for further action. This study was commissioned as part of the South Africa - EU Strategic Partnership sectoral policy dialogue in education. Data was collected between December 2014 and September 2015. The study serves as input to that policy dialogue, in particular in relation to the education and training of upper secondary and higher TVET teachers working in institution-based TVET providers in the formal public education system. Teachers are the most important in-school factor influencing the quality of student learning and the training of teachers is the key issue in this report. However, able practitioners do not necessarily reach their potential without appropriate support nor without being sufficiently professionally challenged and rewarded. The quality of TVET teaching also depends on other factors, such as the teacher's persona; the TVET organisation (at school or college level) and the wider TVET system (national structures related to TVET of which TVET teacher education is an important element). The main research activities consisted of desk research; interviews; country studies; and comparative analysis and reporting. To validate the findings and ensure a practical link to further dissemination of the results, policy workshops were organised with policymakers in the participating countries. In this summary, key conclusions are discussed per topic. For each topic, policy pointers are presented. DA - 2015/// PY - 2015 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Cameroon KW - C:Egypt KW - C:South Africa KW - C:Tanzania KW - CLL:en KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - TVET teachers’ perceptions on competencies: An application of Malaysian human resource development practitioners competency model AU - Lai, Chee Sern AU - Hamisu, Mohammed Adamu AU - Salleh, Kahirol Mohd AU - Adamu, Babayo Yakubu T2 - International Journal of Economics and Business Research T3 - Journal AB - Copyright © 2019 Inderscience Enterprises Ltd. Competency of TVET teacher is one of the major factors that influence the quality of TVET graduates and TVET system. This paper attempted to investigate the TVET teachers’ perceptions on the competency needs in Nigerian higher learning institutions based on the competency model of Malaysian human resource development practitioners (MHRDP) which focused on thinking competency, organisational competency, and application competency. This study employed a survey design in which a set of questionnaire was used for data collection. A total of 205 TVET teachers from universities, polytechnics, and colleges of education were involved in this research. Descriptive statistics which involved mean and standard deviation was utilised to analyse the data. The findings revealed that the Nigerian TVET teachers perceived that all elements related to thinking competency, organisational competency, and application competency are important for TVET teachers for higher learning institutions in Nigeria. Therefore, this research suggests that the Nigerian policy makers and the TVET higher learning institutions should provide training to the TVET teachers in order to equip those teachers with the competency elements that are important and relevant to TVET. DA - 2019/// PY - 2019 DO - 10.1504/IJEBR.2019.102729 ER - TY - GEN TI - TVETA Competency Based Education and Training and Assessment Standards & Guidelines AU - Government of Kenya DA - 2018/// PY - 2018 LA - English UR - http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/CBETA-Standards-and-Guidelines-20180610.pdf Y2 - 2018/11/14/15:41:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - Qualification Framework KW - publicImportV1 ER - TY - CONF TI - Tweens with the iPad classroom—Cool but not really helpful? AU - Culén, A., & Gasparini, A. C3 - In e-Learning and e-Technologies in Education (ICEEE), 2012 International Conference on DA - 2012/// PY - 2012 SP - 1 EP - 6 KW - ⛔ No DOI found ER - TY - JOUR TI - Twelve tips for using synchronous virtual classroom technologies in medical education AU - Luke, Karl T2 - MedEdPublish AB - The COVID-19 pandemic has resulted in unprecedented transformations in medical education, with a shift from face-to-face learning activities to digital education. Virtual classroom technologies have played a pivotal role in supporting synchronous teaching activities; however, it can be extremely challenging for many educators to use virtual classrooms tools effectively. This article presents twelve tips based on best practices in educational design, learning theories, current research in online learning, and the authors’ personal experiences of designing online activities within medical education. The twelve tips aim to help medical educators use virtual classroom solutions more effectively to promote learner engagement and learning. DA - 2021/// PY - 2021 DO - 10.15694/mep.2021.000066.1 DP - DOI.org (Crossref) VL - 10 IS - 1 J2 - MedEdPublish LA - en SN - 23127996 UR - https://www.mededpublish.org/manuscripts/3732 Y2 - 2021/03/15/21:14:30 ER - TY - JOUR TI - Twenty years of implementation research AU - Grol, Richard AU - Jones, Roger T2 - Family practice DA - 2000/// PY - 2000 DO - 10.1093/fampra/17.suppl_1.S32 DP - Google Scholar VL - 17 IS - 90001 SP - 32 EP - 35 ER - TY - JOUR TI - Twenty years of implementation research AU - Grol, Richard AU - Jones, Roger T2 - Family practice DA - 2000/// PY - 2000 DO - 10.1093/fampra/17.suppl_1.S32 DP - Google Scholar VL - 17 IS - 90001 SP - 32 EP - 35 ER - TY - JOUR TI - Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups AU - Lantz-Andersson, Annika AU - Lundin, Mona AU - Selwyn, Neil T2 - Teaching and Teacher Education AB - This paper presents a systematic review of 52 empirical studies of formally-organized and informally-developed online teacher communities from the early 2000s to the present time. Focusing on the social as well as technological aspects of online participation, the review explores how teacher communities are shaped by broader contexts of teaching. The review shows that while formally-organized and informally-developed communities address different needs amongst teachers and support different outcomes, they also share several common characteristics. Indeed, regardless of type, online communities can be a valuable means of developing supportive and collegial professional practices. That said, more evidence is required on the specific collaborative merits of teachers' online interactions. DA - 2018/10/01/ PY - 2018 DO - 10.1016/j.tate.2018.07.008 DP - ScienceDirect VL - 75 SP - 302 EP - 315 J2 - Teaching and Teacher Education LA - en SN - 0742-051X ST - Twenty years of online teacher communities UR - https://www.sciencedirect.com/science/article/pii/S0742051X18300908 Y2 - 2021/03/07/17:52:07 ER - TY - RPRT TI - Two Thirds of the World’s School-Age Children Have No Internet Access at Home, New UNICEF-ITU Report Says AU - UNICEF, I.T.U. DA - 2020/11/30/ PY - 2020 LA - en UR - https://www.unicef.org/press-releases/two-thirds-worlds-school-age-children-have-no-internet-access-home-new-unicef-itu KW - Final_citation KW - anystyle KW - existing ER - TY - ELEC TI - U-report: Rapid SMS AU - RapidSMS DA - 2013/// PY - 2013 UR - https://www.rapidsms.org/projects/ureport/ Y2 - 2020/09/16/11:42:10 KW - sub-Saharan Africa ER - TY - JOUR TI - Ubiquitous laptop usage in higher education: Effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms AU - Wurst, Christian AU - Smarkola, Claudia AU - Gaffney, Mary Anne T2 - Computers & Education AB - Three years of graduating business honors cohorts in a large urban university were sampled to determine whether the introduction of ubiquitous laptop computers into the honors program contributed to student achievement, student satisfaction and constructivist teaching activities. The first year cohort consisted of honors students who did not have laptops; the second and third year cohorts were given laptops by the University. The honors students found that their honors classrooms were statistically significantly more constructivist than their traditional (non-honors) classroom. The introduction of laptop computing to honors students and their faculty did not increase the level of constructivist activities in the honors classrooms. Laptop computing did not statistically improve student achievement as measured by GPA. Honors students with laptops reported statistically significantly less satisfaction with their education compared to honors students with no laptops. DA - 2008/12/01/ PY - 2008 DO - 10.1016/j.compedu.2008.05.006 DP - ScienceDirect VL - 51 IS - 4 SP - 1766 EP - 1783 J2 - Computers & Education LA - en SN - 0360-1315 ST - Ubiquitous laptop usage in higher education UR - http://www.sciencedirect.com/science/article/pii/S0360131508000808 Y2 - 2020/04/21/17:05:32 KW - Computer-mediated communication KW - Pedagogical issues KW - Post-secondary education ER - TY - JOUR TI - UBTEB rules on the assessment of competences and conduct of business, technical and vocational examinations in Uganda AU - Government of Uganda DA - 2014/// PY - 2014 LA - English UR - http://ubteb.go.ug/sites/default/files/Rules%20of%20UBTEB%20Examinations%20Rules%20and%20Regulations.pdf Y2 - 2018/12/08/12:27:39 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - GEN TI - UCT Low Tech Remote Teaching Guidelines AU - CILT AB - University of Cape Town Low Tech Remote Teaching Principles Teaching and learning remotely during a global pandemic is a challenging task for everyone. Keep it simple for you and your students. CILT will help you move your course online: reach out to us at help@vula.uct.ac.za, use the rem... DA - 2020/04// PY - 2020 DP - docs.google.com LA - en PB - Centre for Innovation in Learning and Teaching UR - https://docs.google.com/document/d/1zPN7XUitOCw75FW6UeqrYAcWl41UqgKoZ_HRoYTKFZI/edit?usp=sharing&usp=embed_facebook Y2 - 2020/04/21/20:31:23 ER - TY - RPRT TI - Uganda Impact Study Report AU - Pouezevara, Sarah AU - Brunette, Tracy AU - Jordan, Rachel AU - Nakyejwe, Deborah DA - 2019/01// PY - 2019 PB - RTI International KW - Final_citation KW - cited KW - existing ER - TY - GEN TI - Uganda Vocational Qualifications Framework (UVQF) Summary of Generic Level Descriptors AU - Government of Uganda DA - 2012/// PY - 2012 PB - Directorate of Industrial Training UR - http://dituganda.org/ Y2 - 2018/12/21/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - publicImportV1 ER - TY - ELEC TI - UIS Statistics | Percentage of Qualified Teachers by Education Level AU - UIS DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/ Y2 - 2020/07/15/09:36:48 ER - TY - NEWS TI - UK aid department to be merged with Foreign Office T2 - BBC News DA - 2020/06/16/ PY - 2020 DP - www.bbc.com LA - en-GB SE - UK Politics UR - https://www.bbc.com/news/uk-politics-53062858 Y2 - 2020/06/17/13:49:48 ER - TY - RPRT TI - UN Flagship Report Disability AU - United Nations DA - 2020/// PY - 2020 UR - https://social.un.org/publications/UN-Flagship-Report-Disability-Final.pdf ER - TY - THES TI - Un modèle dédié à la conception et l’analyse de ressources numériques visant leur appropriation par les élèves AU - Rosillo, Taïma del Carmen Pérez DA - 2017/// PY - 2017 DP - Google Scholar M3 - PhD Thesis PB - Université de Lyon KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:France FRA KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - unarXive 2022: All arXiv Publications Pre-Processed for NLP, Including Structured Full-Text and Citation Network AU - Saier, Tarek AU - Krause, Johan AU - Färber, Michael T2 - 2023 ACM/IEEE Joint Conference on Digital Libraries (JCDL) AB - Large-scale data sets on scholarly publications are the basis for a variety of bibliometric analyses and natural language processing (NLP) applications. Especially data sets derived from publication's full-text have recently gained attention. While several such data sets already exist, we see key shortcomings in terms of their domain and time coverage, citation network completeness, and representation of full-text content. To address these points, we propose a new version of the data set unarXive. We base our data processing pipeline and output format on two existing data sets, and improve on each of them. Our resulting data set comprises 1.9 $\mathrm{M}$ publications spanning multiple disciplines and 32 years. It furthermore has a more complete citation network than its predecessors and retains a richer representation of document structure as well as non-textual publication content such as mathematical notation. In addition to the data set, we provide ready-to-use training/test data for citation recommendation and IMRaD classification. All data and source code is publicly available at https://github.com/IlIDepence/unarXive. DA - 2023/06// PY - 2023 DO - 10.1109/JCDL57899.2023.00020 DP - Semantic Scholar SP - 66 EP - 70 ST - unarXive 2022 UR - https://ieeexplore.ieee.org/document/10266058/ Y2 - 2024/03/10/19:41:02 ER - TY - JOUR TI - Unbundling and Rebundling Higher Education in an Age of Inequality AU - Czerniewicz, Laura AB - Unbundling and rebundling are happening in different parts of college and university education, through new forms of teaching and learning provision a DA - 2018/09// PY - 2018 LA - en UR - https://er.educause.edu/articles/2018/10/unbundling-and-rebundling-higher-education-in-an-age-of-inequality Y2 - 2023/02/01/15:08:34 KW - Final_citation KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Uncertain aspirations for continuing in education: Antecedents and associated outcomes AU - Gutman, Leslie Morrison AU - Schoon, Ingrid AU - Sabates, Ricardo T2 - Developmental Psychology AB - [Correction Notice: An Erratum for this article was reported in Vol 48(6) of Developmental Psychology (see record 2012-13008-001). There is an error in the last line of Table 2. It should read “Uncertain Aspirations → Enrollment at 18.”] Relatively little is known about adolescents who hold uncertain aspirations, that is, those who do not know what they would like to do in the future regarding their educational or occupational plans. Drawing upon the Longitudinal Study of Young People in England born in 1989–1990, the authors tested a pathway model to investigate the antecedents of uncertain aspirations for continuing in education past compulsory schooling age (i.e., 16 years) and associated later educational outcomes. Gender differences in the pathways are also tested. Findings indicate that the relationship linking socioeconomic status to uncertain aspirations is mediated through parents' educational expectations and the relationship linking academic performance at age 11 to uncertain aspirations is mediated through parents' educational expectations and adolescents' self-perceived ability, which, in turn, predict academic performance at age 16 and educational enrollment at age 18. Gender differences in these processes are also evident: young males not only hold greater uncertainty about continuing in education, the consequences of uncertainty regarding later academic performance are worse for males than females. (PsycInfo Database Record (c) 2022 APA, all rights reserved) DA - 2012/// PY - 2012 DO - 10.1037/a0026547 DP - APA PsycNet VL - 48 SP - 1707 EP - 1718 SN - 1939-0599 ST - Uncertain aspirations for continuing in education KW - Academic Achievement KW - Academic Achievement Motivation KW - Academic Aptitude KW - Adolescent Attitudes KW - Educational Aspirations KW - Educational Attainment Level KW - Expectations KW - Family Socioeconomic Status KW - Occupational Aspirations KW - Student Attitudes KW - Uncertainty ER - TY - JOUR TI - Uncertainty Analysis of Climate Change Impacts on Flood Frequency by Using Hybrid Machine Learning Methods AU - Anaraki, Mahdi Valikhan AU - Farzin, Saeed AU - Mousavi, Sayed-Farhad AU - Karami, Hojat T2 - Water Resources Management DA - 2021/01// PY - 2021 DO - 10.1007/s11269-020-02719-w DP - DOI.org (Crossref) VL - 35 IS - 1 SP - 199 EP - 223 J2 - Water Resour Manage LA - en SN - 0920-4741, 1573-1650 UR - http://link.springer.com/10.1007/s11269-020-02719-w Y2 - 2024/02/24/11:10:12 ER - TY - JOUR TI - Uncertainty and Decision-Making During a Crisis: How to Make Policy Decisions in the COVID-19 Context? AU - Berger, Loic AU - Berger, Nicolas AU - Bosetti, Valentina AU - Gilboa, Itzhak AU - Hansen, Lars Peter AU - Jarvis, Christopher AU - Marinacci, Massimo AU - Smith, Richard T2 - SSRN Electronic Journal AB - Policymaking during a pandemic can be extremely challenging. As COVID-19 is a new disease and its global impacts are unprecedented, decisions need to be made in a highly uncertain, complex and rapidly changing environment. In such a context, in which human lives and the economy are at stake, we argue that using ideas and constructs from modern decision theory, even informally, will make policymaking more a responsible and transparent process. DA - 2020/07/08/ PY - 2020 DO - 10.2139/ssrn.3647188 DP - papers.ssrn.com J2 - SSRN Journal LA - en SN - 1556-5068 ST - Uncertainty and Decision-Making During a Crisis UR - https://papers.ssrn.com/abstract=3647188 Y2 - 2020/08/12/17:25:16 KW - __C:filed:1 KW - ambiguity KW - decision rules KW - model uncertainty KW - robustness ER - TY - JOUR TI - Uncertainty in Early Occupational Aspirations: Role Exploration or Aimlessness? AU - Staff, Jeremy AU - Harris, Angel AU - Sabates, Ricardo AU - Briddell, Laine T2 - Social Forces AB - Many youth in the United States lack clear occupational aspirations. This uncertainty in achievement ambitions may benefit socio-economic attainment if it signifies “role exploration,” characterized by career development, continued education and enduring partnerships. By contrast, uncertainty may diminish attainment if it instead leads to “aimlessness,” involving prolonged education without the acquisition of a degree, residential dependence and frequent job changes. We use nationally representative data from the National Education Longitudinal Study to examine how uncertainty in occupational aspirations in adolescence (age 16) affects wage attainments in young adulthood (age 26). Results suggest that youth with undecided career ambitions earn significantly lower hourly wages in young adulthood than youth with more certain aspirations, supporting the view that uncertainty heightens the risk of labor-market problems. DA - 2010/12/01/ PY - 2010 DO - 10.1353/sof.2010.0088 DP - Silverchair VL - 89 IS - 2 SP - 659 EP - 683 J2 - Social Forces SN - 0037-7732 ST - Uncertainty in Early Occupational Aspirations UR - https://doi.org/10.1353/sof.2010.0088 Y2 - 2023/01/07/20:45:44 ER - TY - JOUR TI - Uncovering the intellectual core of the information systems discipline AU - Sidorova, A. AU - Evangelopoulos, N. AU - Valacich, J.S. T2 - MIS Quarterly DA - 2008/// PY - 2008 DO - 10.2307/25148852 VL - 32 IS - 3 SP - 467 EP - 482 LA - en ER - TY - JOUR TI - Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review AU - Aldriwesh, Marwh Gassim AU - Alyousif, Sarah Mohammed AU - Alharbi, Nouf Sulaiman T2 - BMC Medical Education AB - Although most systematic reviews of interprofessional education (IPE) evaluated the impact of IPE on the students’ acquisition of knowledge in relation to other professions, the development of teamwork skills, and the changes in collaborative behaviour, the processes involved in IPE (i.e., approaches to teaching and learning) are under-researched. The purpose of the study was to conduct a systematic review to establish how IPE has been implemented in university-based undergraduate curricula, focusing on the teaching and learning approaches. DA - 2022/01/03/ PY - 2022 DO - 10.1186/s12909-021-03073-0 DP - Springer Link VL - 22 IS - 1 SP - 13 J2 - BMC Med Educ LA - en SN - 1472-6920 ST - Undergraduate-level teaching and learning approaches for interprofessional education in the health professions UR - https://doi.org/10.1186/s12909-021-03073-0 Y2 - 2022/04/05/20:28:07 ER - TY - JOUR TI - Understanding a competency-based curriculum and education: The Zambian perspective AU - Mulenga, Innocent Mutale AU - Kabombwe, Yvonne Malambo T2 - Journal of Lexicography and Terminology (Online ISSN 2664-0899. Print ISSN 2517-9306). DA - 2019/// PY - 2019 DP - Google Scholar VL - 3 IS - 1 SP - 106 EP - 134 ST - Understanding a competency-based curriculum and education UR - https://medicine.unza.zm/index.php/jlt/article/view/107 Y2 - 2023/12/06/15:21:40 KW - ⛔ No DOI found ER - TY - ELEC TI - Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study AU - Rolleston, C. AU - Hoddinott, J. AU - Dawit, T. AU - Sabates, R. AU - Woldehanna, T. T2 - (RISE Working Paper Series 21/071). Research on Improving Systems of Education (RISE): Oxford, UK. (2021) AB - Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N= 3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls DA - 2021/05// PY - 2021 LA - eng M3 - Working / discussion paper ST - Understanding Achievement in Numeracy Among Primary School Children in Ethiopia UR - http://doi.org/10.35489/BSG-RISE-WP_2021/071 Y2 - 2023/01/07/20:46:42 ER - TY - RPRT TI - Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19 AU - Tembey, Lara AU - Baier, Jasmin AU - Ogolla, Concilia AU - Mohan, Prithika DA - 2021/09/23/ PY - 2021 LA - en PB - EdTech Hub KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Understanding climate change with statistical downscaling and machine learning AU - Jebeile, Julie AU - Lam, Vincent AU - Räz, Tim T2 - Synthese DA - 2021/12// PY - 2021 DO - 10.1007/s11229-020-02865-z DP - DOI.org (Crossref) VL - 199 IS - 1-2 SP - 1877 EP - 1897 J2 - Synthese LA - en SN - 0039-7857, 1573-0964 UR - https://link.springer.com/10.1007/s11229-020-02865-z Y2 - 2024/02/24/11:10:14 ER - TY - JOUR TI - Understanding educational change: Agency-structure dynamics in a novel design and making environment AU - Kumpulainen, Kristiina AU - Kajamaa, Anu AU - Rajala, Antti T2 - Digital Education Review DA - 2018/// PY - 2018 DO - 10.1344/der.2018.33.26-38 DP - Google Scholar IS - 33 SP - 26 EP - 38 ST - Understanding educational change KW - _C:Finland FIN KW - _C:Jordan JOR KW - _C:Netherlands NLD KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Understanding elementary teachers' experiences and views using interactive whiteboards for pedagogical practices AU - Samsonova, Olga DA - 2017/// PY - 2017 DP - Google Scholar KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Cyprus CYP KW - _C:Egypt EGY KW - _C:Iran IRN KW - _C:Jordan JOR KW - _C:Lithuania LTU KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:North Cyprus XNCYP KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - GEN TI - Understanding evidence: a brief guide for edtech produceers AU - Kucirkova, Natalia DA - 2022/// PY - 2022 ER - TY - BOOK TI - Understanding Multidimensional Determinants of Disability-Inclusive Education: Lessons from Rwanda, Sierra Leone, and Zambia AU - World Bank DA - 2022/09// PY - 2022 DP - DOI.org (Crossref) LA - en PB - World Bank ST - Understanding Multidimensional Determinants of Disability-Inclusive Education UR - http://elibrary.worldbank.org/doi/book/10.1596/37967 Y2 - 2022/10/21/13:15:17 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils: Coding tool for a systematic review / rapid evidence assessment AU - McBurnie, Chris AU - Walker, Hannah AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1115 DA - 2024/03/01/T00:00:00.000Z PY - 2024 LA - en M3 - Other PB - Open Development & Education UR - https://docs.opendeved.net/lib/G5P9ZNRI KW - Coming soon KW - Internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils: Data Management Plan AU - McBurnie, Chris AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1078 DA - 2024/03/02/T00:00:00.000Z PY - 2024 LA - en M3 - Report PB - Open Development & Education UR - https://docs.opendeved.net/lib/AP3Z8CCB KW - Internal KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils: Protocol for a systematic review / rapid evidence assessment AU - McBurnie, Chris AU - Walker, Hannah AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1077 DA - 2024/03/02/T00:00:00.000Z PY - 2024 LA - en M3 - Report PB - Open Development & Education UR - https://docs.opendeved.net/lib/2I2GT22T KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - JOUR TI - Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms AU - Shepler, Susan AU - Williams, James H. T2 - Comparative Education DA - 2017/07/03/ PY - 2017 DO - 10.1080/03050068.2017.1338641 DP - DOI.org (Crossref) VL - 53 IS - 3 SP - 418 EP - 441 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 UR - https://www.tandfonline.com/doi/full/10.1080/03050068.2017.1338641 Y2 - 2022/12/25/00:54:54 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms AU - Shepler, Susan AU - Williams, James H. T2 - Comparative Education AB - Various curricular and textbook initiatives exist to aid in the national processes of coming to terms with past violence, often serving the political goals of the victors, sometimes supported by international transitional justice institutions. Sierra Leone and Liberia each experienced a devastating civil war during the 1990s and into the 2000s, and each is struggling to rebuild shattered education systems. In addition, each country has experienced a set of post-conflict transitional justice initiatives: Truth and Reconciliation Commissions in each, and a Special Court for Sierra Leone. Although their respective ministries of education have attempted to address peace education through UNICEF-sponsored curriculum revision processes, those efforts have not yet reached the majority of serving teachers, so a discussion of teachers’ actual practices is vital. This article uses interviews with teachers in rural and urban Sierra Leone and Liberia to discuss whether and how teachers talk about past war in their classrooms; whether they think it is important to discuss past conflicts, and if so, why; and what kind of curricular support would help them better teach about the wars. The article discusses how and why teachers embrace or subvert official efforts through their classroom practices, and compares the Sierra Leone and Liberia contexts and results. This research will help us to understand teachers’ own perspectives on addressing past conflict in their classrooms, and perhaps help policy-makers better implement their peace education initiatives. DA - 2017/07/03/ PY - 2017 DO - 10.1080/03050068.2017.1338641 DP - Taylor and Francis+NEJM VL - 53 IS - 3 SP - 418 EP - 441 SN - 0305-0068 UR - https://doi.org/10.1080/03050068.2017.1338641 Y2 - 2020/12/15/19:19:16 KW - Education KW - Liberia KW - Sierra Leone KW - _C:Sierra Leone SLE KW - teachers KW - teaching about conflict KW - transitional justice ER - TY - THES TI - Understanding Students' and Teachers' Approaches to Tablet Use in Turkish Secondary Schools: A Model Based Approach AU - Mutlu, Tugba DA - 2016/// PY - 2016 DP - Google Scholar M3 - PhD Thesis PB - University of Sheffield ST - Understanding Students' and Teachers' Approaches to Tablet Use in Turkish Secondary Schools KW - _C:Antigua and Barbuda ATG KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Guyana GUY KW - _C:Hungary HUN KW - _C:India IND KW - _C:Iran IRN KW - _C:Israel ISR KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kazakhstan KAZ KW - _C:Korea, Republic KOR KW - _C:Lebanon LBN KW - _C:Malta MLT KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Poland POL KW - _C:Russian Federation RUS KW - _C:Singapore SGP KW - _C:Sweden SWE KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Turkmenistan TKM KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Understanding Sub-Saharan African Learners Informal Learning Using Mobile Devices: A Case of Tanzania AU - Bagui, Laban AU - Mwapwele, Samwel Dick T2 - The African Journal of Information Systems DA - 2019/// PY - 2019 DP - Google Scholar VL - 11 IS - 2 SP - 1 ST - Understanding Sub-Saharan African Learners Informal Learning Using Mobile Devices KW - HDR25 KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:Cameroon CMR KW - _C:Dominican Republic DOM KW - _C:Eritrea ERI KW - _C:Gambia GMB KW - _C:Malaysia MYS KW - _C:New Zealand NZL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Togo TGO KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CHAP TI - Understanding Sustainable Exit Strategies of Voluntary Development Organisations. Amical Break-Up or Messy Divorce? AU - Mil, Sara Kinsbergen, Anne-Fleur Lurvink, Imke van T2 - The Rise of Small-Scale Development Organisations AB - Over the past decade, the changing aid architecture has been at the center of attention in development studies. The increasing number of established development actors and the influx of alternative development actors are attracting the attention of academic research. At the same time, still relatively little attention is being given to organisations exiting the field. In this chapter, we present a new framework to study sustainable exist strategies. We apply the framework on the ending of the partnership of two Dutch voluntary, small-scale development organisations (Private Development Initiatives, PDI) with their Indonesian local counterparts. Through a case-study approach, we study why and how partnerships are ended and how this impacts the sustainability of development interventions. We argue that the emotional connection between the PDI and its local counterpart is key feature in understanding their exits. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-322825-7 ER - TY - JOUR TI - Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review AU - De la Calle, Ana Maria AU - Pacheco-Costa, Alejandra AU - Gomez-Ruiz, Miguel Ángel AU - Guzman-Simon, Fernando T2 - MDPI Journals A2 - Motyl, Barbara AB - 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. DA - 2021/11// PY - 2021 DO - 10.3390/su132313283 VL - 12 IS - 23 LA - English UR - https://www.mdpi.com/2071-1050/13/23/13283 ER - TY - JOUR TI - Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? AU - McBurnie, Chris AU - Godwin, Katie AU - Haßler, Björn AB - This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender, family status, and experience to influence school choice preferences. This set of factors — and their interaction with certain teacher characteristics — continues to shape preferences as teachers move up the career ladder. DA - 2022/// PY - 2022 DO - https://doi.org/10.5281/zenodo.6817992 KW - _C:Sierra Leone SLE KW - ⛔ No DOI found ER - TY - RPRT TI - Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? AU - McBurnie, Chris AU - Godwin, Katie AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/08/31/ PY - 2022 LA - en M3 - Journal article PB - EdTech Hub UR - https://docs.edtechhub.org/lib/KAAC2B78 KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - JOUR TI - Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural India: An empirical analysis of alignments and misalignments AU - Wadmare, Pratik AU - Nanda, Mansi AU - Sabates, Ricardo AU - Sunder, Naveen AU - Wadhwa, Wilima T2 - International Journal of Educational Research Open AB - Teachers' perceptions of their students’ academic skills are crucial in enabling teaching at the appropriate level and shaping learning processes. We examine how accurate are teachers’ perceptions for low achieving students using data collected from around 1,800 primary school teachers across 848 schools in rural India. We find that around 40% of teachers inaccurately perceive that the low performing students in their classroom had already acquired foundational literacy, when they have not. Female teachers, para-teachers, and teachers with lower work burden are more likely to have accurate perceptions of low performing students. Our study highlights the need to work with teachers to ensure more realistic perceptions in order for pedagogical approaches like teaching at the right level to reach its intended impact. DA - 2022/01/01/ PY - 2022 DO - 10.1016/j.ijedro.2022.100198 DP - ScienceDirect VL - 3 SP - 100198 J2 - International Journal of Educational Research Open LA - en SN - 2666-3740 ST - Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural India UR - https://www.sciencedirect.com/science/article/pii/S2666374022000747 Y2 - 2023/01/07/20:46:23 KW - Foundational Literacy KW - India KW - Perceptions KW - School Accountability KW - Teachers ER - TY - THES TI - Understanding the distribution of teacher effectiveness AU - Gagnon, Douglas Jude AB - The classroom teacher plays a powerful role in improving student outcomes, and teachers are increasingly looked at as a means to address disparities in achievement. Consequently, policy makers are becoming interested in understanding the distribution of teacher effectiveness across school characteristics. Very recent research suggests that, on average, students in high-poverty schools receive instruction from less effective teachers (as operationalized through teacher value-added scores) than do students in lower-poverty schools. This research seeks to build upon this literature by also examining how teacher effectiveness varies across urbanicity and location, doing so while using an often overlooked subset of schools—namely those that come from small and/or rural districts. The results of this study support the notion that teacher effectiveness is not equal across the poverty level of schools, as it finds a meaningful and robust connection between school FRPL rates and teacher value-added scores; findings pertaining to the urbanicity of schools are less conclusive. This study also finds that teacher effects vary across location, as does the connection between teacher effects and school FRPL rates. Evidence is put forth which suggests that this variability may do due in part to the supply of teachers in a given region. This study is organized into three essays: the first examines teacher effects across school income and urbanicity; the second incorporates the impact of location and teacher staffing theory; the third essay is a policy brief intended for a wide audience, as it synthesizes the findings of the first two essays to make concrete policy recommendations. CY - United States -- New Hampshire DA - 2014/// PY - 2014 DP - ProQuest SP - 115 LA - English M3 - Ph.D. PB - University of New Hampshire UR - https://search.proquest.com/docview/1617959470/abstract/4BD8DE0B51754EC4PQ/1 Y2 - 2021/03/07/17:43:26 KW - Distribtution of Effectiveness KW - Education KW - Equality of Opportunity KW - Social sciences KW - Teacher Effectiveness KW - Teacher Supply KW - Value-Added Modeling KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Understanding the Effect of Covid-19 on the Education System and the Students in India AU - Ahlawat, Bhavna T2 - International Journal of Engineering Applied Sciences and Technology, 2020 Vol. 5, Issue 5, ISSN No. 2455-2143, Pages 146-151 DA - 2020/// PY - 2020 DP - Google Scholar KW - ⛔ No DOI found ER - TY - JOUR TI - Understanding the elephant: the discourse approach to boundary identification and corpus construction for theory review articles AU - Larsen, K. AU - Hovorka, D. AU - Dennis, A.R. T2 - Journal of the Association for Information Systems DA - 2019/// PY - 2019 DO - 10.17705/1jais.00556 VL - 20 IS - 7 SP - 887 EP - 928 LA - en KW - _Added-ailr-2024 ER - TY - JOUR TI - Understanding the External Social Benefits of Education in Ethiopia: A Contextual Analysis Using Young Lives AU - Sabates, Ricardo AU - Zhao, Yiran Vicky AU - Mitchell, Rafael AU - Ilie, Sonia T2 - Journal of Education Finance DA - 2021/// PY - 2021 DP - Project MUSE VL - 47 IS - 1 SP - 45 EP - 70 SN - 1944-6470 ST - Understanding the External Social Benefits of Education in Ethiopia UR - https://muse.jhu.edu/pub/34/article/806386 Y2 - 2023/01/07/20:46:45 KW - ⛔ No DOI found ER - TY - THES TI - Understanding the impact of district-level decision -making on the distribution of highly qualified teachers: A multi-method and geo -spatial approach AU - Choi, Daniel S. AB - June 30, 2006 was the deadline under the No Child Left Behind (NCLB) Act for ensuring “...that poor and minority children were not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers...” In the weeks after the deadline, the US Department of Education informed state departments of education that while no extension had been declared, states can still be in good standing if they show a “good faith” effort. Though states bear this responsibility, districts have the most direct influence on the distribution of “highly qualified” teachers. It is the district that directly recruits, selects, hires, and places teachers in all its schools. Therefore, the district makes the final decisions that control, in many ways, the balance of the distribution. This study, therefore, takes a district-level perspective for understanding the distribution of highly qualified teachers (HQTs) across schools. A multiple methods study approach was used to understand the various influences on the distribution of highly qualified teachers. In particular, I used three distinct, yet related methods in this study. They were: (1) Quantitative Analysis; (2) Geographical Analysis; and (3) Qualitative Analysis. The quantitative analyses revealed that weaker definitions of teacher quality mask the teacher quality shortage and gap that exists between local districts and between schools of varying demographic characteristics---particularly those with high concentrations of poor and minority students. The geographical analyses suggested that quality of geographical space influenced the presence of teacher quality in schools. Lastly, the qualitative analyses revealed that the district plays a mediating role as it enacts its own policy. In this process, the district is both influenced and is itself an influence on the final distribution of HQTs. The interviews with district and school staff revealed that the district's definition of teacher quality becomes stronger as the process moves closer to an actual hiring decision. It is at the school site where they seem to apply or screen for the fuller range of characteristics consistent with what the literature has identified as a HQT. In the end, these findings contribute to understanding the distribution of teacher quality more fully. CY - United States -- Arizona DA - 2007/// PY - 2007 DP - ProQuest SP - 274 LA - English M3 - Ph.D. PB - Arizona State University ST - Understanding the impact of district-level decision -making on the distribution of highly qualified teachers UR - https://search.proquest.com/docview/304896333/abstract/19EAB292F07744BBPQ/1 Y2 - 2021/03/07/17:41:10 KW - Decision-making KW - Education KW - Highly qualified teachers KW - School districts KW - _C:India IND KW - _C:Philippines PHL KW - _C:Spain ESP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - ELEC TI - Understanding the pricing of the ChatGPT API - API T2 - OpenAI Developer Forum AB - Greetings, if our institution opts for the Tier 3 plan for the ChatGPT API, allowing students to utilize our API, and the usage either surpasses or falls below the predefined limits of Tier 3, how does it influence the monthly pricing? To clarify, if usage exceeds the Tier 3 limits, will our monthly payment remain fixed at $1000, or will the pricing be adapted according to our actual usage? You can refer to the link provided for details on the tier plans: https://platform.openai.com/docs/guides/... DA - 2024/01/09/T11:40:32+00:00 PY - 2024 LA - en UR - https://community.openai.com/t/understanding-the-pricing-of-the-chatgpt-api/579268 Y2 - 2024/01/21/22:03:15 ER - TY - JOUR TI - Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence AU - Tondeur, Jo AU - Van Braak, Johan AU - Ertmer, Peggy A. AU - Ottenbreit-Leftwich, Anne T2 - Educational Technology Research and Development DA - 2017/06// PY - 2017 DO - 10.1007/s11423-016-9481-2 DP - DOI.org (Crossref) VL - 65 IS - 3 SP - 555 EP - 575 J2 - Education Tech Research Dev LA - en SN - 1042-1629, 1556-6501 ST - Understanding the relationship between teachers’ pedagogical beliefs and technology use in education UR - http://link.springer.com/10.1007/s11423-016-9481-2 Y2 - 2024/03/04/16:17:28 KW - Final_citation ER - TY - JOUR TI - Understanding theory of change in international development AU - Stein, Danielle AU - Valters, Craig DA - 2012/// PY - 2012 DP - Zotero SP - 25 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Understanding work-based learning in technical and vocational education and training in Nigeria AU - Haruna, Rabiu AU - Kamin, Yusri Bin AU - Buntat, Yahya Bin T2 - International Journal of Recent Technology and Engineering T3 - Journal AB - © BEIESP. Work-based learning in technical and vocational education and training (TVET) is a separate pedagogy that strengthens the delivery of vocational education and training, and requires students to maintain balance in being a student and a trainee. While the concept of work-based learning is overwhelming, its practice in Nigerian Institutions is relatively low. This paper, therefore, investigates the awareness level of work-based learning in TVET in Nigerian education system. The study participants are 150 TVET Lecturers in Tertiary Institutions that have TVET departments. Mixed method research was adopted because of its ability to provide in-depth discussions into the investigation; questionnaires were developed in a two-step revision stage. First, a structured questionnaire was designed to collect quantitative and qualitative data. Second, validity test was carried out in which the questionnaire was applied to ten TVET lecturers outside the area of study to obtain feedback about the clarity of the questions, the use of appropriate terminology, and the possible omission of important issues. In follow up to validate the responses a focus group discussion was conducted to clarify some pertinent trends captured from the survey. Data collected were coded and analysed with SPSS. Findings among others revealed that there is low level of work-based learning awareness in Nigeria, adopting work-based learning in TVET program will increase students’ responsibilities related to acquiring new skills, which will expand their roles in contributing to nation’s building. DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - ELEC TI - Unemployment, total (% of total labor force) (modeled ILO estimate) - Sub-Saharan Africa | Data AU - World Bank DA - 2020/06/21/ PY - 2020 UR - https://data.worldbank.org/indicator/SL.UEM.TOTL.ZS?locations=ZG Y2 - 2020/08/01/14:40:08 ER - TY - SLIDE TI - UNESCO/CARICOM Webinar Series n° 1: Supporting teachers and education personnel to ensure continuity of learning: Supporting the preparation of teachers for distance education and reopening of schools T2 - SDG-Education 2030 Webinar Series for Latin America and the Caribbean: Leaving no one behind in times of the COVID-19 pandemic A2 - James, Freddy CY - St. Augustine, Trinidad and Tobago DA - 2020/06/05/ PY - 2020 LA - English UR - https://en.unesco.org/sites/default/files/freddy-james-university-west-indies.pdf Y2 - 2020/11/24/00:00:00 KW - _Added to LR KW - _T:reviewed ER - TY - ELEC TI - UNESCO Global Network of Learning Cities AU - UNESCO Institute for Lifelong Learning DA - 2015/10/22/T19:54:01+02:00 PY - 2015 LA - en UR - https://uil.unesco.org/lifelong-learning/learning-cities Y2 - 2020/08/07/16:38:21 ER - TY - CONF TI - UNESCO’s Contributions to the Development of Education in Latin American Countries: Brazil and Bolivia AU - da Costa Santos, Johnatan AU - Quiroga, Maria Luisa Claure C3 - 2nd International Conference on Education Science and Social Development (ESSD 2019) DA - 2019/// PY - 2019 DP - Google Scholar PB - Atlantis Press ST - UNESCO’s Contributions to the Development of Education in Latin American Countries KW - ⛔ No DOI found ER - TY - RPRT TI - UNEVOC World TVET Database: Botswana AU - UNESCO-UNEVOC DA - 2012/// PY - 2012 LA - English UR - https://unevoc.unesco.org/wtdb/worldtvetdatabase_bwa_en.pdf Y2 - 2018/11/22/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - publicImportV1 ER - TY - RPRT TI - UNEVOC World TVET Database: Kenya AU - UNESCO-UNEVOC DA - 2018/// PY - 2018 LA - English UR - https://unevoc.unesco.org/go.php?q=World+TVET+Database&ct=KEN Y2 - 2018/11/22/22:22:59 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - publicImportV1 ER - TY - RPRT TI - UNEVOC World TVET Database: Nigeria AU - UNESCO-UNEVOC DA - 2012/// PY - 2012 LA - English Y2 - 2018/11/27/21:33:18 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - C:Nigeria KW - CC:Nigeria KW - publicImportV1 ER - TY - RPRT TI - UNEVOC World TVET Database: Tanzania AU - UNESCO-UNEVOC DA - 2016/// PY - 2016 LA - English UR - https://unevoc.unesco.org/wtdb/worldtvetdatabase_tza_en.pdf Y2 - 2018/11/25/11:14:23 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Tanzania KW - publicImportV1 ER - TY - RPRT TI - UNEVOC World TVET Database: Uganda AU - UNESCO-UNEVOC DA - 2014/// PY - 2014 LA - English UR - https://unevoc.unesco.org/wtdb/worldtvetdatabase_uga_en.pdf Y2 - 2018/11/27/21:33:58 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - publicImportV1 ER - TY - NEWS TI - UNICEF: 100 million children vulnerable to climate change impacts in Nigeria T2 - TheCable AB - The United Nations Children’s Fund (UNICEF) says 100 million children are vulnerable to the impacts of climate change in Nigeria. DA - 2023/11/22/T13:24:11+00:00 PY - 2023 LA - en-US ST - UNICEF UR - https://www.thecable.ng/unicef-100-million-children-vulnerable-to-climate-change-impacts-in-nigeria Y2 - 2024/03/24/22:25:13 ER - TY - RPRT TI - UNICEF Child Friendly Schooling (CFS) AU - Nampota, Dorothy AU - Jere, Catherine AU - Chiwaula, Lizzie AU - Meke, Elizabeth AU - Kadzamira, Esme DA - 2012/// PY - 2012 DP - Google Scholar KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - BLOG TI - UNICEF scales up support to keep children learning, as COVID-19 forces schools to close AU - UNICEF DA - 2020/03/27/ PY - 2020 LA - en UR - https://www.unicef.org/bangladesh/en/press-releases/unicef-scales-support-keep-children-learning-covid-19-forces-schools-close Y2 - 2020/04/08/15:27:28 ER - TY - JOUR TI - Unintended Consequences of Rewards for Student Attendance: Results From a Field Experiment in Indian Classrooms. AU - Visaria, Sujata AU - Dehejia, Rajeev AU - Chao, Melody M. AU - Mukhopadhyay, Anirban T2 - Economics of Education Review DA - 2016/// PY - 2016 DO - 10.1016/j.econedurev.2016.08.001 VL - 54 SP - 173 EP - 184 UR - https://www.sciencedirect.com/science/article/pii/S0272775716304071 ER - TY - ELEC TI - Universal Access Development Fund | Home AU - Universal Access Development Fund (Sierra Leone) DA - 2020/// PY - 2020 UR - https://uadf.gov.sl/ Y2 - 2020/06/25/17:39:05 ER - TY - JOUR TI - Universal secondary education in the OECS: Some views on the curriculum AU - King, Winston K. T2 - Journal of Eastern Caribbean Studies DA - 2009/// PY - 2009 DP - Google Scholar VL - 34 IS - 2 SP - 19 EP - 40 ST - Universal secondary education in the OECS KW - ⛔ No DOI found ER - TY - ELEC TI - Universities prepare for semester of online and hybrid learning AU - Quinn, Callan T2 - The Pie News AB - News and business analysis for Professionals in International Education, Many students are not enthusiastic about online learning after a summer of lecture-by-Zoom. So what have universities and colleges planned for the new semester? DA - 2020/09/11/ PY - 2020 LA - en UR - https://thepienews.com/analysis/university-prepare-online-hybrid-learning/ Y2 - 2020/09/11/10:03:14 ER - TY - CHAP TI - University education in Zambia in the face of austerity: history, trends and financing. AU - Masaiti, Gift AU - Simuyaba, Eunifridah DA - 2018/// PY - 2018 DP - Google Scholar PB - UNZA Press ST - University education in Zambia in the face of austerity UR - http://dspace.unza.zm/handle/123456789/6061 Y2 - 2023/12/05/11:39:19 ER - TY - BOOK TI - Unleashing the potential: transforming technical and vocational education and training AU - Marope, Priscilla Toka Mmantsetsa AU - Chakroun, Borhène AU - Holmes, K. P AB - "UNESCO has recently published the third volume of its Education on the Move series, a series dedicated to the analysis of key trends in education with the hope of inspiring dialogue among policy makers, educators and other key stakeholders on the challenges of education for tomorrow. The latest publication, entitled Unleashing the Potential: Transforming Technical and Vocational Education and Training is focused entirely on issues related to technical and vocational education and training (TVET). It takes stock of the steadily increasing demands and expectations on TVET systems around the globe and presents recent policy trends in the field of TVET. In their analysis, the authors provide insights into what it takes to unleash the potential of TVET systems around the world. They propose an integrated analytical approach that takes into consideration such factors as economic growth, social equity and issues related to sustainability so that TVET can contribute more effectively to contemporary policy issues such as youth unemployment, gender disparities and climate change. Overall, the book calls for a transformation of TVET systems to enable them to respond to the demands of their contexts. This transformation should enable TVET systems to acquire agility to stay current and responsive to the rapidly changing demands of the twenty-first century."--Publisher's website. CY - Paris DA - 2015/// PY - 2015 DP - Open WorldCat LA - en SN - 978-92-3-100091-1 ER - TY - RPRT TI - Unlocking Data to Tell the Story of Education in Africa: Webinar Summary & Synthesis AU - Adam, Taskeen AU - Agyapong, Samuel AU - Asare, Samuel AU - Heady, Lucy AU - Wacharia, Wairimu AU - Mjomba, Renaldah AU - Mugo, John AU - Mukiria, Faith AU - Munday, Gemma DA - 2020/// PY - 2020 PB - ESSA, Zizi Afrique, EdTech Hub UR - https://docs.edtechhub.org/lib/S9MFQ8KB KW - Author:OpenDevEd KW - _EdTechHub_Output KW - _GS:not_indexed KW - _r:CopiedFromEvLib KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Unlocking resilience through autonomous innovation AU - Bahadur, Aditya AU - Doczi, Julian DA - 2016/// PY - 2016 DP - Zotero LA - en PB - Overseas Development Institute ER - TY - RPRT TI - Unlocking Talent: Evaluation of a tablet-based Masamu intervention in a Malawian Primary School AU - Pitchford, Nicola DA - 2014/02// PY - 2014 UR - https://onebillion.org.uk/downloads/unlocking-talent-final-report.pdf Y2 - 2014/09/03/00:00:00 ER - TY - BLOG TI - Unpacking PLCs: What evidence do we have about professional learning communities and how can we produce more? AU - Soares, Fernanda AU - Galisson, Kirsten T2 - R&E Search for Evidence AB - In this post, we further define professional learning communities (PLCs) and review existing evidence on the effect of PLCs. We then outline FHI 360-funded research that we have initiated to study PLCs in three low- and middle-income countries: Equatorial Guinea, Ghana and Nigeria. DA - 2018/05/16/T10:25:14+00:00 PY - 2018 LA - en-US ST - Unpacking PLCs UR - https://researchforevidence.fhi360.org/unpacking-plcs-evidence-professional-learning-communities-can-produce Y2 - 2021/03/12/10:40:38 ER - TY - GEN TI - Unpacking Sustainable Development Goal 4: Education 2030 AU - UNESCO DA - 2017/// PY - 2017 DP - Zotero LA - en PB - UNESCO UR - https://www.campaignforeducation.org/wp-content/uploads/2018/07/SDG4.pdf Y2 - 2021/04/14/00:00:00 ER - TY - JOUR TI - Unstructured data in marketing AU - Balducci, B AU - Marinova, D T2 - Journal of the Academy of Marketing Science DA - 2018/// PY - 2018 DO - 10.1007/s11747-018-0581-x VL - 46 IS - 4 SP - 557 EP - 590 LA - en ER - TY - JOUR TI - Unsupervised language model adaptation using LDA-based mixture models and latent semantic marginals AU - Haidar, Md Akmal AU - O'Shaughnessy, Douglas T2 - Computer Speech & Language DA - 2015/// PY - 2015 DO - 10.1016/j.csl.2014.06.002 DP - Google Scholar VL - 29 IS - 1 SP - 20 EP - 31 UR - https://www.sciencedirect.com/science/article/pii/S0885230814000606?casa_token=f48AzfOSK3QAAAAA:OBUb7DqpL5yz36vrwW9GgrgISimeRQrBp53bg44B0bUPxl80f4kr3-tqZO-_Ryi-kuHHi-nzJZs Y2 - 2024/02/23/17:09:50 ER - TY - BOOK TI - Upgrading informal apprenticeship: a resource guide for Africa AU - International Labour Office CY - Geneva DA - 2012/// PY - 2012 DP - Open WorldCat LA - en SN - 978-92-2-125776-9 978-92-2-125777-6 ST - Upgrading informal apprenticeship ER - TY - CHAP TI - Urban Education Technological Disparities: The Debilitating Impact on Our Students for Twenty-First Century Employment AU - Swinton, Angelia K. AU - Williams, Lauren Ashley T2 - Computer-Mediated Learning for Workforce Development DA - 2018/// PY - 2018 DP - Google Scholar SP - 41 EP - 67 PB - IGI Global ST - Urban Education Technological Disparities KW - _C:Saudi Arabia SAU KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Urban poverty and education. A systematic literature review AU - Silva-Laya, Marisol AU - D'Angelo, Natalia AU - García, Elda AU - Zúñiga, Laura AU - Fernández, Teresa T2 - Educational Research Review AB - This systematic literature review seeks to provide information on the limitations and opportunities faced by the urban poor in leveraging the potential benefits of education. The review covers the period 1995–2017 and includes 66 articles. The analysis addresses: a) the educational achievement of the urban poor and b) the conditions under which they receive education. Results show that, despite attending school, the urban poor are not able to fully satisfy their right to education. Their educational achievement is deficient in terms of learning, educational trajectory and the capacity to aspire to a better future and although they are included in schooling, material deprivation combined with socio-territorial characteristics and cultural and administrative obstacles means that this inclusion occurs in a stratified manner. The findings urge a reexamination of the discussion around the challenge of education in facilitating social mobility. Breaking the cycle between urban poverty and education requires multisectoral public policies with an equity perspective and the coordinated participation of various social actors. DA - 2020/02/01/ PY - 2020 DO - 10.1016/j.edurev.2019.05.002 DP - ScienceDirect VL - 29 SP - 100280 J2 - Educational Research Review LA - en SN - 1747-938X UR - https://www.sciencedirect.com/science/article/pii/S1747938X18305876 Y2 - 2022/04/05/20:38:15 KW - Academic achievement KW - Aspirations KW - Equity and access KW - School segregation KW - Urban poverty KW - _genre:LR-literature_review ER - TY - JOUR TI - Urban water resource management for sustainable environment planning using artificial intelligence techniques AU - Xiang, Xiaojun AU - Li, Qiong AU - Khan, Shahnawaz AU - Khalaf, Osamah Ibrahim T2 - Environmental Impact Assessment Review DA - 2021/// PY - 2021 DO - 10.1016/j.eiar.2020.106515 DP - Google Scholar VL - 86 SP - 106515 UR - https://www.sciencedirect.com/science/article/pii/S0195925520307939 Y2 - 2024/02/24/11:17:30 ER - TY - RPRT TI - USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Final Report AU - RTI International DA - 2014/07/31/ PY - 2014 PB - RTI International ER - TY - RPRT TI - USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Kisumu Information and Communication Technology (ICT) Intervention. Endline Report. AU - Piper, B. AU - Kwayumba, D. CY - USA DA - 2014/// PY - 2014 PB - Research Triangle Institute (RTI) UR - https://www.eddataglobal.org/countries/index.cfm?fuseaction=pubDetail&ID=664 ER - TY - CHAP TI - Use and Impact of Artificial Intelligence on Climate Change Adaptation in Africa AU - Rutenberg, Isaac AU - Gwagwa, Arthur AU - Omino, Melissa T2 - African Handbook of Climate Change Adaptation A2 - Oguge, Nicholas A2 - Ayal, Desalegn A2 - Adeleke, Lydia A2 - Da Silva, Izael AB - Abstract Although Climate Change is a global phenomenon, the impact in Africa is anticipated to be greater than in many other parts of the world. This expectation is supported by many factors, including the relatively low shock tolerance of many African countries and the relatively high percentage of African workers engaged in the agricultural sector. High-income countries are increasingly turning their focus to climate change adaptation, and Artificial Intelligence (AI) is a critical tool in those efforts. Algorithms using AI are making better predictions on the short- and long-term effects of climate change, including predictions related to weather patterns, floods and droughts, and human migration patterns. It is not clear, however, that Africa is (or will be) maximally benefitting from those AI tools, particularly since they are largely developed by highly developed countries using data sets that are specific to those same countries. It is therefore important to characterize the efforts underway to use AI in a way that specifically benefits Africa in climate change adaptation. These efforts include projects undertaken physically in Africa as well as those that have Africa as their focus. In exploring AI projects in or about Africa, this chapter also looks at the sufficiency of such efforts and the variety of approaches taken by researchers working with AI to address climate change in Africa. CY - Cham DA - 2021/// PY - 2021 DP - DOI.org (Crossref) SP - 1107 EP - 1126 LA - en PB - Springer International Publishing SN - 978-3-030-45105-9 978-3-030-45106-6 UR - https://link.springer.com/10.1007/978-3-030-45106-6_80 Y2 - 2024/02/24/11:13:57 ER - TY - CHAP TI - Use ICT to provide access to content, professional development and professional learning communities (Chapter 7) AU - Lawrie, James AU - Hennessy, S. AU - Haßler, Björn AU - Bhandigadi, Phalachandra T2 - Where It’s Needed Most: Quality Professional Development for All Teachers. A2 - Burns, M A2 - Lawrie, James CY - New York, NY DA - 2015/// PY - 2015 PB - Interagency Network for Education in Emergencies UR - http://www.ineesite.org/en/blog/new-publication-where-its-needed-most-quality-professional-development-for KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - CONF TI - Use of mobile touch device for knowledge retention AU - Klubal, Libor AU - Kostolányová, Kateřina C3 - AIP Conference Proceedings DA - 2018/// PY - 2018 DO - 10.1063/1.5079080 DP - Google Scholar VL - 2040 SP - 030017 PB - AIP Publishing KW - __C:filed:1 ER - TY - JOUR TI - Use of remedial teaching approaches for dyslexic students: Experiences of remedial teachers working in urban Pakistan AU - Khalid, M. AU - Anjum, G. T2 - Cogent Psychology AB - The purpose of this study was to examine the experiences of remedial teachers while teaching dyslexic students in the urban hub of Pakistan—Karachi. The study explored assessment related experiences, the effectiveness of these approaches, and the challenges incurred by the teachers. Semi-structured interviews were conducted with nine remedial teachers: Interpretive Phenomenological method was used for analysis of their experiences. Results yielded six major themes: Assessment process (Pre- and follow-up assessments), Effective Teaching Techniques (the Orton-Gillingham approach, Sequential approach, Technology-assisted learning, Integrative approach, and Play Therapy), Common challenges (stigma and denial, late diagnosis, behavioral problems, slow progress, and incongruence in teaching), and Role of family (role of parents, and role of other family members). Based on the interview responses, the most effective and popular approach used was the Orton-Gillingham approach, which incorporated multiple senses in the learning process, and was altered to meet the specific needs of a student. Results, implications, and directions for future research are also discussed. © 2019, © 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. DA - 2019/// PY - 2019 DO - 10.1080/23311908.2019.1580181 VL - 6 IS - 1 J2 - Cogent Psychol. LA - English SN - 23311908 (ISSN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062606728&doi=10.1080%2f23311908.2019.1580181&partnerID=40&md5=60ee5e8974ef1e96d6f8fcea332afc05 DB - Scopus KW - LMIC KW - Orton-Gillingham approach KW - SEN KW - Special education and KW - _AcademicRecoveryOECS KW - assessment and implementation KW - behavioral problems KW - challenges faced in remedial teaching KW - dyslexia in Pakistan KW - effective teaching approaches for dyslexia ER - TY - RPRT TI - Use of tablet technology in the classroom. AU - Goodwin, K. DA - 2012/// PY - 2012 PB - NSW Department of Education and Communities ER - TY - JOUR TI - Use of Twitter Technology in Educational Learning AU - Sunday, Ajibo Anthony T2 - The Turkish Online Journal of Educational Technology DA - 2021/// PY - 2021 VL - 20 IS - 2 LA - en KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - CONF TI - User fees in Primary Education in Malawi AU - Kadzamira, Esme C1 - Geneva C3 - UNCTAD Expert meeting on Universal Access to Services DA - 2008/// PY - 2008 LA - en KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - RPRT TI - User Journey Mapping and Ideation AU - McBurnie, Chris AU - Hassan, Mustafa Syed AU - Moustafa, Nariman AU - Walker, Hannah AU - Lurvink, Anne-Fleur AU - Macharia, Grace AU - Haßler, Björn AB - This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/. CN - 1009 DA - 2023/// PY - 2023 LA - en M3 - EdTech Fellowship PB - Open Development & Education SN - 11 UR - https://docs.opendeved.net/lib/HEFZPBXX KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - User or student: constructing the subject in Edtech incubator AU - Ramiel, Hemy T2 - Discourse: Studies in the Cultural Politics of Education DA - 2019/07/04/ PY - 2019 DO - 10.1080/01596306.2017.1365694 DP - DOI.org (Crossref) VL - 40 IS - 4 SP - 487 EP - 499 J2 - Discourse: Studies in the Cultural Politics of Education LA - en SN - 0159-6306, 1469-3739 ST - User or student UR - https://www.tandfonline.com/doi/full/10.1080/01596306.2017.1365694 Y2 - 2023/01/15/23:48:12 KW - Stefanie ER - TY - JOUR TI - Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K–2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities AU - Kim, James S. AU - Asher, Catherine A. AU - Burkhauser, Mary AU - Mesite, Laura AU - Leyva, Diana T2 - AERA Open AB - This study employs a sequential multiple assignment randomized trial (SMART) design to develop an adaptive intervention with personalized print and digital content for kindergarten to Grade 2 children (n = 273). In Stage 1, we ask whether it is better for children to receive an adaptive intervention based on (a) 10 conceptually coherent texts or (b) 10 leveled texts on a range of topics. In Stage 2, we ask how best to encourage nonresponding children. Findings indicate that children who received either conceptually coherent texts or leveled texts performed similarly on reading comprehension posttests, while augmenting and intensifying follow-up with gamification of the app and text messages to parents improved comprehension outcomes for nonresponders. Descriptively, we find that only 26% (n = 71) of parents accessed the app, highlighting the need for better implementation procedures to increase take up of app-based digital activities. DA - 2019/07/01/ PY - 2019 DO - 10.1177/2332858419872701 DP - SAGE Journals VL - 5 IS - 3 SP - 2332858419872701 LA - en SN - 2332-8584 UR - https://doi.org/10.1177/2332858419872701 Y2 - 2022/12/21/23:24:23 ER - TY - RPRT TI - Using AI to Automate Literature Reviews AU - Haßler, Björn AU - Hassan, Mustafa AU - Klune, Christopher AB - An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1003 DA - 2024/02/10/ PY - 2024 LA - en M3 - Working paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/BVD8JX7V KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - JOUR TI - Using artificial intelligence to visualize the impacts of climate change AU - Luccioni, Alexandra AU - Schmidt, Victor AU - Vardanyan, Vahe AU - Bengio, Yoshua T2 - IEEE Computer Graphics and Applications DA - 2021/// PY - 2021 DO - 10.1109/MCG.2020.3025425 DP - Google Scholar VL - 41 IS - 1 SP - 8 EP - 14 UR - https://ieeexplore.ieee.org/abstract/document/9325146/ Y2 - 2024/02/24/11:15:54 ER - TY - RPRT TI - Using blended learning to support marginalised adolescent girls’ education: a review of the evidence AU - Allier-Gagneur, Zoé AU - Chuang, Rachel AU - McBurnie, Chris AU - Haßler, Björn DA - 2020/07/22/ PY - 2020 LA - English M3 - Helpdesk Response PB - EdTech Hub SN - 25 UR - https://docs.edtechhub.org/lib/H3AI5F3C KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - F: Helpdesk response KW - H:Blended learning KW - L:Gender and education KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:China CHN KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Nigeria NGA KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United States USA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _genre:LR-literature_review KW - _r:ImportedToMyEducationEvidence ER - TY - GEN TI - Using DeepSpeed and Megatron to Train Megatron-Turing NLG 530B, A Large-Scale Generative Language Model AU - Smith, Shaden AU - Patwary, Mostofa AU - Norick, Brandon AU - LeGresley, Patrick AU - Rajbhandari, Samyam AU - Casper, Jared AU - Liu, Zhun AU - Prabhumoye, Shrimai AU - Zerveas, George AU - Korthikanti, Vijay AU - Zhang, Elton AU - Child, Rewon AU - Aminabadi, Reza Yazdani AU - Bernauer, Julie AU - Song, Xia AU - Shoeybi, Mohammad AU - He, Yuxiong AU - Houston, Michael AU - Tiwary, Saurabh AU - Catanzaro, Bryan AB - Pretrained general-purpose language models can achieve state-of-the-art accuracies in various natural language processing domains by adapting to downstream tasks via zero-shot, few-shot and fine-tuning techniques. Because of their success, the size of these models has increased rapidly, requiring high-performance hardware, software, and algorithmic techniques to enable training such large models. As the result of a joint effort between Microsoft and NVIDIA, we present details on the training of the largest monolithic transformer based language model, Megatron-Turing NLG 530B (MT-NLG), with 530 billion parameters. In this paper, we first focus on the infrastructure as well as the 3D parallelism methodology used to train this model using DeepSpeed and Megatron. Next, we detail the training process, the design of our training corpus, and our data curation techniques, which we believe is a key ingredient to the success of the model. Finally, we discuss various evaluation results, as well as other interesting observations and new properties exhibited by MT-NLG. We demonstrate that MT-NLG achieves superior zero-, one-, and few-shot learning accuracies on several NLP benchmarks and establishes new state-of-the-art results. We believe that our contributions will help further the development of large-scale training infrastructures, large-scale language models, and natural language generations. DA - 2022/02/04/ PY - 2022 DO - 10.48550/arXiv.2201.11990 DP - arXiv.org PB - arXiv UR - http://arxiv.org/abs/2201.11990 Y2 - 2024/02/24/17:41:04 KW - Computer Science - Computation and Language ER - TY - JOUR TI - Using design-based research to bring partnership between researchers and practitioners AU - Getenet, Seyum T2 - Educational Research AB - Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice. DA - 2019/10/02/ PY - 2019 DO - 10.1080/00131881.2019.1677168 DP - Taylor and Francis+NEJM VL - 61 IS - 4 SP - 482 EP - 494 SN - 0013-1881 UR - https://doi.org/10.1080/00131881.2019.1677168 Y2 - 2019/12/10/14:31:40 KW - Design-based research KW - evidence-informed practice KW - practice KW - practitioners KW - professional development KW - teacher education ER - TY - CHAP TI - Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia AU - Hennessy, Sara AU - Haßler, Björn AU - Mwewa, G. T2 - Millennium Goals Revisited: A Common Wealth of Learning A2 - MacBeath, J. A2 - Younger, M. A2 - Sugrue, C. CY - London DA - 2012/// PY - 2012 PB - Routledge ST - Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence ER - TY - CHAP TI - Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia AU - Hennessy, Sara AU - Haßler, Björn AU - Mwewa, G AB - This chapter describes a study which explored the feasibility of using information and communications technologies (ICTs) to support more interactive forms of subject teaching and learning in Sub-Saharan Africa. Specifically, we: • provided open educational resources (OER) to three ICT-and Internetequipped primary schools in Zambia, all serving disadvantaged communities; • worked with partners to identify the needs of school-based continuing professional development (CPD) adapted to the local context; • responded to those needs by designing an appropriate intervention – focusing on participatory, collaborative and interactive pedagogies supported by ICTs and OER, both within the classroom and for teacher development. DA - 2016/// PY - 2016 LA - en UR - https://www.taylorfrancis.com/books/e/9781136157974/chapters/10.4324%2F9780203078945-13 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - C:Zambia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - F:teaching KW - P:teacher education KW - P:teachers KW - Q:ICT KW - Q:OER KW - Q:digital technology KW - Q:interactive KW - Q:interactive pedagogy KW - Q:open educational resources KW - Q:primary education KW - R:evaluation KW - T:Classroom teaching KW - Z:ICT in education KW - Z:Intervention evaluation KW - Z:Primary education KW - Z:Teacher education KW - publicImportV1 ER - TY - JOUR TI - Using digital technology to enhance formative assessment in mathematics classrooms AU - Dalby, Diane AU - Swan, Malcolm T2 - British Journal of Educational Technology DA - 2018/// PY - 2018 DO - 10.1111/bjet.12606 DP - Google Scholar VL - 50 IS - 2 SP - 832 EP - 845 KW - _C:Netherlands NLD KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Using digital technology to improve learning AU - Stringer, Eleanor AU - Lewin, Cathy AU - Coleman, Robbie CY - London, UK DA - 2019/// PY - 2019 LA - English M3 - Guidance Report PB - Education Endowment Foundation UR - https://educationendowmentfoundation.org.uk/public/files/Publications/digitalTech/EEF_Digital_Technology_Guidance_Report.pdf Y2 - 2020/11/24/00:00:00 KW - _Added to LR KW - _T:reviewed ER - TY - RPRT TI - Using Digital Technology to Improve Learning: Evidence Review AU - Lewin, Cathy AU - Smith, Andrew AU - Morris, Stephen AU - Craig, Elaine DA - 2019/// PY - 2019 PB - Education Endowment Foundation UR - https://d2tic4wvo1iusb.cloudfront.net/production/documents/guidance/Using_Digital_Technology_to_Improve_learning_Evidence_Review.pdf?v=1698320282 Y2 - 2023/10/26/14:12:07 ER - TY - RPRT TI - Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List AU - Koomar, Saalim AU - Moss Coflan, Caitlin AU - Kaye, Tom CY - Cambridge, UK DA - 2020/06/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Request PB - EdTech Hub ST - Using EdTech in Settings of Fragility, Conflict and Violence KW - C:Yemen KW - F: Helpdesk response KW - LP: English KW - W:Fragile and conflict affected contexts KW - _C:Afghanistan AFG KW - _C:Algeria DZA KW - _C:Bangladesh BGD KW - _C:Burkina Faso BFA KW - _C:Chad TCD KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Iraq IRQ KW - _C:Jordan JOR KW - _C:Kuwait KWT KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Sierra Leone SLE KW - _C:South Sudan SSD KW - _C:Sudan SDN KW - _C:Syrian Arab Republic SYR KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:Yemen YEM KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Using EdTech to Support Effective Data Monitoring: A Curated Resource List. AU - Koomar, Saalim AU - Blest, Harriet DA - 2020/// PY - 2020 DP - Google Scholar PB - EdTech Hub ST - Using EdTech to Support Effective Data Monitoring UR - https://docs.edtechhub.org/lib/FS4CMYUB Y2 - 2024/03/05/12:04:15 KW - Final_citation ER - TY - RPRT TI - Using EdTech to Support Learning Remotely in the Early Years. Rapid Literature Review of Evidence from the Global Response to Covid-19. AU - Korin, Astrid AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/05/01/ PY - 2021 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 31 UR - https://docs.edtechhub.org/lib/RTQ64R3P KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _genre:LR-literature_review KW - _r:AddedByZotZen KW - _zenodoETH ER - TY - RPRT TI - Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries AU - Coflan, Caitlin Moss AU - Kaye, Thomas CY - Washington, D.C., USA DA - 2020/03/04/ PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 4 KW - L:Special education needs and disabilities (SEND) KW - LP: English KW - _C:Brazil BRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Pakistan PAK KW - _C:Portugal PRT KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-dode ER - TY - RPRT TI - Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries AU - Coflan, Caitlin Moss AU - Kaye, Tom CY - Washington, D.C., USA DA - 2020/04/08/ PY - 2020 LA - en PB - Zenodo KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Using educational transitions to estimate learning loss due to Covid-19 school closures AU - Ricardo, Sabates AU - Carter, Emma AU - Stern, Jonathan DA - 2020/// PY - 2020 PB - REAL Centre, Faculty of Education, University of Cambridge UR - https://www.educ.cam.ac.uk/centres/real/publications/Using%20educational%20transitions%20to%20estimate%20learning%20loss%20due%20to%20Covid-19%20school%20closures.pdf Y2 - 2020/08/12/15:39:56 KW - _COVID_DEAA-List ER - TY - JOUR TI - Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana AU - Sabates, Ricardo AU - Carter, Emma AU - Stern, Jonathan M. B. T2 - International Journal of Educational Development AB - Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years. DA - 2021/04/01/ PY - 2021 DO - 10.1016/j.ijedudev.2021.102377 DP - ScienceDirect VL - 82 SP - 102377 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Using educational transitions to estimate learning loss due to COVID-19 school closures UR - https://www.sciencedirect.com/science/article/pii/S0738059321000304 Y2 - 2023/01/07/20:46:31 KW - COVID-19 school closure KW - Equity KW - Ghana KW - Learning KW - Literacy KW - Numeracy ER - TY - JOUR TI - Using electronic technology in the dynamic testing of young primary school children: predicting school achievement AU - Touw, Kirsten WJ AU - Vogelaar, Bart AU - Bakker, Merel AU - Resing, Wilma CM T2 - Educational Technology Research and Development DA - 2019/// PY - 2019 DO - 10.1007/s11423-019-09655-6 DP - Google Scholar VL - 67 IS - 2 SP - 443 EP - 465 ST - Using electronic technology in the dynamic testing of young primary school children KW - __C:filed:1 ER - TY - CHAP TI - Using Evidence-Informed Practice in Primary School Improvement in an Under-Achieving School System: A Case Study in Sierra Leone AU - Mason, Miriam AU - Galloway, David T2 - The Emerald Handbook of Evidence-Informed Practice in Education A2 - Brown, Chris A2 - Malin, Joel R. DA - 2022/01/31/ PY - 2022 DP - DOI.org (Crossref) SP - 375 EP - 388 PB - Emerald Publishing Limited SN - 978-1-80043-142-3 978-1-80043-141-6 ST - Using Evidence-Informed Practice in Primary School Improvement in an Under-Achieving School System UR - https://www.emerald.com/insight/content/doi/10.1108/978-1-80043-141-620221044/full/html Y2 - 2022/12/24/17:37:49 ER - TY - BLOG TI - Using evidence to help build and evaluate good ideas in education technology AU - Knight, Simon AU - Moeini, Anissa AU - Clark-Wilson, Alison T2 - EduResearch Matters AB - As researchers, we care that our educational systems improve, support all learners, and are grounded solidly in research evidence. But how do we work with stakeholders like educational technology s… DA - 2020/04/05/T19:24:48+00:00 PY - 2020 LA - en-US UR - https://www.aare.edu.au/blog/?p=5259 Y2 - 2023/01/20/23:08:43 ER - TY - CONF TI - Using examination and learning assessment data to uncover foundational skill gaps in Sierra Leone’s secondary schools AU - Waistell, Daniel AU - De, Sourovi AU - Ofori Owusu, Diana AU - Allen, Reg AU - Sanni, Kayode AU - Dupigny, Albert T2 - UKFIET Conference C3 - Education technology and data science for inclusive systems DA - 2019/// PY - 2019 KW - _C:Sierra Leone SLE KW - ⛔ No DOI found ER - TY - CONF TI - Using Explainability to Help Children UnderstandGender Bias in AI AU - Melsión, Gaspar Isaac AU - Torre, Ilaria AU - Vidal, Eva AU - Leite, Iolanda T2 - IDC '21: Interaction Design and Children C1 - Athens Greece C3 - Interaction Design and Children DA - 2021/06/24/ PY - 2021 DO - 10.1145/3459990.3460719 DP - DOI.org (Crossref) SP - 87 EP - 99 LA - en PB - ACM SN - 978-1-4503-8452-0 UR - https://dl.acm.org/doi/10.1145/3459990.3460719 Y2 - 2024/02/24/08:49:20 ER - TY - JOUR TI - Using eye-tracking in applied linguistics and second language research AU - Conklin, Kathy AU - Pellicer-Sánchez, Ana T2 - Second Language Research AB - With eye-tracking technology the eye is thought to give researchers a window into the mind. Importantly, eye-tracking has significant advantages over traditional online processing measures: chiefly that it allows for more ‘natural’ processing as it does not require a secondary task, and that it provides a very rich moment-to-moment data source. In recognition of the technology’s benefits, an ever increasing number of researchers in applied linguistics and second language research are beginning to use it. As eye-tracking gains traction in the field, it is important to ensure that it is established in an empirically sound fashion. To do this it is important for the field to come to an understanding about what eye-tracking is, what eye-tracking measures tell us, what it can be used for, and what different eye-tracking systems can and cannot do. Further, it is important to establish guidelines for designing sound research studies using the technology. The goal of the current review is to begin to address these issues. DA - 2016/07// PY - 2016 DO - 10.1177/0267658316637401 DP - DOI.org (Crossref) VL - 32 IS - 3 SP - 453 EP - 467 J2 - Second Language Research LA - en SN - 0267-6583, 1477-0326 UR - http://journals.sagepub.com/doi/10.1177/0267658316637401 Y2 - 2024/03/01/13:12:31 KW - Final_citation ER - TY - JOUR TI - Using GIS and Machine Learning to Classify Residential Status of Urban Buildings in Low and Middle Income Settings AU - Lloyd, Christopher T. AU - Sturrock, Hugh J. W. AU - Leasure, Douglas R. AU - Jochem, Warren C. AU - Lázár, Attila N. AU - Tatem, Andrew J. T2 - Remote Sensing AB - Utilising satellite images for planning and development is becoming a common practice as computational power and machine learning capabilities expand. In this paper, we explore the use of satellite image derived building footprint data to classify the residential status of urban buildings in low and middle income countries. A recently developed ensemble machine learning building classification model is applied for the first time to the Democratic Republic of the Congo, and to Nigeria. The model is informed by building footprint and label data of greater completeness and attribute consistency than have previously been available for these countries. A GIS workflow is described that semiautomates the preparation of data for input to the model. The workflow is designed to be particularly useful to those who apply the model to additional countries and use input data from diverse sources. Results show that the ensemble model correctly classifies between 85% and 93% of structures as residential and nonresidential across both countries. The classification outputs are likely to be valuable in the modelling of human population distributions, as well as in a range of related applications such as urban planning, resource allocation, and service delivery. DA - 2020/01// PY - 2020 DO - 10.3390/rs12233847 DP - www.mdpi.com VL - 12 IS - 23 SP - 3847 LA - en UR - https://www.mdpi.com/2072-4292/12/23/3847 Y2 - 2021/03/18/19:01:58 KW - building classification KW - building footprint KW - machine learning KW - residential KW - superlearner ER - TY - CHAP TI - Using GIS and spatial modelling to support school network planning in Estonia AU - Roosaare, Jüri AU - Sepp, Edgar AB - A spatial decision support system based on geo-informatics and spatial modelling tools has been used to provide a reorganization plan of school networks, The study was undertaken in collaboration with the Ministry of Education and Research of Estonia DA - 2012/01/01/ PY - 2012 DP - ResearchGate SP - 95 EP - 108 SN - 978-1-78100-712-9 KW - _C:Austria AUT KW - _C:Estonia EST KW - _C:France FRA KW - _C:Germany DEU KW - _C:Portugal PRT KW - _C:Russian Federation RUS KW - _C:State of Palestine PSE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - Using ICTs and Blended Learning in Transforming TVET AU - Latchem, Colin DA - 2017/// PY - 2017 DP - Zotero LA - en PB - UNESCO; COL ST - ICT transforming TVET UR - http://unesdoc.unesco.org/images/0024/002474/247495e.pdf KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - HDR25 KW - publicImportV1 ER - TY - JOUR TI - Using improvement science to better support beginning teachers: The case of the building a teaching effectiveness network AU - Hannan, Maggie AU - Russell, Jennifer Lin AU - Takahashi, Sola AU - Park, Sandra T2 - Journal of Teacher Education DA - 2015/// PY - 2015 DO - 10.1177/0022487115602126 DP - Google Scholar VL - 66 IS - 5 SP - 494 EP - 508 ST - Using improvement science to better support beginning teachers ER - TY - RPRT TI - Using Interactive Radio Instruction to mitigate the educational impact of COVID-19: a curated resource list AU - McBurnie, Chris CY - Cambridge, UK DA - 2020/04// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 6 KW - Author:OpenDevEd KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - H:Radio KW - LP: English KW - _C:Liberia LBR KW - _C:Pakistan PAK KW - _C:Sierra Leone SLE KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Zambia ZMB KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - ___duplicate_item KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list AU - McBurnie, Chris DA - 2020/04// PY - 2020 LA - EN PB - EdTech Hub ST - Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study AU - Miller, Bridget T AU - Krockover, Gerald H AU - Doughty, Teresa T2 - Journal of Research in Science Teaching DA - 2013/// PY - 2013 DO - 10.1002/tea.21091 VL - 50 IS - 8 SP - 887 EP - 911 ER - TY - BOOK TI - Using Large Language Models for Qualitative Analysis can Introduce Serious Bias AU - Ashwin, Julian AU - Chhabra, Aditya AU - Rao, Vijayendra DA - 2023/11/08/ PY - 2023 DP - DOI.org (Crossref) LA - en PB - World Bank Washington, DC UR - https://openknowledge.worldbank.org/handle/10986/40580 Y2 - 2023/11/23/12:58:32 ER - TY - JOUR TI - Using Live Video Streaming in Online Tutoring: Exploring Factors Affecting Social Interaction AU - Wu, Man AU - Gao, Qin T2 - International Journal of Human–Computer Interaction AB - The growth of live video streaming (LVS) technology provides new possibilities for online tutoring in that it accommodates a massive number of learners simultaneously. Questions still exist, however, about the extent to which new technology can support interactions between an instructor and a vast number of learners, as well as which factors would influence learners’ interactions with the instructor and peer learners. This study explored these questions by conducting a survey involving 189 senior high school students participating in online LVS tutoring. The results indicated that learner–instructor interaction dominated social interaction in the online tutoring environment with the current system design. This design may also contribute to the development of the perceived presence of peer learners with few direct information exchanges among peers. Social Connectedness and perceived enjoyment positively influenced learner–instructor interaction, whereas social fears and the social presence of the instructor negatively influenced learner–learner interaction. DA - 2020/06/14/ PY - 2020 DO - 10.1080/10447318.2019.1706288 DP - Taylor and Francis+NEJM VL - 36 IS - 10 SP - 964 EP - 977 SN - 1044-7318 ST - Using Live Video Streaming in Online Tutoring UR - https://doi.org/10.1080/10447318.2019.1706288 Y2 - 2022/12/27/01:44:12 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Using machine learning to advance synthesis and use of conservation and environmental evidence AU - Cheng, S. H. AU - Augustin, C. AU - Bethel, A. AU - Gill, D. AU - Anzaroot, S. AU - Brun, J. AU - DeWilde, B. AU - Minnich, R. C. AU - Garside, R. AU - Masuda, Y. J. AU - Miller, D. C. AU - Wilkie, D. AU - Wongbusarakum, S. AU - McKinnon, M. C. T2 - Conservation Biology AB - Article impact statement: Machine learning optimizes processes of systematic evidence synthesis and improves its utility for evidence-based conservation. DA - 2018/// PY - 2018 DO - 10.1111/cobi.13117 DP - Wiley Online Library VL - 32 IS - 4 SP - 762 EP - 764 SN - 1523-1739 UR - https://conbio.onlinelibrary.wiley.com/doi/abs/10.1111/cobi.13117 Y2 - 2020/09/11/13:17:58 ER - TY - JOUR TI - Using Machine Learning to Analyze Physical Causes of Climate Change: A Case Study of U.S. Midwest Extreme Precipitation AU - Davenport, Frances V. AU - Diffenbaugh, Noah S. T2 - Geophysical Research Letters AB - 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 DA - 2021/08// PY - 2021 DO - 10.1029/2021GL093787 DP - DOI.org (Crossref) VL - 48 IS - 15 SP - e2021GL093787 J2 - Geophysical Research Letters LA - en SN - 0094-8276, 1944-8007 ST - Using Machine Learning to Analyze Physical Causes of Climate Change UR - https://agupubs.onlinelibrary.wiley.com/doi/10.1029/2021GL093787 Y2 - 2024/02/24/11:10:23 KW - _z:no_pdf ER - TY - JOUR TI - Using Machine Learning to Parameterize Moist Convection: Potential for Modeling of Climate, Climate Change, and Extreme Events AU - O'Gorman, Paul A. AU - Dwyer, John G. T2 - Journal of Advances in Modeling Earth Systems AB - Abstract The parameterization of moist convection contributes to uncertainty in climate modeling and numerical weather prediction. Machine learning (ML) can be used to learn new parameterizations directly from high‐resolution model output, but it remains poorly understood how such parameterizations behave when fully coupled in a general circulation model (GCM) and whether they are useful for simulations of climate change or extreme events. Here we focus on these issues using idealized tests in which an ML‐based parameterization is trained on output from a conventional parameterization and its performance is assessed in simulations with a GCM. We use an ensemble of decision trees (random forest) as the ML algorithm, and this has the advantage that it automatically ensures conservation of energy and nonnegativity of surface precipitation. The GCM with the ML convective parameterization runs stably and accurately captures important climate statistics including precipitation extremes without the need for special training on extremes. Climate change between a control climate and a warm climate is not captured if the ML parameterization is only trained on the control climate, but it is captured if the training includes samples from both climates. Remarkably, climate change is also captured when training only on the warm climate, and this is because the extratropics of the warm climate provides training samples for the tropics of the control climate. In addition to being potentially useful for the simulation of climate, we show that ML parameterizations can be interrogated to provide diagnostics of the interaction between convection and the large‐scale environment. , Plain Language Summary Small‐scale features such as clouds are typically represented in climate models by simplified physical models, and these simplified models introduce errors and uncertainties. A promising alternative approach is to use machine learning to train a statistical model to represent small‐scale processes based on output from expensive physics‐based models that better represent the small‐scale processes. Here we use idealized tests to explore the implications of incorporating a machine‐learning model of atmospheric convection in a climate model. We find that such an approach can give accurate simulations of mean climate and heavy rainfall events. The machine‐learning model does not work well for global warming if it is only trained on the current climate. However, it does work well for global warming if trained on both the current and warmer climates, and it works surprisingly well if only trained on the warmer climate. We also show that the machine‐learning model can be used to better understand the underlying physical processes. , Key Points Random‐forest parameterization of convection gives accurate GCM simulations of climate and precipitation extremes in idealized tests Climate change captured when trained on control and warm climate, or only on warm climate, but not when trained only on control climate Machine‐learning parameterizations can also be interrogated to generate diagnostics of interaction of convection with the environment DA - 2018/10// PY - 2018 DO - 10.1029/2018MS001351 DP - DOI.org (Crossref) VL - 10 IS - 10 SP - 2548 EP - 2563 J2 - J Adv Model Earth Syst LA - en SN - 1942-2466, 1942-2466 ST - Using Machine Learning to Parameterize Moist Convection UR - https://agupubs.onlinelibrary.wiley.com/doi/10.1029/2018MS001351 Y2 - 2024/02/24/11:09:14 ER - TY - JOUR TI - Using Mobile Phone Texting to Support the Capacity of School Leaders in Ghana to Practise Leadership for Learning AU - Swaffield, Sue AU - Jull, Stephen AU - Ampah-Mensah, Alfred T2 - Procedia - Social and Behavioral Sciences T3 - 13th International Educational Technology Conference AB - Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from recipients suggests their value. The paper reports experience and findings from the pilot, and considers plans for scaling-up to reach all 18,000 Basic schools across the country. DA - 2013/11/26/ PY - 2013 DO - 10.1016/j.sbspro.2013.10.459 DP - ScienceDirect VL - 103 SP - 1295 EP - 1302 J2 - Procedia - Social and Behavioral Sciences LA - en SN - 1877-0428 UR - https://www.sciencedirect.com/science/article/pii/S1877042813039049 Y2 - 2021/03/15/19:04:02 KW - Ghana KW - Leadership for Learning KW - SMS KW - headteachers KW - mobile phone KW - professional development KW - school leaders KW - text messages ER - TY - RPRT TI - Using Open and Educational Resources (OERs) and Wiki’s to Support Entrepreneurship Training in Technical and Vocational Education and Training (TVET) Institutions in Zambia AU - Konayuma, G DA - 2013/// PY - 2013 LA - en M3 - Working Paper UR - http://dspace.col.org/handle/11599/1835 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Zambia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:Improvement KW - F:access KW - F:bandwidth KW - F:policy KW - Q:ICT KW - Q:ODEL KW - Q:OER KW - Q:digital technology KW - Q:educational technology KW - Q:open education KW - Q:open educational resources KW - Q:open learning KW - T:Ausbildung KW - T:TVET KW - T:Training KW - T:trainee KW - publicImportV1 ER - TY - JOUR TI - Using repeated visual exposure, rewards and modelling in a mobile application to increase vegetable acceptance in children AU - Farrow, Claire AU - Belcher, Esme AU - Coulthard, Helen AU - Thomas, Jason M. AU - Lumsden, Joanna AU - Hakobyan, Lilit AU - Haycraft, Emma T2 - Appetite DA - 2019/// PY - 2019 DO - 10.1016/j.appet.2019.104327 DP - Google Scholar VL - 141 SP - 104327 KW - __C:filed:1 ER - TY - RPRT TI - Using research evidence - A practice guide AU - Nesta DA - 2016/// PY - 2016 UR - https://media.nesta.org.uk/documents/Using_Research_Evidence_for_Success_-_A_Practice_Guide.pdf Y2 - 2023/01/20/23:11:02 ER - TY - JOUR TI - Using Smartphones as Experimental Tools—Effects on Interest, Curiosity, and Learning in Physics Education AU - Hochberg, Katrin AU - Kuhn, Jochen AU - Müller, Andreas T2 - Journal of Science Education and Technology DA - 2018/// PY - 2018 DO - 10.1007/s10956-018-9731-7 DP - Google Scholar SP - 1 EP - 19 KW - __C:filed:1 ER - TY - JOUR TI - Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences AU - Shohel, M. Mahruf C. AU - Kirkwood, Adrian T2 - Learning, Media and Technology DA - 2012/// PY - 2012 DO - 10.1080/17439884.2012.671177 VL - 37 IS - 4 SN - 1743-9884 ST - Using technology for enhancing teaching and learning in Bangladesh KW - Final_citation KW - cited KW - existing ER - TY - GEN TI - ​Using technology to deliver educational services to children and youth in environments affected by crisis and/or conflict AU - Carlson, S, DA - 2013/// PY - 2013 PB - USAID ER - TY - RPRT TI - Using Technology to Deliver Educational Services to Children and Youth in Environments Affected by Crisis and/or Conflict AU - Carlson, Samuel DA - 2013/// PY - 2013 DP - Zotero SP - 41 LA - en M3 - JBS International PB - USAID KW - Screened KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward AU - McBurnie, Chris AU - Vijil, Alejandra AU - Haßler, Björn DA - 2022/05/08/ PY - 2022 LA - en PB - EdTech Hub ST - Using technology to improve the equity of teacher allocation in Sierra Leone KW - Author:OpenDevEd KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward AU - McBurnie, Chris AU - Vijil, Alejandra AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/05/08/ PY - 2022 LA - en M3 - HLR3 Output PB - EdTech Hub UR - https://docs.edtechhub.org/lib/KAZQRPA7 KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - BOOK TI - Using Technology to Support At-Risk Students’ Learning AU - Darling-Hammond, Linda AU - Zielezinski, Molly AU - goldman, shelley CY - Washington, DC DA - 2014/09/01/ PY - 2014 DP - ResearchGate LA - en PB - Alliance for Excellent Education KW - Final_citation KW - anystyle KW - existing ER - TY - BLOG TI - Using technology to support teacher continuous professional development in Sierra Leone AU - Beoku-Betts, Iman AU - Plaut, Daniel AU - Tanweer, Rabia DA - 2022/08/18/ PY - 2022 UR - https://edtechhub.org/2022/08/18/using-technology-to-support-teacher-continuous-professional-development-in-sierra-leone/ ER - TY - JOUR TI - Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA AU - Üzüm, Babürhan AU - Akayoglu, Sedat AU - Yazan, Bedrettin T2 - ReCALL DA - 2020/05// PY - 2020 DO - 10.1017/S0958344019000235 VL - 32 IS - 2 LA - en SN - 0958-3440, 1474-0109 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Using text mining for study identification in systematic reviews: a systematic review of current approaches AU - O’Mara-Eves, Alison AU - Thomas, James AU - McNaught, John AU - Miwa, Makoto AU - Ananiadou, Sophia T2 - Systematic Reviews AB - The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities. DA - 2015/01/14/ PY - 2015 DO - 10.1186/2046-4053-4-5 DP - BioMed Central VL - 4 IS - 1 SP - 5 J2 - Systematic Reviews SN - 2046-4053 ST - Using text mining for study identification in systematic reviews UR - https://doi.org/10.1186/2046-4053-4-5 Y2 - 2024/01/19/22:00:56 KW - Automation KW - Review efficiency KW - Screening KW - Study selection KW - Text mining ER - TY - JOUR TI - Using the Capability Approach to improve female teacher deployment to rural schools in Nigeria AU - Tao, Sharon T2 - International Journal of Educational Development AB - This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these. DA - 2014/11/01/ PY - 2014 DO - 10.1016/j.ijedudev.2014.08.011 DP - ScienceDirect VL - 39 SP - 92 EP - 99 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - https://www.sciencedirect.com/science/article/pii/S0738059314000911 Y2 - 2021/03/07/18:07:58 KW - Lebanon_event_2021 KW - _C:Bangladesh BGD KW - _C:Canada CAN KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Using the Infrastructure of a Conditional Cash Transfer Program to Deliver a Scalable Integrated Early Child Development Program in Colombia: Cluster Randomized Controlled Trial. AU - Attanasio, Orazio P. AU - Fernández, Camila AU - Fitzsimons, Emla O.A. AU - Grantham-McGregor, Sally M. AU - Meghir, Costas AU - Rubio-Codina, Marta T2 - BMJ DA - 2014/// PY - 2014 DO - 10.1136/bmj.g5785 VL - 349 SP - 5785 UR - https://doi.org/10.1136/bmj.g5785 ER - TY - RPRT TI - Using the Robot as a Research Assistant: Research Design Using Generative AI AU - Wang, Shida DA - 2023/// PY - 2023 DP - Google Scholar PB - NYU SPS Applied Analytics Laboratory ST - Using the Robot as a Research Assistant UR - http://archive.nyu.edu/handle/2451/69528 Y2 - 2024/03/12/21:00:49 ER - TY - BOOK TI - Using value-added measures of teacher quality AU - Hanushek, E.A. AU - Rivkin, S.G. DA - 2010/// PY - 2010 PB - CALDER Brief ER - TY - JOUR TI - Using video for professional development: the role of the discussion facilitator AU - Coles, Alf T2 - Journal of Mathematics Teacher Education AB - Past research into the use of video for professional development has failed to problematise or theorise sufficiently the role of the discussion facilitator. It has been reported consistently that it can be hard or take time to establish norms for discussion of video but little has been said about reasons why, or the role of the discussion facilitator. As a starting point in this area, I suggest fives aspects or decision points in the role of the facilitator. Two aspects are taken from the literature and the others are drawn from empirical data, collected as part of an enactivist study into the use of video in one sec- ondary school. At the school, teachers commented on finding video watching in a group more useful than lesson observation, with no evidence of this taking time to develop. I offer speculations, based on enactivist category theory, as to why the use of video in this school is effective. Having presented key aspects of the role of the facilitator of video use, a further look at the detail of the data from discussions serves to highlight some of the complexities involved in just one of the categories (and, by implication, the others). I conclude that the role of the facilitator cannot be separated from a consideration of the historical context in which discussion takes place. DA - 2013/06// PY - 2013 DO - 10.1007/s10857-012-9225-0 DP - DOI.org (Crossref) VL - 16 IS - 3 SP - 165 EP - 184 J2 - J Math Teacher Educ LA - en SN - 1386-4416, 1573-1820 ST - Using video for professional development UR - http://link.springer.com/10.1007/s10857-012-9225-0 Y2 - 2021/05/30/00:07:04 ER - TY - JOUR TI - Using video to support in-service teacher professional development: the state of the field, limitations and possibilities AU - Major, Louis AU - Watson, Steven T2 - Technology, Pedagogy and Education DA - 2018/// PY - 2018 DO - 10.1080/1475939x.2017.1361469 DP - Google Scholar VL - 27 IS - 1 SP - 49 EP - 68 LA - en ST - Using video to support in-service teacher professional development UR - https://www.researchgate.net/publication/319423259_Using_video_to_support_in-service_teacher_professional_development_the_state_of_the_field_limitations_and_possibilities KW - C: International KW - __C:filed:1 ER - TY - CHAP TI - Using Web 2.0 technologies to enhance learning and teaching AU - Younie, Sarah AU - Williams, Lawrence AU - Cych, Leon T2 - Debates in Computing and ICT Education DA - 2017/// PY - 2017 DP - Google Scholar SP - 97 EP - 113 PB - Routledge KW - __C:filed:1 ER - TY - JOUR TI - Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares: revisão sistemática AU - Biazus, Graziela Ferreira AU - Rieder, Carlos Roberto Mello T2 - Revista Educação Especial DA - 2019/// PY - 2019 DO - 10.5902/1984686X33317 DP - Google Scholar VL - 32 SP - 69 EP - 1 ST - Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares KW - _C:Austria AUT KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Uso de repositórios de recursos educacionais abertos nas práticas pedagógicas: uma revisão sistemática AU - Universidade Federal de Brasília (Brasil) AU - Ferreira Borges, Flavio AU - Teixeira, Janaína Angelina AU - Universidade de Brasília (Brasil) AU - Osuna Acedo, Sara AU - Universidad Nacional de Educación a Distancia (España) T2 - RELATEC Revista Latinoamericana de Tecnología Educativa DA - 2020/// PY - 2020 DO - 10.17398/1695-288X.19.2.115 DP - DOI.org (Crossref) VL - 19 IS - 2 SP - 115 EP - 113 J2 - RELATEC SN - 1695288X ST - Uso de repositórios de recursos educacionais abertos nas práticas pedagógicas UR - https://relatec.unex.es/article/view/3802 Y2 - 2021/05/08/09:42:52 ER - TY - JOUR TI - Utilizing Open Education Resources to Enhance Students’ Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Kolibri by Selected Government Schools in Uganda AU - Kabugo, David T2 - Journal of Learning for Development AB - A preview of the international dashboard of trends in education suggests that Open Education Resources (OERs) have and will continue to impact the provision of education during institutional closure owing to the global Covid-19 pandemic. However, the toughest question that is often presented to OERs promoters regards the efficiency (sustainability) and the pedagogical effectiveness of OERs: If education resource users are not cognizant and do not pay for the production, distribution, and utilization of the required resources, then, how can the production, distribution, and utilization of such resources be efficiently and effectively used? Basing on usage-logs and interview data that were collected from 25 teachers in 10 Government-Aided Secondary Schools in Uganda, this report presents a Discourse Analysis of teachers’ use of OERs on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OERs to enhance students’ learning outcomes during COVID-19 schools lockdown. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 447 EP - 458 LA - en SN - 2311-1550 ST - Utilizing Open Education Resources to Enhance Students’ Learning Outcomes during the COVID-19 Schools Lockdown UR - https://jl4d.org/index.php/ejl4d/article/view/465 Y2 - 2020/11/21/13:32:02 KW - COVID-19 KW - Kolibri KW - Learning Outcomes KW - Utilizing Open Education Resources KW - ⛔ No DOI found ER - TY - JOUR TI - Utilizing Open Education Resources to Enhance Students' Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Using Kolibri by Selected Government Schools in Uganda AU - Kabugo, David T2 - Journal of Learning for Development AB - A preview of the international dashboard of trends in education suggests that Open Education Resources (OER) have and will continue to impact the provision of education during institutional closure owing to the global COVID-19 pandemic. However, the toughest question that is often presented to OER promoters regards the pedagogical effectiveness of OER: If education resource users are not cognizant and do not pay for the production, distribution and utilization of the required resources, then, how can the production, distribution and utilization of such resources be effectively used? Basing on data obtained from the system (Kolibri) usage-logs and e-interviews (online conversational interviews) on Zoom which were conducted with twenty five (25) purposively selected teachers, and one hundred (100) students invited from 10 Government-Aided Secondary Schools in Uganda, this study presents a Discourse Analysis (DA) of teachers' use of OER on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OER to enhance students' learning outcomes during the COVID-19 schools lockdown. DA - 2020/// PY - 2020 DO - 10.56059/jl4d.v7i3.465 DP - ERIC VL - 7 IS - 3 SP - 447 EP - 458 LA - en ST - Utilizing Open Education Resources to Enhance Students' Learning Outcomes during the COVID-19 Schools Lockdown UR - https://eric.ed.gov/?id=EJ1280825 Y2 - 2022/12/20/21:26:13 KW - Access to Education KW - COVID-19 KW - Developing Nations KW - Educational Technology KW - Final_citation KW - Foreign Countries KW - Instructional Effectiveness KW - Learning Analytics KW - Open Educational Resources KW - Outcomes of Education KW - Pandemics KW - Public Schools KW - STEM Education KW - School Closing KW - Secondary School Students KW - Secondary School Teachers KW - Student Attitudes KW - Teacher Attitudes KW - Videoconferencing KW - cited KW - existing ER - TY - RPRT TI - Valid Training Providers (Nigeria) AU - National Industrial Training Authority CY - Nigeria DA - 2020/05// PY - 2020 ER - TY - JOUR TI - Validation of Designbuilder Simulation Accuracy Using Field Measured Data of Indoor Air Temperature in a Classroom Building AU - Abba, Habu Yusuf AU - Majid, Roshida Abdul AU - Ahmed, Muhammad Hamdan AU - Gbenga, Olutobi T2 - Management DA - 2022/// PY - 2022 DP - Google Scholar VL - 7 IS - 27 SP - 171 EP - 178 KW - BE:RELEVANT KW - ⛔ No DOI found ER - TY - CONF TI - Validity in design science research AU - Larsen, K. AU - Lukyanenko, R. AU - Muller, R. C1 - Kristiansand, Norway C3 - Proceedings of the International Conference on Design Science Research in Information Systems and Technology DA - 2020/// PY - 2020 DO - 10.1007/978-3-030-64823-7_25 LA - en ER - TY - JOUR TI - Valutazione formante per l’attivazione cognitiva. Spunti per un uso efficace delle tecnologie per apprendere in classe AU - Trinchero, Roberto T2 - Italian Journal of Educational Technology DA - 2018/// PY - 2018 DP - Google Scholar VL - 26 IS - 3 SP - 40 EP - 55 KW - _C:Australia AUS KW - _C:Italy ITA KW - _C:New Zealand NZL KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CONF TI - Vegetation Change Detection Due to Anthropogenic Activities in the Falgore Game Reserve, Kano, Nigeria AU - Tudunwada, I.Y. C1 - Tunisia C3 - Geotunis Conference, 6th Session, 26th DA - 2012/// PY - 2012 LA - en PB - Tunisian Association of Digital Geographic Information, El-Gazala Pole KW - ⛔ No DOI found ER - TY - JOUR TI - Vicarious Resilience: An Exploration of Teachers and Children’s Resilience in Highly Challenging Social Contexts AU - Acevedo, Victoria Eugenia AU - Hernandez-Wolfe, Pilar T2 - Journal of Aggression, Maltreatment & Trauma AB - This study explores the formulation of vicarious resilience as a useful concept in the middle school age school educational arena. It addresses the question of how teachers who work with learners who experienced dislocation and adversity are affected by the children’s stories of resilience. It focuses on the teachers’ interpretations of their learners’ stories, and how they make sense of the impact these stories have had on their lives. Twenty-one teachers who work in accelerated learning programs in Cali, Colombia, were interviewed about their perceptions of their learners’ overcoming of adversity. Data were analyzed through the Consensual Qualitative Research (CQR) methodology to describe the themes that speak about the effects of witnessing how learners coped constructively with adversity. These themes are discussed to advance the concept of vicarious resilience and how it can contribute to sustaining and empowering teachers dealing with challenging children and trauma. DA - 2014/05/28/ PY - 2014 DO - 10.1080/10926771.2014.904468 DP - DOI.org (Crossref) VL - 23 IS - 5 SP - 473 EP - 493 J2 - Journal of Aggression, Maltreatment & Trauma LA - en SN - 1092-6771, 1545-083X ST - Vicarious Resilience UR - http://www.tandfonline.com/doi/abs/10.1080/10926771.2014.904468 Y2 - 2020/07/25/20:35:44 KW - HQ KW - LMIC KW - Latin America KW - Qual KW - Support KW - _AcademicRecoveryOECS KW - __C:filed:1 KW - adult KW - article KW - children KW - consciousness KW - coping behavior KW - data analysis KW - education KW - equity and access KW - female KW - gender identity KW - human KW - human experiment KW - human relation KW - injury KW - interview KW - lowest income group KW - male KW - middle school KW - personal experience KW - primary school KW - recognition KW - resilience KW - small sample=21 KW - social environment KW - teacher KW - trauma KW - vicarious resilience ER - TY - JOUR TI - Video as a tool for agricultural extension in Africa: a case study from Ghana AU - David, Soniia AU - Asamoah, Christopher T2 - International Journal of Education and Development using ICT AB - 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] DA - 2011/// PY - 2011 LA - en AN - LOCAL-PQ-906340893 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:women KW - HDR25 KW - P:agricultural KW - Q:distance learning KW - Q:educational technology KW - Q:interactive KW - R:case study KW - R:impact KW - R:survey KW - T:Training KW - T:trainee KW - Z:Agricultural education KW - Z:Cocoa KW - Z:Distance learning KW - Z:Educational technology KW - Z:Farmers KW - Z:Video KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Video as a tool for fostering productive discussions in mathematics professional development AU - Borko, Hilda AU - Jacobs, Jennifer AU - Eiteljorg, Eric AU - Pittman, Mary Ellen T2 - Teaching and Teacher Education AB - This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period. DA - 2008/02/01/ PY - 2008 DO - 10.1016/j.tate.2006.11.012 DP - ScienceDirect VL - 24 IS - 2 SP - 417 EP - 436 J2 - Teaching and Teacher Education LA - en SN - 0742-051X UR - http://www.sciencedirect.com/science/article/pii/S0742051X0600179X Y2 - 2020/08/05/12:15:25 KW - C:United States KW - Mathematics education KW - Mathematics teachers KW - Professional development KW - Teacher learning KW - Video ER - TY - JOUR TI - Video Improves Learning in Higher Education: A Systematic Review AU - Noetel, Michael AU - Griffith, Shantell AU - Delaney, Oscar AU - Sanders, Taren AU - Parker, Philip AU - del Pozo Cruz, Borja AU - Lonsdale, Chris T2 - Review of Educational Research AB - Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted full-text screening, data extraction, and risk of bias in duplicate. We calculated pooled effect sizes using multilevel random-effects meta-analysis. Searches retrieved 9,677 unique records. After screening 329 full texts, 105 met inclusion criteria, with a pooled sample of 7,776 students. Swapping video for existing teaching methods led to small improvements in student learning (g = 0.28). Adding video to existing teaching led to strong learning benefits (g = 0.80). Although results may be subject to some experimental and publication biases, they suggest that videos are unlikely to be detrimental and usually improve student learning. DA - 2021/04/01/ PY - 2021 DO - 10.3102/0034654321990713 DP - SAGE Journals VL - 91 IS - 2 SP - 204 EP - 236 J2 - Review of Educational Research LA - en SN - 0034-6543 ST - Video Improves Learning in Higher Education UR - https://doi.org/10.3102/0034654321990713 Y2 - 2022/04/05/20:23:52 KW - _genre:LR-literature_review KW - active learning KW - cognitive load KW - instructional design KW - multimedia KW - online learning ER - TY - JOUR TI - View of Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone | Asian Journal of Interdisciplinary Research AU - Kamara, Alhaji Bakar T2 - Asian Journal of Interdisciplinary Research DA - 2020/// PY - 2020 DO - 10.34256/ajir2012 UR - https://iorpress.org/journals/index.php/ajir/article/view/109/75 Y2 - 2020/07/15/10:12:42 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Viewing mobile learning from a pedagogical perspective. AU - Kearney, Matthew AU - Schuck, Sandra AU - Burden, Kevin AU - Aubusson, Peter T2 - Research in Learning Technology DA - 2012/// PY - 2012 DO - 10.3402/rlt.v20i0.14406 VL - 20 IS - 1 ER - TY - JOUR TI - Violence against children perpetrated by peers: A cross-sectional school-based survey in Uganda AU - Wandera, Stephen Ojiambo AU - Clarke, Kelly AU - Knight, Louise AU - Allen, Elizabeth AU - Walakira, Eddy AU - Namy, Sophie AU - Naker, Dipak AU - Devries, Karen T2 - Child Abuse & Neglect DA - 2017/// PY - 2017 DO - 10.1016/j.chiabu.2017.04.006 DP - Google Scholar VL - 68 SP - 65 EP - 73 ST - Violence against children perpetrated by peers ER - TY - JOUR TI - Violence against primary school children with disabilities in Uganda: a cross-sectional study AU - Devries, Karen M. AU - Kyegombe, Nambusi AU - Zuurmond, Maria AU - Parkes, Jenny AU - Child, Jennifer C. AU - Walakira, Eddy J. AU - Naker, Dipak T2 - BMC public health DA - 2014/// PY - 2014 DO - 10.1186/1471-2458-14-1017 DP - Google Scholar VL - 14 IS - 1 SP - 1 EP - 9 ST - Violence against primary school children with disabilities in Uganda ER - TY - JOUR TI - Violence, Disruption and the Spatial Resilience of Northern Nigerian Markets’ AU - Ajadi, S.B. T2 - The Cambridge Land Society Magazine DA - 2022/// PY - 2022 SP - 92 EP - 93 LA - en UR - from: KW - ⛔ No DOI found ER - TY - JOUR TI - Violence in Schools AU - Bolton, Laura AB - This rapid literature review sets out to identify evidence on approaches to measuring the prevalence of violence in schools across low and middle income countries and the data available based on these measurement approaches. The review includes a list of key sources of evidence on measurements and a review of statistical data on the the prevalence of violence in schools for low and middle income countries globally. DA - 2017/05/03/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13182 Y2 - 2022/12/18/18:17:09 KW - ⛔ No DOI found ER - TY - JOUR TI - Virtual Community Mentoring Models for Middle School Underachievers Psychosocial Development and Well-Being During COVID-19 AU - Gomes, Roseline Florence AU - Thomas, Lijo T2 - Journal of Learning for Development AB - Recent studies highlight the outcomes of COVID-19 on the psychosocial skills of early adolescents. It shows the unavailability of virtual community mentoring models for teenagers' individual and interpersonal growth in the virtual scenario. Hence, there emerges a need to explore and apply the available virtual communication resources by facilitators, families, and other community professionals for teenagers’ self-development. This article reports the application of virtual resources like WhatsApp, graphic design platforms (CANVA and Adobe), graphic interchange formats (GIPHY App), all-in-one visual content editing forums (InShot App), and memes (Meme Generator App) in engaging and supporting community mentoring capacities leading to psychosocial development and well-being for teenagers during COVID-19. Through this article, contemporary virtual models are explored and executed with community guidance to integrate the personal developmental skills of middle school underachievers. There is also a need to work with community interventions by using virtual mentoring skillsets for positive youth development. DA - 2022/03/15/ PY - 2022 DP - jl4d.org VL - 9 IS - 1 SP - 137 EP - 144 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/614 Y2 - 2022/04/05/12:27:13 KW - COVID-19 KW - Psychosocial Development KW - Virtual Community Models KW - ⛔ No DOI found ER - TY - BLOG TI - Virtual Teacher Coaching May Not Be the Solution We Hoped For AU - Evans, David T2 - Center For Global Development AB - How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice. DA - 2020/08/25/ PY - 2020 LA - en UR - https://www.cgdev.org/blog/virtual-teacher-coaching-may-not-be-solution-we-hoped Y2 - 2020/09/29/15:15:34 ER - TY - BOOK TI - Visible learning: A synthesis of over 800 meta-analyses relating to achievement AU - Hattie, John DA - 2009/// PY - 2009 PB - Routledge ST - Visible learning Y2 - 2015/02/21/12:05:10 ER - TY - BOOK TI - Visible learning for teachers: Maximizing impact on learning AU - Hattie, John DA - 2012/// PY - 2012 DP - Google Scholar PB - Routledge ST - Visible learning for teachers Y2 - 2016/07/22/13:26:29 ER - TY - JOUR TI - Vision for SLR tooling infrastructure: Prioritizing value-added requirements AU - Al-Zubidy, Ahmed AU - Carver, Jeffrey C. AU - Hale, David P. AU - Hassler, Edgar E. T2 - Information and Software Technology AB - Context Even with the increasing use of Systematic Literature Reviews (SLR) in software engineering (SE), there are still a number of barriers faced by SLR authors. These barriers increase the cost of conducting SLRs. Objective For many of these barriers, appropriate tool support could reduce their impact. In this paper, we use interactions with the SLR community in SE to identify and prioritize a set of requirements for SLR tooling infrastructure. Method This paper analyzes and combines the results from three studies on SLR process barriers and SLR tool requirements to produce a prioritized list of functional requirements for SLR tool support. Using this list of requirements, we perform a feature analysis of the current SLR support tools to identify requirements that are supported as well as identify the need for additional tooling infrastructure. Results The analysis resulted in a list 112 detailed requirements (consolidated into a set of composite requirements) that SE community desires in SLR support tools. The requirements span all the phases of the SLR process. The results show that, while recent tools cover more of the requirements, there are a number of high-priority requirements that are not yet fully covered by any of the existing tools. Conclusion The existing set of SLR tools do not cover all the requirements posed by the community. The list of requirements in this paper is useful for tool developers and researchers wishing to provide support to the SLR community with SE. DA - 2017/11/01/ PY - 2017 DO - 10.1016/j.infsof.2017.06.007 DP - ScienceDirect VL - 91 SP - 72 EP - 81 J2 - Information and Software Technology SN - 0950-5849 ST - Vision for SLR tooling infrastructure UR - https://www.sciencedirect.com/science/article/pii/S0950584916304645 Y2 - 2024/01/18/22:14:31 KW - Empirical software engineering KW - Systematic literature review KW - Tooling infrastructure KW - _Added-ailr-2024 ER - TY - THES TI - Visions for the Sustainable Implementation of the One Laptop per Child Project AU - Adam, Taskeen DA - 2015/// PY - 2015 M3 - Master of Philosophy PB - University of Cambridge KW - Author:OpenDevEd ER - TY - THES TI - Visual demands of modern primary classrooms and the impact of refractive anomalies on academic performance AU - Narayanasamy, Sumithira DA - 2015/// PY - 2015 DP - Google Scholar M3 - PhD Thesis PB - Queensland University of Technology UR - https://eprints.qut.edu.au/84876 Y2 - 2024/03/27/15:17:16 ER - TY - JOUR TI - Visual learning analytics to support classroom discourse analysis for teacher professional learning and development AU - Chen, Gaowei T2 - The Routledge International Handbook of Research on Dialogic Education DA - 2019/// PY - 2019 DO - 10.4324/9780429441677-15 DP - Google Scholar KW - __C:filed:1 ER - TY - GEN TI - Visualizing Topics with Multi-Word Expressions AU - Blei, David M. AU - Lafferty, John D. AB - We describe a new method for visualizing topics, the distributions over terms that are automatically extracted from large text corpora using latent variable models. Our method finds significant $n$-grams related to a topic, which are then used to help understand and interpret the underlying distribution. Compared with the usual visualization, which simply lists the most probable topical terms, the multi-word expressions provide a better intuitive impression for what a topic is "about." Our approach is based on a language model of arbitrary length expressions, for which we develop a new methodology based on nested permutation tests to find significant phrases. We show that this method outperforms the more standard use of $\chi^2$ and likelihood ratio tests. We illustrate the topic presentations on corpora of scientific abstracts and news articles. DA - 2009/07/06/ PY - 2009 DP - arXiv.org PB - arXiv UR - http://arxiv.org/abs/0907.1013 Y2 - 2023/11/02/21:43:47 KW - Statistics - Machine Learning KW - _yl:a ER - TY - JOUR TI - VLIV POUŽITÍ MOBILNÍHO DOTYKOVÉHO ZAŘÍZENÍ PŘI PROCVIČOVÁNÍ UČIVA AU - Klubal, Libor T2 - Klára Rybenská Experimentální ověření efektivity vỳuky anglického jazyka s využitím myenglishlab........... 128 Danuše Vymetálková DA - 2016/// PY - 2016 DP - Google Scholar SP - 99 KW - _C:Australia AUS KW - _C:Bulgaria BGR KW - _C:Chile CHL KW - _C:China CHN KW - _C:Czech Republic CZE KW - _C:Ethiopia ETH KW - _C:Greece GRC KW - _C:Luxembourg LUX KW - _C:Norway NOR KW - _C:Poland POL KW - _C:Romania ROU KW - _C:Singapore SGP KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Tunisia TUN KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Vocational Education and Training – An Overview AU - Pütz, Helmut DA - 2003/// PY - 2003 DP - Zotero SP - 86 LA - en KW - ⛔ No DOI found ER - TY - NEWS TI - Vocational education and training for African development: a literature review AU - McGrath, Simon AU - Ramsarup, Presha AU - Zeelen, Jacques AU - Wedekind, Volker AU - Allais, Stephanie AU - Lotz-Sisitka, Heila T2 - Journal of Vocational Education & Training DA - 2020/// PY - 2020 UR - https://www.tandfonline.com/doi/full/10.1080/13636820.2019.1679969 Y2 - 2022/05/03/13:21:16 ER - TY - JOUR TI - Vocational education and training for African development: a literature review AU - McGrath, Simon AU - Ramsarup, Presha AU - Zeelen, Jacques AU - Wedekind, Volker AU - Allais, Stephanie AU - Lotz-Sisitka, Heila AU - Monk, David AU - Openjuru, George AU - Russon, Jo-Anna T2 - Journal of Vocational Education & Training AB - The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a “hidden hand”. Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals’ and communities’ views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible. DA - 2020/10/01/ PY - 2020 DO - 10.1080/13636820.2019.1679969 DP - Taylor and Francis+NEJM VL - 72 IS - 4 SP - 465 EP - 487 SN - 1363-6820 ST - Vocational education and training for African development UR - https://doi.org/10.1080/13636820.2019.1679969 Y2 - 2022/04/05/20:14:18 KW - Africa KW - Development KW - VET KW - _genre:LR-literature_review KW - interesting ER - TY - JOUR TI - Vocational education and training for development: A policy in need of a theory? AU - McGrath, Simon T2 - International Journal of Educational Development T3 - Skills and Development AB - The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contrast to the state of the academic debate. Whilst there have continued to be both policy and academic developments in VET in OECD countries; in the South there has been a paucity of VET research and little in the way of theoretical exploration. Rather, the academic orthodoxy in the international education and development field is dismissive of VET's possible contribution. Given the return of the policy interest in VET for development, and the possibilities of a broader vision of education–development relations beyond 2015, when the MDGs end, it is time to revisit the role of VET in development from an explicitly theoretical stance. In this article, I argue that the current approach to VET is grounded in an outmoded model of development, whilst the academic critique of VET in developing countries is clearly long outdated. In contrast, I examine the implications for VET of recent trends in thinking about development through the exploration of three particular theoretical approaches: human rights, capabilities and integrated human development. I conclude by considering the purposes, natures and possibilities of VET as a means of human development. DA - 2012/09/01/ PY - 2012 DO - 10.1016/j.ijedudev.2011.12.001 DP - ScienceDirect VL - 32 IS - 5 SP - 623 EP - 631 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Vocational education and training for development UR - http://www.sciencedirect.com/science/article/pii/S0738059311001696 Y2 - 2019/03/07/13:37:49 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:Q KW - CT:T KW - Development theory KW - F:learning KW - F:policy KW - Human development KW - Q:distance learning KW - Q:mobile learning KW - T:Educação profissionalizante KW - T:TVET KW - Vocational education and development KW - publicImportV1 ER - TY - JOUR TI - Vocational Education and Training for Sustainability in South Africa: The Role of Public and Private Provision AU - McGrath, Simon AU - Akoojee, Salim T2 - International Journal of Educational Development AB - Written in the twilight of the Mbeki Presidency, this paper considers the role that skills development has in the sustainability of the South African political-economic project. It explores some of the disarticulations of public policy and argues that these both undermine public sector delivery and open up opportunities for private provision to be, under certain circumstances, more responsive to the challenges of national development. We argue that there is a possibility that the state could work more smartly with both sets of providers. Crucially, however, this would necessitate working more smartly within itself. This was a major plank of the Mbeki strategy but it has failed conspicuously with regard to the Education-Labour relationship. Whether a new President can achieve a radical reworking of this relationship may be an important indicator of the viability of any new development project. (Contains 1 table.) DA - 2009/// PY - 2009 DO - 10.1016/j.ijedudev.2008.09.008 LA - en AN - DOI-10.1016/j.ijedudev.2008.09.008 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:attitude KW - F:pay KW - F:policy KW - P:economy KW - P:social KW - T:TVET KW - Z:Economic Development KW - Z:Educational Development KW - Z:Foreign Countries KW - Z:Political Attitudes KW - Z:Politics KW - Z:Presidents KW - Z:Public Policy KW - Z:Public Sector KW - Z:Role KW - Z:Skill Development KW - Z:Sustainable Development KW - Z:Vocational Education KW - publicImportV1 ER - TY - BOOK TI - Vocational education and training in southern Africa: a comparative study AU - Akoojee, Salim AU - Gewer, Anthony AU - McGrath, Simon A. T2 - Research Programme on Human Resources Development, Human Sciences Research Council A3 - Research Programme on Human Resources Development (Human Sciences Research Council) AB - Introduction This volume is intended to develop and share knowledge within the southern African region regarding the challenges faced by vocational education and training (VET) systems and the responses to these challenges. Some of these challenges arise out of the history of VET in the region, whilst others relate to current international discourses about VET. The field of VET in southern Africa has been badly neglected. It is very difficult to find an article in the international journals on the topic, and it is even less likely that it will have been written by a national of the region, based at one of its research institutions. VET has also attracted little attention in the policy community for more than a decade, given the donor fascination with basic education since the World Conference on Education for All in 1990 (McGrath 2002). However, VET can play an important role in supporting social and economic development goals, and major VET policy reforms and the creation of new institutions are either underway or planned in all seven countries under study in this book. Therefore, it is my intention in this introduction to illuminate the nature of some of these changes, their origins and their likelihood of success. In so doing, I will show how VET is an important policy nexus – located as it is between economic and educational policy, between the state and the market, and between concerns with poverty and growth. Before this volume turns to examine this complexity through an exploration of the experiences of seven countries (Botswana, Lesotho, Mauritius, Mozambique, Namibia, South Africa and Swaziland), it is important to locate these national and contemporary debates in the historical evolution of ideas about VET. In so doing, I will look at both internal trends within Africa and the impact of external ideas. CN - LC1047.S6 V63 2005 DA - 2005/// PY - 2005 DP - Library of Congress ISBN LA - en ST - Vocational education and training in southern Africa UR - https://books.google.co.uk/books?hl=en&lr=&id=6ykR1dWWo50C&oi=fnd&pg=PP11&dq=%22Vocational+education+and+training%22+%22East+Africa%22+ICT&ots=WRlduHlI21&sig=jBn7mOuiw9DThFN0hTEMo_CmAnw KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - AA:Africa, Southern KW - C:Botswana KW - C:Lesotho KW - C:Mauritius KW - C:Mozambique KW - C:Namibia KW - C:South Africa KW - C:eSwatini KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:Q KW - CT:T KW - Q:ICT KW - T:TVET KW - Vocational education KW - publicImportV1 ER - TY - BOOK TI - Vocational education and training in Sub-Saharan Africa: current situation and development T2 - Vocational Education and Development Symposium A3 - Eicker, F A3 - Haseloff, G A3 - Lennartz, B CY - Bielefeld DA - 2017/03/16/ PY - 2017 DP - Gemeinsamer Bibliotheksverbund ISBN LA - en PB - W. Bertelsmann Verlag GmbH & Co. KG SN - 978-3-7639-5793-4 ST - Vocational education and training in Sub-Saharan Africa UR - https://www.wbv.de/artikel/6004570w KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - C:Namibia KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - P:economy KW - P:teachers KW - Q:higher education KW - T:Educação profissionalizante KW - T:TVET KW - T:in-service TVET KW - publicImportV1 ER - TY - BOOK TI - Vocational Education and Training through Open and Distance Learning: World review of distance education and open learning AU - Moran, L AU - Rumble, G AB - The world needs workers with more and better skills. Conventional apprenticeships and old methods of professional training are not providing enough skilled workers, so governments, companies and colleges are all using open and distance learning to fill these gaps. This unique international review of experience looks at the policies needed in both the private and the public sector for effective vocational education and training at all levels – from basic skills to continuing professional education. It goes on to examine the new roles of information and communication technologies, establishing what we know about their performance, and identifying the choices to be made in applying technologies to vocational education and training. The book will help senior institutional managers and policy makers to understand and appreciate: • the role distance education can play in increasing skills levels in young people and the existing workforce; • the potential advantages and disadvantages of using technology, and therefore make better-informed choices about technology use; • how to integrate distance education with traditional educational models and approaches. DA - 2004/// PY - 2004 VL - 5 LA - en UR - https://content.taylorfrancis.com/books/download?dac=C2004-0-01665-6&isbn=9781134283057&format=googlePreviewPdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:policy KW - P:measurement KW - P:media KW - P:teacher education KW - Q:ICT KW - Q:ODEL KW - Q:distance education KW - Q:distance learning KW - Q:educational technology KW - Q:open learning KW - T:Ausbildung KW - T:Educação Profissional Técnica de Nível Médio KW - T:Educação profissionalizante KW - T:Fortbildung KW - T:Lehrlingsausbildung KW - T:TVET KW - T:continuing education KW - T:work-based learning KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Vocational education voucher delivery and labor market returns: A randomized evaluation among Kenyan youth AU - Hicks, Joan Hamory AU - Kremer, Michael AU - Mbiti, Isaac AU - Miguel, Edward DA - 2011/// PY - 2011 KW - -AB-Research KW - CLL:en KW - MaintenanceTag-AB-Research-previous KW - ⛔ No DOI found ER - TY - SLIDE TI - Vocational skills formation in the informal economy in Tanzania A2 - Höjlund, Gunilla CY - Johannesburg DA - 2013/// PY - 2013 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - publicImportV1 ER - TY - CHAP TI - Vocational Training and the Informal Economy AU - de Largentaye, Armand Rioust T2 - Promoting Pro-poor Growth: Employment DA - 2009/// PY - 2009 DP - Zotero LA - en PB - OECD UR - ttp://www.oecd.org/dataoecd/27/5/43280323.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana: Insights for inclusive policy and programming AU - Hodor, Raymond AU - Owusu, Ernest Adu AU - Ofori-Davis, Lucy AU - Afram, Alexander AU - Sefa-Nyarko, Clement DA - 2021/11/01/ PY - 2021 LA - en PB - EdTech Hub ST - Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Voices Confined to Classrooms: The Marginalised Status of Teachers in Curriculum Development in Lusaka, Zambia AU - Mwanza, Christine DA - 2018/11// PY - 2018 DP - Zotero VL - 1 LA - en UR - https://www.researchgate.net/publication/332797887_Voices_Confined_to_Classrooms_The_Marginalised_Status_of_Teachers_in_Curriculum_Development_in_Lusaka_Zambia ER - TY - ELEC TI - VolkswagenStiftung DA - 2020/// PY - 2020 UR - https://www.volkswagenstiftung.de/en/foundation Y2 - 2020/08/07/16:34:18 ER - TY - JOUR TI - Voluntary participation and natural grouping with smartphones: an effective and practical approach to implement a quasi-experiment AU - Jia, Jiyou AU - Chen, Zhenzhen T2 - International Journal of Mobile Learning and Organisation DA - 2020/// PY - 2020 DP - Google Scholar VL - 14 IS - 1 SP - 49 EP - 62 ST - Voluntary participation and natural grouping with smartphones KW - __C:filed:1 KW - ❓ Multiple DOI ER - TY - JOUR TI - Vulnerability, partnerships and the pursuit of survival: Urban livelihoods and apprenticeship contracts in a West African City AU - Hanson, Kobena T2 - GeoJournal AB - This paper analyses local level apprenticeship contracts and networks to highlight informal urban livelihoods within the context of socio-economic vulnerability and wider contemporary changes taking place in Koforidua, Ghana. It does so by specifically examining the complex entanglements of interpersonal relationships that characterize apprenticeship contracts within which home-based entrepreneurs and artisans in Koforidua engage in to sustain both current livelihoods, as well as to shore themselves against socio-economic vulnerability triggered in part by adjustment. As a result of the changing geography of the city, network entanglements, comprising resilient ties and egalitarian relations, have become vital to urban livelihoods in this community. However, apprenticeship contracts and the networks they engender can be a double-edged sword. For instance, demands of reciprocity or support from co-network members, neighbours and family, can be so taxing that some individuals opt out of the network. This tension notwithstanding, this paper contends that apprenticeship contracts and the network spaces they create have created a new social cohesion and community that transcend the traditionally known spaces of social support, i.e. ethnic ties, family ties or even institutional support. © Springer 2005. DA - 2005/// PY - 2005 DO - 10.1007/s10708-005-7915-1 LA - en AN - LOCAL-SCOPUS_ID:24144439325 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:artist KW - P:economy KW - P:measurement KW - P:social KW - T:Lehrlingsausbildung KW - Z:Apprenticeship contracts KW - Z:Micro-enterprises KW - Z:Social networks KW - Z:Socio-economic vulnerability KW - Z:Urban livelihoods KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Wanted, A National Teacher Supply Policy for Education:The Right Way to Meet The "Highly Qualified Teacher" Challenge AU - Darling-Hammond, Linda AU - Sykes, Gary T2 - education policy analysis archives AB - Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qualified teachers are a critical national resource that requires federal investment and cross-state coordination as well as other state and local action. NCLB provides a standard for equitable access to teacher quality that is both reasonable and feasible. Achieving this goal will require a new vision of the teacher labor market and the framing of a national teacher supply policy. States and local districts have vital roles to play in ensuring a supply of highly qualified teachers; however, they must be supported by appropriate national programs. These programs should be modeled on U.S. medical manpower efforts, which have long supplied doctors to high- need communities and eased shortages in specific health fields. We argue that teacher supply policy should attract well-prepared teachers to districts that sorely need them while relieving shortages in fields like special education, math and the physical sciences. We study the mal-distribution of teachers and examine its causes. We describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. Unfortunately, highly successful state and local program to meet the demand for qualified teachers are the exception rather than the rule. They stand out amid widespread use of under-prepared teachers and untrained aides, mainly for disadvantaged children in schools that suffer from poor working conditions, inadequate pay and high teacher turnover. The federal government has a critical role to play in enhancing the supply of qualified teachers targeted to high-need fields and locations, improving retention of qualified teachers, especially in hard-to-staff schools, and in creating a national labor market by removing interstate barriers to mobility. DA - 2003/09/17/ PY - 2003 DO - 10.14507/epaa.v11n33.2003 DP - epaa.asu.edu VL - 11 IS - 0 SP - 33 LA - en SN - 1068-2341 ST - Wanted, A National Teacher Supply Policy for Education UR - https://epaa.asu.edu/ojs/article/view/261 Y2 - 2021/03/07/17:46:24 KW - Program Development KW - Teacher Qualifications KW - Teacher Supply and Demand KW - _C:Argentina ARG KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Dominican Republic DOM KW - _C:Georgia GEO KW - _C:Singapore SGP KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Warmer environments increase implicit mental workload even if learning efficiency is enhanced AU - Kimura, Tsukasa AU - Takemura, Noriko AU - Nakashima, Yuta AU - Kobori, Hirokazu AU - Nagahara, Hajime AU - Numao, Masayuki AU - Shinohara, Kazumitsu T2 - Frontiers in Psychology DA - 2020/// PY - 2020 DO - 10.3389/fpsyg.2020.00568 DP - Google Scholar VL - 11 SP - 568 KW - BE:RELEVANT ER - TY - JOUR TI - Water and Sanitation in Schools: A Systematic Review of the Health and Educational Outcomes AU - Jasper, Christian AU - Le, Thanh-Tam AU - Bartram, Jamie T2 - International Journal of Environmental Research and Public Health DA - 2012/08/03/ PY - 2012 DO - 10.3390/ijerph9082772 DP - DOI.org (Crossref) VL - 9 IS - 8 SP - 2772 EP - 2787 J2 - IJERPH LA - en SN - 1660-4601 ST - Water and Sanitation in Schools UR - http://www.mdpi.com/1660-4601/9/8/2772 Y2 - 2022/06/02/21:41:33 ER - TY - CONF TI - Water Cycle in Nature-An Innovative Virtual Reality and Virtual Lab: Improving Learning Experience of Primary School Students. AU - Bogusevschi, Diana AU - Muntean, Gabriel-Miro C3 - CSEDU (1) DA - 2019/// PY - 2019 DP - Google Scholar SP - 304 EP - 309 ST - Water Cycle in Nature-An Innovative Virtual Reality and Virtual Lab KW - _C:Dominican Republic DOM KW - _C:Greece GRC KW - _C:Ireland IRL KW - _C:Netherlands NLD KW - _C:Portugal PRT KW - _C:Romania ROU KW - _C:Slovakia SVK KW - _C:Spain ESP KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CONF TI - WAYZ: a co-designed touch-ready game for children with special needs to assess and improve visual perception skills AU - Rougnant, Alexis AU - Gelsomini, Mirko AU - Garzotto, Franca C3 - 2017 IEEE 25th International Requirements Engineering Conference Workshops (REW) DA - 2017/// PY - 2017 DO - 10.1109/rew.2017.40 DP - Google Scholar SP - 160 EP - 163 PB - IEEE ST - WAYZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy AU - O'Neil, Cathy AB - 'A manual for the 21st-century citizen... accessible, refreshingly critical, relevant and urgent' - Financial Times 'Fascinating and deeply disturbing' - Yuval Noah Harari, Guardian Books of the Year In this New York Times bestseller, Cathy O'Neil, one of the first champions of algorithmic accountability, sounds an alarm on the mathematical models that pervade modern life -- and threaten to rip apart our social fabric.We live in the age of the algorithm. Increasingly, the decisions that affect our lives - where we go to school, whether we get a loan, how much we pay for insurance - are being made not by humans, but by mathematical models. In theory, this should lead to greater fairness: everyone is judged according to the same rules, and bias is eliminated. And yet, as Cathy O'Neil reveals in this urgent and necessary book, the opposite is true. The models being used today are opaque, unregulated, and incontestable, even when they're wrong. Most troubling, they reinforce discrimination. Tracing the arc of a person's life, O'Neil exposes the black box models that shape our future, both as individuals and as a society. These "weapons of math destruction" score teachers and students, sort CVs, grant or deny loans, evaluate workers, target voters, and monitor our health. O'Neil calls on modellers to take more responsibility for their algorithms and on policy makers to regulate their use. But in the end, it's up to us to become more savvy about the models that govern our lives. This important book empowers us to ask the tough questions, uncover the truth, and demand change. DA - 2016/09/06/ PY - 2016 DP - Google Books SP - 218 LA - en PB - Penguin UK SN - 978-0-14-198542-8 ST - Weapons of Math Destruction KW - Business & Economics / Statistics KW - Computers / Artificial Intelligence / General KW - Computers / Programming / Algorithms KW - Mathematics / General KW - Political Science / Political Ideologies / Democracy KW - Political Science / Political Ideologies / General KW - Science / General KW - Science / Philosophy & Social Aspects KW - Technology & Engineering / Social Aspects ER - TY - JOUR TI - Wearables for Measuring Health Effects of Climate Change–Induced Weather Extremes: Scoping Review AU - Koch, Mara AU - Matzke, Ina AU - Huhn, Sophie AU - Gunga, Hanns‐Christian AU - Maggioni, Martina Anna AU - Munga, Stephen AU - Obor, David AU - Sié, Ali AU - Boudo, Valentin AU - Bunker, Aditi AU - Dambach, Peter AU - Bärnighausen, Till AU - Barteit, Sandra T2 - Jmir mhealth and uhealth AB - Although climate change is one of the biggest global health threats, individual-level and short-term data on direct exposure and health impacts are still scarce. Wearable electronic devices (wearables) present a potential solution to this research gap. Wearables have become widely accepted in various areas of health research for ecological momentary assessment, and some studies have used wearables in the field of climate change and health. However, these studies vary in study design, demographics, and outcome variables, and existing research has not been mapped.In this review, we aimed to map existing research on wearables used to detect direct health impacts and individual exposure during climate change-induced weather extremes, such as heat waves or wildfires.We conducted a scoping review according to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) framework and systematically searched 6 databases (PubMed [MEDLINE], IEEE Xplore, CINAHL [EBSCOhost], WoS, Scopus, Ovid [MEDLINE], and Google Scholar). The search yielded 1871 results. Abstracts and full texts were screened by 2 reviewers (MK and IM) independently using the inclusion and exclusion criteria. The inclusion criteria comprised studies published since 2010 that used off-the-shelf wearables that were neither invasive nor obtrusive to the user in the setting of climate change-related weather extremes. Data were charted using a structured form, and the study outcomes were narratively synthesized.The review included 55,284 study participants using wearables in 53 studies. Most studies were conducted in upper-middle-income and high-income countries (50/53, 94%) in urban environments (25/53, 47%) or in a climatic chamber (19/53, 36%) and assessed the health effects of heat exposure (52/53, 98%). The majority reported adverse health effects of heat exposure on sleep, physical activity, and heart rate. The remaining studies assessed occupational heat stress or compared individual- and area-level heat exposure. In total, 26% (14/53) of studies determined that all examined wearables were valid and reliable for measuring health parameters during heat exposure when compared with standard methods.Wearables have been used successfully in large-scale research to measure the health implications of climate change-related weather extremes. More research is needed in low-income countries and vulnerable populations with pre-existing conditions. In addition, further research could focus on the health impacts of other climate change-related conditions and the effectiveness of adaptation measures at the individual level to such weather extremes. CN - openalex: W4288048593 DA - 2022/09/09/ PY - 2022 DO - 10.2196/39532 VL - 10 IS - 9 SP - e39532 EP - e39532 SN - 2291-5222 UR - https://doi.org/10.2196/39532 KW - openalex:citedBy KW - openalex:import KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - NEWS TI - Weather tracker: Ethiopia hit by severe drought amid east Africa floods T2 - The Guardian AB - More than 50 people dead in Tigray and Amhara regions while UN warns of ‘crisis-level hunger or worse’ in Somalia DA - 2023/11/24/T09:44:46.000Z PY - 2023 DP - The Guardian LA - en-GB SE - Environment SN - 0261-3077 ST - Weather tracker UR - https://www.theguardian.com/environment/2023/nov/24/weather-tracker-ethiopia-hit-by-severe-drought-amid-east-africa-floods Y2 - 2023/11/24/22:27:45 KW - Africa KW - Drought KW - Environment KW - Ethiopia KW - Extreme weather KW - Somalia KW - Turkey KW - World news ER - TY - COMP TI - Web-interface for Zotero Libraries (edtechhub/eth-evidence-library-kerko) AU - Lesieur, David DA - 2020/06/29/T20:11:17Z PY - 2020 DP - GitHub LA - Python PB - EdTech Hub UR - https://github.com/edtechhub/eth-evidence-library-kerko Y2 - 2020/07/11/17:23:35 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - COMP TI - Web-interface for Zotero Libraries (OpenDevEd/Zotero-kerko-docs) AB - Contribute to OpenDevEd/Zotero-kerko-docs development by creating an account on GitHub. DA - 2020/06/30/T06:24:40Z PY - 2020 DP - GitHub LA - Python PB - Open Development & Education UR - https://github.com/OpenDevEd/Zotero-kerko-docs Y2 - 2020/07/11/18:22:34 KW - _r:ImportedToMyEducationEvidence ER - TY - VIDEO TI - Week 2 - Laura Czerniewicz - Equity and Care in Moving Online AB - Laura Czerniewicz shares experiences this past year in South Africa and offers insight and guidance for educators now confronting a forced move online #PivotOnline Course - https://www.edx.org/course/pivoting-t... - https://linkresearchlab.org/pivot/ C1 - Czerniewicz, Laura C5 - Interview DA - 2020/03/30/ PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=ifpXcAGy9rs&feature=emb_title Y2 - 2020/04/20/21:15:19 ER - TY - JOUR TI - Weight of evidence: a framework for the appraisal of the quality and relevance of evidence AU - Gough, David T2 - Research papers in education DA - 2007/// PY - 2007 DO - 10.1080/02671520701296189 DP - Google Scholar VL - 22 IS - 2 SP - 213 EP - 228 ST - Weight of evidence UR - http://www.tandfonline.com/doi/abs/10.1080/02671520701296189 Y2 - 2014/08/08/10:37:15 ER - TY - JOUR TI - Welcome to Implementation Science AU - Eccles, Martin P. AU - Mittman, Brian S. T2 - Implementation Science AB - Implementation research is the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice, and, hence, to improve the quality and effectiveness of health services and care. This relatively new field includes the study of influences on healthcare professional and organisational behaviour. DA - 2006/02/22/ PY - 2006 DO - 10.1186/1748-5908-1-1 DP - BioMed Central VL - 1 IS - 1 SP - 1 J2 - Implementation Science SN - 1748-5908 UR - https://doi.org/10.1186/1748-5908-1-1 Y2 - 2022/12/29/23:22:23 ER - TY - RPRT TI - West African Senior School Certificate Examination: Sierra Leone Results Analysis AU - Ministry of Basic and Secondary Education DA - 2022/// PY - 2022 KW - _C:Sierra Leone SLE ER - TY - CONF TI - What about children? Implications from their subjective perception and the risk of overheating in schools AU - te Kulve, Marije AU - Hellwig, Runa T. AU - van Dijken, Froukje AU - Boerstra, Atze C3 - Windsor Conference 2020: Resilient Comfort DA - 2020/// PY - 2020 DP - Google Scholar SP - 216 EP - 223 PB - Ecohouse Initiative Ltd. ST - What about children? KW - BE:RELEVANT KW - ⛔ No DOI found ER - TY - CONF TI - What are the 21st-century skills every student needs AU - Soffel, Jenny C3 - World Economic Forum DA - 2016/// PY - 2016 DP - Google Scholar VL - 10 UR - http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - What are the Characteristics of Effective Teacher Professional Development? A Systematic Review and Meta-analysis AU - Sims, Sam AU - Fletcher-Wood, Harry AU - O’Mara, Alison AU - Cottingham, Sarah AU - Stansfield, Claire AU - Herwegen, Jo Van AU - Anders, Jake DA - 2021/// PY - 2021 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - CONF TI - What are the elements that need to go into the design of OER that enable them to have the potential for teacher professional development? AU - Haßler, Björn T2 - Teachers Upfront C1 - University of Johannesburg DA - 2017/03//28th PY - 2017 UR - http://bjohas.de/wiki/TeachersUpfrontUJ KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - What are the enablers and barriers for effective School-Based Teacher Professional Development? AU - Lurvink, Anne-Fleur AU - Bangura, Zainab AU - Fortune, Alhaji AU - George, Alex H. AU - Godwin, Katie AU - Mason-Sesay, Miriam AU - Moseray, David AU - Tholley, Ibrahim AU - Turay, Emmanuel B. AU - Haßler, Björn DA - 2022/08/18/ PY - 2022 LA - en PB - OpenDevEd ER - TY - RPRT TI - What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Systematic review AU - Orr, David AU - Westbrook, Jo AU - Pryor, John AU - Durrani, Naureen AU - Sebba, Judy AU - Adu-Yeboah, Christine CY - London DA - 2013/// PY - 2013 LA - en PB - EPPI-Centre, Social Science Research Unit, Institute of Education KW - C:Low- and middle-income countries KW - ___duplicate_item ER - TY - BOOK TI - What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?: systematic review AU - Orr, David AU - Westbrook, Jo AU - Pryor, John AU - Durrani, Naureen AU - Sebba, Judy AU - Adu-Yeboah, Christine AU - others CY - London DA - 2013/// PY - 2013 DP - Google Scholar LA - English PB - EPPI-Centre, Social Science Research Unit, Institute of Education, University of London SN - 978-1-907345-48-7 ST - What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? UR - http://sro.sussex.ac.uk/43901/1/Undertrained_teachers_2013_Orr.pdf Y2 - 2016/03/28/11:39:40 KW - C:Low- and middle-income countries KW - STC-TLC KW - _C:Afghanistan AFG KW - _C:Algeria DZA KW - _C:Angola AGO KW - _C:Antigua and Barbuda ATG KW - _C:Argentina ARG KW - _C:Armenia ARM KW - _C:Australia AUS KW - _C:Azerbaijan AZE KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Belize BLZ KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Costa Rica CRI KW - _C:Cuba CUB KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Federated States of Micronesia FSM KW - _C:Fiji FJI KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Grenada GRD KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Ivory Coast CIV KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kazakhstan KAZ KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Korea XKOR KW - _C:Kosovo XKSVO KW - _C:Kyrgyzstan KGZ KW - _C:Laos LAO KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Libya LBY KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Marshall Islands MHL KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Palau PLW KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Portugal PRT KW - _C:Republic of Moldova MDA KW - _C:Rwanda RWA KW - _C:Sahrawi Arab Democratic Republic XSADR KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Samoa WSM KW - _C:Senegal SEN KW - _C:Seychelles SYC KW - _C:Singapore SGP KW - _C:Solomon Islands SLB KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Suriname SUR KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Timor-L'este TLS KW - _C:Togo TGO KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Turkmenistan TKM KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Vanuatu VUT KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - ___duplicate_item ER - TY - BLOG TI - What can the education sector do to adapt to the forthcoming impacts of climate change? AU - Proctor, Jamie T2 - Global Partnership for Education AB - Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education. DA - 2023/// PY - 2023 LA - en ST - What can the education sector do to adapt to the forthcoming impacts of climate change? UR - https://www.globalpartnership.org/blog/what-can-education-sector-do-adapt-forthcoming-impacts-climate-change Y2 - 2023/11/07/19:28:09 ER - TY - BLOG TI - What can the education sector do to adapt to the forthcoming impacts of climate change? | Blog | Global Partnership for Education AU - Proctor, Jamie AB - Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education. DA - 2023/02/27/ PY - 2023 LA - en ST - What can the education sector do to adapt to the forthcoming impacts of climate change? UR - https://www.globalpartnership.org/blog/what-can-education-sector-do-adapt-forthcoming-impacts-climate-change Y2 - 2023/04/12/13:09:17 ER - TY - RPRT TI - What Do Tanzanian Parents Want from Primary Schools—and What Can Be Done about It? AU - Solomon, Samuel AU - Zeitlin, Andrew AB - Key Points RISE researchers ran a ‘discrete choice’ experiment among parents of school-aged children. They find: • Parents’ choices are driven by proximity and learning quality, with little additional role for class sizes or infrastructure quality. • Parents’ willingness to walk for learning outcomestheir tradeoff between distance and quality—varies widely by region. • Regional variation in willingness to walk for learning is not reflected in the mix of services provided by the school system. DA - 2019/05/25/ PY - 2019 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) UR - https://www.riseprogramme.org/publications/what-do-tanzanian-parents-want-primary-schools-and-what-can-be-done-about-it-0 Y2 - 2020/09/06/17:28:26 KW - _genre:PR-primary_research ER - TY - JOUR TI - What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007 AU - Venkat, Hamsa AU - Spaull, Nic T2 - International Journal of Educational Development DA - 2015/03// PY - 2015 DO - 10.1016/j.ijedudev.2015.02.002 DP - DOI.org (Crossref) VL - 41 SP - 121 EP - 130 J2 - International Journal of Educational Development LA - en SN - 07380593 ST - What do we know about primary teachers’ mathematical content knowledge in South Africa? UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059315000152 Y2 - 2020/04/28/10:50:02 ER - TY - JOUR TI - What does the African Education Research Database tell us about research in West Africa? AU - Mitchell, R. AU - Rose, P. T2 - ADEA. Available at: http://www. adeanet. org/en/blogs/what-does-the-african-education-research-database-tell-us-about-research-in-west-africa (Accessed 05/03/18) DA - 2017/// PY - 2017 DP - Google Scholar KW - ⛔ No DOI found ER - TY - JOUR TI - What Does the Evidence Tell Us about ‘Thinking and Working Politically’ in Development Assistance? AU - Dasandi, Niheer AU - Laws, Ed AU - Marquette, Heather AU - Robinson, Mark T2 - Politics and Governance DA - 2019/06/05/ PY - 2019 DO - 10.17645/pag.v7i2.1904 DP - www.cogitatiopress.com VL - 7 IS - 2 SP - 155 EP - 168 LA - en SN - 2183-2463 UR - https://www.cogitatiopress.com/politicsandgovernance/article/view/1904 Y2 - 2020/09/06/17:19:09 KW - aid effectiveness KW - development assistance KW - donors KW - evidence KW - governance KW - politics KW - thinking and working politically ER - TY - JOUR TI - What Happened to Student Participation After Two Rounds of School Closures in Malawi—And How Have Schools Responded AU - Kadzamira, E. AU - Mazalale, J. AU - Meke, E. AU - Mwale, I. V. AU - Rossiter, J. AU - Moscoviz, L. T2 - Center for Global Development DA - 2021/// PY - 2021 DP - Google Scholar KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - MGZN TI - What Happens When AI is Used to Set Grades? AU - Evgeniou, Theodoros AU - Hardoon, David R. AU - Ovchinnikov, Anton T2 - Harvard Business Review AB - In 2020, with high school exams canceled in many countries, the International Baccalaureate Organization (IBO) deployed an AI to determine final grades based on current and historical data. When the results came in, many scores did not correlate with grades that had been predicted, as had been the case in previous years, prompting many people to appeal their grades. Unfortunately, the appeals system for grades had not been changed from previous years, which was assumed that students would write examination papers. Since university place offers in many countries are contingent on students achieving predicted grades, many students have been denied places at their universities of choice, which has resulted in a great deal of anger. This experience highlights the risks of delegating life-altering decisions to AI without considering how apparently anomalous decisions can be appealed and, if necessary, changed. DA - 2020/08/13/ PY - 2020 DP - hbr.org VL - 13 LA - en SN - 0017-8012 UR - https://hbr.org/2020/08/what-happens-when-ai-is-used-to-set-grades Y2 - 2024/03/01/11:39:59 KW - Business education KW - Final_citation KW - Technology and analytics KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - CHAP TI - What has Worked at Scale? AU - Crawfurd, Lee AU - Hares, Susannah AU - Sandefur, Justin T2 - Schooling for All Feasible Strategies to Achieve Universal Education DA - 2022/// PY - 2022 PB - Centre for Global Development UR - https://www.cgdev.org/sites/default/files/schooling-for-all-feasible-strategies-universal-eduction.pdf Y2 - 2022/12/18/13:03:55 KW - Final_citation KW - cited KW - existing ER - TY - CHAP TI - What has Worked at Scale? AU - Crawfurd, Lee AU - Hares, Susannah AU - Sandefur, Justin T2 - Schooling for All - Feasible Strategies to Achieve Universal Education DA - 2022/04// PY - 2022 PB - Centre for Global Development UR - https://www.cgdev.org/sites/default/files/schooling-for-all-feasible-strategies-universal-eduction.pdf Y2 - 2022/12/18/13:03:55 ER - TY - JOUR TI - What have we learned after ten years of systematic reviews in international development? AU - Waddington, Hugh AU - Masset, Edoardo AU - Jimenez, Emmanuel T2 - Journal of Development Effectiveness AB - The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the first decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis. DA - 2018/01/02/ PY - 2018 DO - 10.1080/19439342.2018.1441166 DP - CrossRef VL - 10 IS - 1 SP - 1 EP - 16 LA - en SN - 1943-9342, 1943-9407 UR - https://www.tandfonline.com/doi/full/10.1080/19439342.2018.1441166 AN - UA-e9af1e1b-7cd7-4efa-a8ad-391a3c96f523 Y2 - 2018/04/07/21:01:29 ER - TY - BOOK TI - What Have We Learnt? AU - UNICEF DA - 2020/// PY - 2020 DP - Google Scholar PB - Paris, New York, Washington DC: UNESCO, UNICEF, World Bank ER - TY - JOUR TI - What if compulsory schooling was a 21st century invention? Weak signals from a systematic review of the literature AU - McGrath, Jason AU - Fischetti, John T2 - International Journal of Educational Research DA - 2019/// PY - 2019 DO - 10.1016/j.ijer.2019.02.006 DP - Google Scholar VL - 95 SP - 212 EP - 226 ST - What if compulsory schooling was a 21st century invention? UR - https://www.sciencedirect.com/science/article/pii/S088303551831334X Y2 - 2023/11/01/23:26:59 ER - TY - JOUR TI - What Is a “Professional Learning Community”? AU - DuFour, Richard DA - 2006/// PY - 2006 DP - Zotero SP - 6 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - What is global citizenship education? AU - UNESCO T2 - UNESCO AB - Global Citizenship Education (GCED) aims to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies. GCED is based on the three domains of learning - cognitive, socio-emotional and behavioural. Cognitive: knowledge and thinking skills necessary to better understand the world and its complexities. Socio-emotional: values, attitudes and social skills that enable learners to develop affectively, psychosocially, and physically and to enable them to live together with others respectfully and peacefully. DA - 2018/01/09/T16:27:45+01:00 PY - 2018 LA - en UR - https://en.unesco.org/themes/gced/definition Y2 - 2020/09/10/14:37:05 ER - TY - CHAP TI - What Is Global Education and Why Does It Matter? AU - Reimers, Fernando M. T2 - Educating Students to Improve the World C2 - Reimers, Fernando M. CY - Singapore DA - 2020/// PY - 2020 DP - DOI.org (Crossref) SP - 25 EP - 29 LA - en PB - Springer Singapore SN - 9789811538865 9789811538872 UR - http://link.springer.com/10.1007/978-981-15-3887-2_2 Y2 - 2022/03/31/15:23:41 ER - TY - JOUR TI - What is implementation research? Rationale, concepts, and practices AU - Bhattacharyya, Onil AU - Reeves, Scott AU - Zwarenstein, Merrick T2 - Research on Social Work Practice DA - 2009/// PY - 2009 DO - 10.1177/1049731509335528 DP - Google Scholar VL - 19 IS - 5 SP - 491 EP - 502 ST - What is implementation research? ER - TY - JOUR TI - What is improvement science? Do we need it in education? AU - Lewis, Catherine T2 - Educational researcher DA - 2015/// PY - 2015 DO - 10.3102/0013189X15570388 DP - Google Scholar VL - 44 IS - 1 SP - 54 EP - 61 ST - What is improvement science? ER - TY - JOUR TI - What is technological pedagogical content knowledge (TPACK)? AU - Koehler, Matthew J. AU - Mishra, Punya AU - Cain, William T2 - Journal of education DA - 2013/// PY - 2013 DO - 10.1177/002205741319300303 DP - Google Scholar VL - 193 IS - 3 SP - 13 EP - 19 ER - TY - JOUR TI - What Is Web3? AU - Stackpole, Thomas T2 - Harvard Business Review DA - 2022/// PY - 2022 LA - en UR - https://hbr.org/2022/05/what-is-web3. KW - Final_citation KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - What matters most for education management information systems: A framework paper AU - Abdul-Hamid, Husein DA - 2014/// PY - 2014 DP - Google Scholar ST - What matters most for education management information systems KW - _C:Antigua and Barbuda ATG KW - _C:Australia AUS KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:Grenada GRD KW - _C:Guinea GIN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mozambique MOZ KW - _C:Nicaragua NIC KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Philippines PHL KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Senegal SEN KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Thailand THA KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United States USA KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone AU - McBurnie, Chris AU - Godwin, Katie AU - Beoku-Betts, Iman AU - Bernard-Jones, Lydia DA - 2022/// PY - 2022 M3 - HLR3 Output PB - EdTech Hub UR - https://docs.edtechhub.org/lib/8GN4RWMR KW - _C:Sierra Leone SLE ER - TY - RPRT TI - What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone AU - McBurnie, Chris AU - Godwin, Katie AU - Beoku-Betts, Iman AU - Bernard-Jones, Lydia AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/06/30/ PY - 2022 LA - en M3 - HLR3 Output PB - EdTech Hub SN - 3 UR - https://docs.edtechhub.org/lib/8GN4RWMR KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - JOUR TI - What matters most for teacher policies: A framework paper AU - Bank, World T2 - SABER Working Paper Series, No. 4 DA - 2013/// PY - 2013 DP - Google Scholar ST - What matters most for teacher policies KW - ⛔ No DOI found ER - TY - JOUR TI - What policies will reduce gender schooling gaps in developing countries: Evidence and interpretation AU - Glick, Peter T2 - World Development DA - 2008/// PY - 2008 DO - 10.1016/j.worlddev.2007.09.014 VL - 36 SP - 1623 EP - 46 ER - TY - JOUR TI - What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges. AU - Buckler, Alison AU - Stutchbury, Kris AU - Kasule, George AU - Cullen, Jane AU - Kaije, Doris T2 - Journal of Learning for Development AB - Tutors working in colleges of education in sub-Saharan Africa are responsible for teaching, and inspiring hundreds of thousands of aspiring teachers, yet they have received little attention in the literature, often being depicted as a conservative cohort of professionals, unprepared for their role, yet resistant to change. This study reports on how 39 tutors from 8 colleges in Uganda see their professional role and their responsibilities. The research adopted a storytelling approach. Tutors were supported in developing a (true) story about their work that they felt would give previously untold insight into their profession. The stories were analysed through a professional identity lens. The group emerge as agentive and caring, committed to developing as teacher educators, but with a highly individual approach to their work. The nuanced understanding of tutor professional identity provided, facilitates insights into why professional development OER aimed at this group did not have the intended impact. DA - 2021/03/18/ PY - 2021 DP - jl4d.org VL - 8 IS - 1 SP - 10 EP - 26 LA - en SN - 2311-1550 ST - What Prevents Teacher Educators from Accessing Professional Development OER? UR - https://jl4d.org/index.php/ejl4d/article/view/493 Y2 - 2022/04/05/12:22:40 KW - OER KW - Professional identity KW - Storytelling methodology KW - _genre:PR-primary_research KW - ⛔ No DOI found ER - TY - BOOK TI - What professional development makes the most difference to teachers AU - Walter, C. AU - Briggs, J. CY - Oxford DA - 2012/// PY - 2012 PB - University of Oxford Department of Education UR - http://clie.org.uk/wpcontent/uploads/2011/10/Walter_Briggs_2012.pdf. ER - TY - RPRT TI - What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews [report] AU - Evans, David K AU - Popova, Anna T2 - Policy Research Working Paper CY - Washington, D.C. DA - 2015/// PY - 2015 DP - Zotero SP - 43 LA - en PB - World Bank Group SN - 7203 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/21642/WPS7203.pdf?sequence=1&isAllowed=y KW - *Topic:Curriculum and resources KW - _Source:Intuitive KW - _THEME: Education management KW - _THEME: Learning assessments KW - _THEME: Teacher Professional Development KW - _proposed-for: Scoping review KW - ❓ Multiple DOI ER - TY - RPRT TI - What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews [World Bank Group eLibrary] AU - Evans, D.K. AU - Popova, A. AB - In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories. DA - 2015/// PY - 2015 PB - World Bank Group UR - https://elibrary.worldbank.org/doi/pdf/10.1596/1813-9450-7203 ER - TY - CHAP TI - What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews. World Bank Research Observer AU - Evans, D.K. AU - Popova, A. T2 - Statistical Methods for Research Workers CY - Edinburgh: Oliver DA - 2016/// PY - 2016 ET - 1st ed VL - 10 IS - 1093 PB - Oliver and Boyd, Ltd KW - ___duplicate_item ER - TY - JOUR TI - What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews [World Bank Research Observer] AU - Evans, David K. AU - Popova, Anna T2 - The World Bank Research Observer DA - 2016/08// PY - 2016 DO - 10.1093/wbro/lkw004 DP - DOI.org (Crossref) VL - 31 IS - 2 SP - 242 EP - 270 J2 - World Bank Res Obs LA - en SN - 0257-3032, 1564-6971 ST - What Really Works to Improve Learning in Developing Countries? UR - https://academic.oup.com/wbro/article-lookup/doi/10.1093/wbro/lkw004 Y2 - 2020/05/15/11:34:58 KW - C:Low- and middle-income countries KW - STC-TLC KW - __C:filed:1 KW - ___duplicate_item KW - _genre:LR-literature_review ER - TY - SLIDE TI - What retrofits could make classroom environments more conducive to learning? A2 - Villavicencio, Xuzel A2 - Toyinbo, Oluyemi AB - This slide deck relates to a presentation given by OpenDevEd at The Education and Development Forum in Oxford (UKFIET 2023), as part of the sub-theme “Conflict, crisis, climate, and migration”. This presentation was part of the symposium called Climate, environment and education outcomes – Preliminary findings and practical experience from East and West Africa. DA - 2023/// PY - 2023 ER - TY - JOUR TI - What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? AU - McAleavy, Tony AU - Joynes, Chris AU - Gibbs, Emma AU - Sims, Kate DA - 2020/05// PY - 2020 DP - Zotero SP - 31 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - What the research says about portable ICT devices in teaching and learning AU - Becta T2 - What the Research Says CY - Coventry DA - 2004/// PY - 2004 PB - British Educational Communications and Technology Agency (Becta) ST - What the research says about portable ICT devices in teaching and learning UR - http://www.becta.org.uk/research ER - TY - JOUR TI - What We Learn About Girls’ Education from Interventions that Do Not Focus on Girls. AU - Evans, David K. AU - Yuan, Fei T2 - World Bank Policy Research Working Paper DA - 2019/// PY - 2019 VL - 8944 UR - https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-8944 KW - _genre:LR-literature_review KW - ⛔ No DOI found ER - TY - JOUR TI - What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls AU - Evans, David K AU - Yuan, Fei T2 - The World Bank Economic Review AB - What is the best way to improve access and learning outcomes for girls? This review brings together evidence from 267 educational interventions in 54 low- and middle-income countries – regardless of whether the interventions specifically target girls – and identifies their impacts on girls. To improve access and learning, general interventions deliver average gains for girls that are comparable to girl-targeted interventions. General interventions have similar impacts for girls as for boys. Taken together, these findings suggest that many educational gains for girls may be achieved through nontargeted programs. Many of the most effective interventions to improve access for girls relax household-level constraints (such as cash transfer programs), and many of the most effective interventions to improve learning for girls involve improving the pedagogy of teachers. Girl-targeted interventions may make the most sense when addressing constraints that are unique to, or most pronounced for, girls. DA - 2022/02/02/ PY - 2022 DO - 10.1093/wber/lhab007 DP - Silverchair VL - 36 IS - 1 SP - 244 EP - 267 J2 - The World Bank Economic Review SN - 0258-6770 UR - https://doi.org/10.1093/wber/lhab007 Y2 - 2023/01/16/23:37:08 ER - TY - BLOG TI - What we learned at the Manage Agile Conference T2 - AI Insider AB - Thinking of agility as a competitive advantage? Consider a handful of the insights AI Insider offered up during the Manage Agile Conference. DA - 2021/03/21/T16:07:33+00:00 PY - 2021 LA - en-US UR - https://aiinsider.de/content-resources/manage-agile-conference-ai-insider-recap/ Y2 - 2021/04/23/19:01:04 ER - TY - JOUR TI - What works in girls' education: Evidence and policies from the developing world AU - Herz, Barbara AU - Sperling, Gene B. DA - 2004/// PY - 2004 KW - ⛔ No DOI found ER - TY - RPRT TI - What works in girls' education: Evidence for the world's best investment AU - Sperling, Gene B. AU - Winthrop, Rebecca AU - Sperling, Gene B DA - 2015/// PY - 2015 DP - Zotero SP - 338 LA - en PB - Brookings UR - https://www.brookings.edu/book/what-works-in-girls-education-evidence-for-the-worlds-best-investment/ KW - ⛔ No DOI found ER - TY - JOUR TI - What works to improve teacher attendance in developing countries? A systematic review AU - Guerrero, Gabriela AU - Leon, Juan AU - Zapata, Mayli AU - Sugimaru, Claudia AU - Cueto, Santiago AB - Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance. Whenever data are available we also estimate the impact of these programmes on student achievement. DA - 2012/// PY - 2012 DP - Zotero SP - 125 LA - en KW - potential solutions KW - ⛔ No DOI found ER - TY - GEN TI - What  Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts​ AU - Burde, D. AU - Guven, O. AU - Kelcey, J. AU - Lahmann, H. AU - Al-Abbadi, K. DA - 2015/// PY - 2015 PB - Department for International Development ER - TY - JOUR TI - What works to promote children’s educational access, quality of learning, and wellbeing in crisis-affected contexts AU - Burde, Dana AU - Guven, Ozen AU - Kelcey, Jo AU - Lahmann, Heddy AU - Al-Abbadi, Khaled T2 - Education Rigorous Literature Review, Department for International Development. London: Department for International Development DA - 2015/// PY - 2015 KW - ⛔ No DOI found ER - TY - JOUR TI - What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts AU - Burde, Dana AU - Guven, Ozen AU - Kelcey, Jo AU - Lahmann, Heddy AU - Al-Abbadi, Khaled DA - 2015/// PY - 2015 DP - Zotero SP - 93 LA - en KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - RPRT TI - What would make Global Skills Partnerships work in practice? AU - Organization for Economic Cooperation Development (OECD) DA - 2018/// PY - 2018 DP - Google Scholar PB - OECD Paris ER - TY - JOUR TI - Whatsapp auto responder using natural language processing and AI AU - Nagender, Y. AU - Patil, Kiran H. T2 - Int. J. Comput. Eng. Technol DA - 2017/// PY - 2017 DP - Google Scholar VL - 8 IS - 5 SP - 15 EP - 22 KW - ⛔ No DOI found ER - TY - JOUR TI - Whatsapp chatbot AU - Jindal, Gaurang AU - Upadhyay, Dinesh AU - Jha, Ashish T2 - EasyChair Preprint DA - 2020/// PY - 2020 DP - Google Scholar VL - 3641 SP - 40 KW - ⛔ No DOI found ER - TY - JOUR TI - Whatsapp Chatbot Implementation for New Students University of Labuhanbatu AU - Kurniawan, Hanggi AU - Al Fazar, Mulya AU - Fauziah, Nur Rahma AU - Yoan, Yoan AU - Munthe, Ibnu Rasyid T2 - Jurnal Mantik DA - 2021/// PY - 2021 DP - Google Scholar VL - 5 IS - 2 SP - 932 EP - 939 KW - ⛔ No DOI found ER - TY - JOUR TI - WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme AU - Moodley, Maglin T2 - South African Journal of Education DA - 2019/// PY - 2019 VL - 39 IS - 2 SP - 1 EP - 10 KW - ❓ Multiple DOI ER - TY - JOUR TI - WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme AU - Moodley, Maglin T2 - South African Journal of Education DA - 2019/05/31/ PY - 2019 DO - 10.15700/saje.v39n2a1323 VL - 39 IS - 2 J2 - SAJE LA - en SN - 02560100, 20763433 ST - WhatsApp KW - Final_citation KW - cited KW - existing ER - TY - CHAP TI - WhatsApp or Telegram. Which is the Best Instant Messaging Tool for the Interaction in Teamwork? AU - Conde, Miguel Á AU - Rodríguez-Sedano, Francisco J. AU - Rodríguez Lera, Francisco J. AU - Gutiérrez-Fernández, Alexis AU - Guerrero-Higueras, Ángel Manuel T2 - International Conference on Human-Computer Interaction CY - Cham DA - 2021/// PY - 2021 DP - Google Scholar VL - 12784 SP - 239 EP - 249 LA - en PB - Springer SN - 978-3-030-77888-0 978-3-030-77889-7 UR - https://link.springer.com/10.1007/978-3-030-77889-7_16 KW - ⛔ No DOI found ER - TY - JOUR TI - WhatsApp supported language teacher development: A case study in the Zataari refugee camp AU - Motteram, Gary AU - Dawson, Susan AU - Al-Masri, Nazmi T2 - Education and Information Technologies AB - This paper explores the possibilities and challenges of using the social media tool WhatsApp to support language teacher development in the Zataari refugee camp in Jordan. It takes a sociocultural perspective on teacher development where WhatsApp is a mediating tool in the broader sociocultural landscape. A thematic analysis of the postings and exchanges from the WhatsApp group revealed three main uses of the WhatsApp chat: for interpersonal interactions, for professional development, and for organisational purposes. The analysis suggests the WhatsApp group contributed to the teachers’ English language knowledge, provided a platform for them to share and discuss issues related to the challenges of their particular context, enabled them to contribute to the development of some teaching materials and begin to address some of the issues they had in a meaningful way. It also raises issues of participation, access, equity and sustainability. We conclude by suggesting there is good potential for the use of social media tools such as WhatsApp for teacher development in challenging contexts, despite the contextual constraints observed and described. While this specific case involves language teachers, the general findings can potentially be applied to any teacher education or training context where access to training or education might be curtailed for a number of reasons, including the most recent changes enforced by the global COVID-19 pandemic. DA - 2020/11/01/ PY - 2020 DO - 10.1007/s10639-020-10233-0 DP - Springer Link VL - 25 IS - 6 SP - 5731 EP - 5751 J2 - Educ Inf Technol LA - en SN - 1573-7608 ST - WhatsApp supported language teacher development UR - https://doi.org/10.1007/s10639-020-10233-0 Y2 - 2022/12/26/19:52:55 KW - Distance learning KW - Final_citation KW - Fragile and challenging contexts KW - Language teacher development KW - Mobile learning KW - WhatsApp KW - cited KW - existing ER - TY - RPRT TI - Wheels of Change: Transforming Girl’s Lives with Bicycles AU - Fiala, Nathan AU - Garcia-Hernandez, Ana AU - Narula, Kritika AU - Prakash, Nishith DA - 2020/// PY - 2020 DP - Google Scholar PB - Working Paper ST - Wheels of Change ER - TY - RPRT TI - Wheels of Change: Transforming Girls' Lives with Bicycles AU - Fiala, Nathan AU - Garcia-Hernandez, Ana AU - Narula, Kritika AU - Prakash, Nishith T2 - IZA Discussion Papers AB - Reducing the gender gap in education is a primary goal for many countries. Two major challenges for many girls are the distance to school and their safety when commuting to school. In Zambia, we studied the impact of providing a bicycle to a school-going girl who lives more than 3 km from the school. We randomized whether a girl received a bicycle with a small cost to her family to cover replacement parts, a bicycle where these costs are covered by the program, and therefore is zero cost to the family, or a control group. One year after the intervention, we find that the bicycle reduced average commuting time to school by 35%, reduced late arrival by 66%, and decreased absenteeism by 27%. We find continued improvement in girls' attendance and reduction in dropouts two, three, and four years after the intervention. We also find evidence of improved math test scores, girls expressing higher feelings of control over their lives and, for those who received bicycles with a small cost to her family, higher levels of aspirations, self-image, and a desire to delay marriage and pregnancy. Heterogeneity analysis by distance to school shows an inverted U-shape for most of the schooling and empowerment results, suggesting greater impact for girls that live further away from school. These results suggest that empowerment outcomes worked through increased attendance in school. DA - 2022/02// PY - 2022 DP - ideas.repec.org LA - en PB - Institute of Labor Economics (IZA) SN - 15076 ST - Wheels of Change UR - https://ideas.repec.org/p/iza/izadps/dp15076.html Y2 - 2022/04/19/21:25:03 KW - Zambia KW - attendance KW - bicycles KW - dropout KW - female aspiration KW - female empowerment KW - girls' education KW - grade transition KW - safety KW - test scores KW - ⛔ No DOI found ER - TY - CONF TI - Wheels of Change: Transforming Womens Lives with Education and Empowerment AU - Fiala, Nathan AU - Garcia-Hernandez, Ana AU - Narula, Kritika AU - Prakash, Nishith C3 - Center for the Study of African Economies Conference Papers. DA - 2020/// PY - 2020 DP - Google Scholar VL - 20 ST - Wheels of Change KW - ⛔ No DOI found ER - TY - JOUR TI - When Artificial Intelligence Voices Human Concerns: The Paradoxical Effects of AI Voice on Climate Risk Perception and Pro-Environmental Behavioral Intention AU - Ni, Binbin AU - Wu, Fuzhong AU - Huang, Qing T2 - International Journal of Environmental Research and Public Health DA - 2023/// PY - 2023 DO - 10.3390/ijerph20043772 DP - Google Scholar VL - 20 IS - 4 SP - 3772 ST - When Artificial Intelligence Voices Human Concerns UR - https://www.mdpi.com/1660-4601/20/4/3772 Y2 - 2024/02/24/11:17:32 ER - TY - BLOG TI - When teachers are asked to deploy other teachers, we learn a lot about teacher preferences AU - McBurnie, Chris AU - Godwin, Katie AU - Bernard-Jones, Lydia DA - 2022/// PY - 2022 ER - TY - JOUR TI - When the Money Runs Out: Do Cash Transfers Have Sustained Effects on Human Capital Accumulation? AU - Baird, Sarah AU - McIntosh, Craig AU - Özler, Berk T2 - Journal of Development Economics DA - 2019/// PY - 2019 DO - 10.1016/j.jdeveco.2019.04.004 VL - 140 SP - 169 EP - 185 UR - https://escholarship.org/content/qt2rd3f9jv/qt2rd3f9jv.pdf ER - TY - JOUR TI - When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya AU - Kinyua, Ann Hildah Gatakaa T2 - Journal of Learning for Development AB - Open Educational Resources (OER) are geared towards promoting accessibility to education and to help overcome certain constraints to education associated with traditional ways of learning. However, these OERs can only be successfully rolled out and utilised in environments already enjoying certain infrastructural empowerments, including teacher-preparedness, availability of equipment to allow use of OERs and learner exposure and knowhow. This poses a major hurdle in many public and private schools in Kenya, which are in far-flung areas without electricity, mobile-phone connectivity, Internet services and serviceable roads that allow movement to a cyber cafe where Internet services may be accessed at a fee. These difficulties are encountered by both teachers and their learners. This paper seeks to discuss the challenges faced in implementation of OERs, especially by the teachers who are expected to sensitise learners to the availability and utilisation of OERs, while they themselves are either unaware of them, poorly trained to handle them or are under-facilitated to carry out their mandate. The study was carried out in Tharaka-Nithi County, Kenya. The county was chosen because challenges related to OER have been reported there. The county has 104 secondary schools. A sample size of 45 schools representing 20% of the respondents was considered sufficient for the study. A questionnaire was used to obtain data on the teachers’ ICT competencies, their awareness of and attitudes towards OER and the challenges they faced in the implementation of OER. The study found that utilisation of OER stands at about 3% as a result of ignorance regarding OER or a negative attitude towards them, poor ICT skills amongst the teachers and poor or inadequate resources within and around the schools. DA - 2021/03/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 1 SP - 171 EP - 181 LA - en SN - 2311-1550 ST - When the Trainer is Untrained UR - https://jl4d.org/index.php/ejl4d/article/view/396 Y2 - 2022/04/05/12:21:31 KW - Open Educational Resources (OER) KW - _genre:PR-primary_research KW - educational infrastructure KW - teacher competence KW - ⛔ No DOI found ER - TY - CHAP TI - Where Are the Foxes in Mathematics Education? AU - Boaler, Jo AU - Selling, Sarah Kate AU - Sun, Kathy T2 - Vital Directions for Mathematics Education Research A2 - Leatham, Keith R CY - New York, NY DA - 2013/// PY - 2013 DP - DOI.org (Crossref) SP - 189 EP - 199 LA - en PB - Springer New York SN - 978-1-4614-6976-6 978-1-4614-6977-3 UR - http://link.springer.com/10.1007/978-1-4614-6977-3_9 Y2 - 2022/12/25/00:37:16 ER - TY - JOUR TI - Where are we at? An empirical study of levels and methods of evaluating continuing professional development AU - Muijs, D AU - Lindsay, G T2 - British Educational Research Journal DA - 2008/04/02/ PY - 2008 DO - 10.1080/01411920701532194 VL - 34 IS - 2 SP - 195 EP - 211 ST - Where are we at? An empirical study of levels and methods of evaluating continuing professional development ER - TY - BOOK TI - Where are we on Education Recovery AU - UNICEF AU - UNESCO AU - World Bank DA - 2022/03// PY - 2022 SN - 978-92-806-5337-3 UR - https://www.unicef.org/reports/where-are-we-education-recovery ER - TY - BLOG TI - Where do teachers go, and where do they stay? AU - Lurvink, Anne-Fleur AU - Espinoza-Revollo, Patricia AU - Ali, Yusuf AU - Garrod, Oliver AU - Atherton, Paul AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Beoku-Betts, Iman AU - Haßler, Björn AU - Godwin, Katie DA - 2023/03// PY - 2023 UR - https://edtechhub.org/2023/03/22/where-do-teachers-go-and-where-do-they-stay/ ER - TY - BOOK TI - Where has all the education gone in Malawi? AU - Kadzamira, Esme C. DA - 2003/// PY - 2003 DP - Google Scholar PB - Institute of Development Studies University of Sussex KW - _C:Malawi MWI ER - TY - RPRT TI - Where it's needed most: Quality professional development for all teachers AU - Burns, M. AU - Lawrie, J. CY - New York DA - 2015/// PY - 2015 LA - en PB - Inter-Agency Network for Education in Emergencies KW - C:Fragile contexts KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Central African Republic CAF KW - _C:Chile CHL KW - _C:Colombia COL KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:Haiti HTI KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iraq IRQ KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mexico MEX KW - _C:Myanmar MMR KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Tunisia TUN KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Where it's needed the most: Quality professional development for all teachers AU - Burns, M. AU - Lawrie, J. CY - New York DA - 2015/// PY - 2015 LA - en PB - Inter-Agency Network for Education in Emergencies KW - C:Fragile contexts ER - TY - BOOK TI - Which World Bank Reports are Widely Read? AU - Doemeland, Doerte AU - Trevino, James T2 - Policy Research Working Papers DA - 2014/05// PY - 2014 DP - DOI.org (Crossref) LA - en PB - The World Bank UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-6851 Y2 - 2021/05/28/12:42:57 ER - TY - JOUR TI - Who benefits from abolishing secondary school fees in Malawi, and what are the costs AU - Kadzamira, Esme AU - Rose, Pauline AU - Zubairi, Asma T2 - World Education Blog. Global Education Monitoring Report.[online]. Available from: https://gemreportunesco. wordpress. com/2018/10/19/who-benefits-from-abolishing-secondary-school-fees-in-malawi-and-what-are-the-costs//>.[Accessed on 12th November 2018] DA - 2018/// PY - 2018 DP - Google Scholar KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - CHAP TI - Who benefits from abolishing secondary school fees in Malawi & what are the costs? AU - Kadzamira, Esme T2 - Transforming Malawi: An Engagement on Affordable Secondary Education, Ministry of Education/ UNICEF CY - B+BICC, Lilongwe DA - 2019/// PY - 2019 LA - en KW - _C:Malawi MWI ER - TY - CHAP TI - Who Benefits from the Public Good? How OER Is Contributing to the Private Appropriation of the Educational Commons AU - Amiel, Tel AU - ter Haar, Ewout AU - Vieira, Miguel Said AU - Soares, Tiago Chagas T2 - Radical Solutions and Open Science: An Open Approach to Boost Higher Education A2 - Burgos, Daniel T3 - Lecture Notes in Educational Technology AB - The idea of Open Educational Resources (OER) has a history and is embedded in social contexts that influence its practice. To get a handle on tensions between different conceptualizations of “open” we discuss some of the battles surrounding the usage of the term. We note the origin of the concept of OER and how the emergence of the OER movement fits into the discourse of educational improvements through technologies and techniques. We argue that there is a relation between an uncritical stance toward technology and the appropriation of education activities by private oligopolies, a phenomenon that could be mitigated by a larger awareness of recent history and current sociotechnical analysis. We point out how these dilemmas play out in the Brazilian context of the implementation of OER in public policies and conclude by mentioning some programs and projects that point to the way forward. CY - Singapore DA - 2020/// PY - 2020 DP - Springer Link SP - 69 EP - 89 LA - en PB - Springer SN - 9789811542763 ST - Who Benefits from the Public Good? UR - https://doi.org/10.1007/978-981-15-4276-3_5 Y2 - 2022/10/24/03:19:52 KW - Open education KW - Open educational resources KW - Private sector ER - TY - JOUR TI - Who Gets to Wield Academic Mjolnir?: On Worthiness, Knowledge Curation, and Using the Power of the People to Diversify OER AU - Nusbaum, Amy T. T2 - Journal of Interactive Media in Education AB - 1In many academic fields Western/white/male/cishetero2/abled perspectives are often centered, while other perspectives are presented as “other.” Implicitly, this sends messages to students that success looks like one type of person, knowledge is generated in one kind of way, and their background is not worth being centered. While open educational resources (OER) are often marketed as a tool for social justice, due to their ability to neutralize class-based differences (e.g., Okamoto 2013), there is no evidence that OER are any better than commercial texts at addressing issues of diversity, equity, and inclusion (see Mishra 2017 for a discussion of context). However, OER do present a good opportunity for diversification, due to the relatively simple nature of updating the content. This project takes a crowdsourcing approach to diversify OpenStax Psychology (OpenStax College 2014), an OER for Introductory Psychology courses. Contributors were asked to read areas of the textbook they were comfortable with and make suggestions to diversify the content. The author then used some of the suggestions to create modified chapters and conducted a study investigating the impact of the revisions. Participants read either the original chapter or the diversified chapter and completed a questionnaire assessing their sense of belongingness in the classroom/on campus. Overall, first-generation students had a reduced sense of belonging related to their financial circumstances. However, this effect was ameliorated for first-generation students who read the diversified chapter, compared to those who read the original chapter. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.559 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 4 LA - en SN - 1365-893X ST - Who Gets to Wield Academic Mjolnir? UR - http://jime.open.ac.uk/articles/10.5334/jime.559/ Y2 - 2020/07/11/18:36:23 KW - diversity KW - equity KW - open educational resources KW - open pedagogy ER - TY - JOUR TI - Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa? AU - Lewin, Keith M. AU - Sabates, Ricardo T2 - International Journal of Educational Development AB - This paper explores changing patterns of access to basic education in six Sub-Saharan Africa countries using data from Demographic and Health Surveys at two points in time. In general the analysis confirms that participation of children in schooling has increased over the last decade. However, access to education remains strongly associated with household wealth. In most countries the differences associated with urban and rural residence and sex are smaller than those associated with household wealth. Over time the wealth gradient related to access has deteriorated more often than it has improved in the countries in the sample. Disturbingly, the proportion of over age children has also risen rather than fallen more often than not, and the poorer the household the more likely children are to be over age. Increased numbers of over age children are indicative of internal inefficiencies, and make it unlikely that goals to universalise access and completion will be achieved. Education for All should be pro-poor and where it is not, it is failing. DA - 2012/07/01/ PY - 2012 DO - 10.1016/j.ijedudev.2012.02.013 DP - ScienceDirect VL - 32 IS - 4 SP - 517 EP - 528 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Who gets what? UR - https://www.sciencedirect.com/science/article/pii/S0738059312000326 Y2 - 2023/01/07/20:45:54 KW - Basic education KW - Educational access KW - Inequality KW - Over age KW - Participation KW - Sub-Saharan Africa KW - Wealth ER - TY - BLOG TI - Who has what? Assessing who has access to what devices in the education response to the COVID-19 pandemic AU - Haßler, Björn AU - Khalayleh, Abdullah AU - McBurnie, Chris AU - Adam, Taskeen AU - Allier-Gagneur, Zoe T2 - Open Development & Education DA - 2020/05/11/ PY - 2020 LA - en-GB UR - https://opendeved.net/2020/05/11/who-has-what-assessing-who-has-access-to-what-devices/ KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _C:Ghana GHA KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:x ER - TY - JOUR TI - Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education AU - Estellés, Marta AU - Fischman, Gustavo E. T2 - Journal of Teacher Education AB - Given the seemingly ever-increasing scholarly production about the ideas and ideals of global citizenship education (GCE), it is not surprising those discussions started to gain influence in teacher education (TE) debates. In this study, we examine the discourses that tacitly shape the meanings of GCE within the contemporary academic literature on TE. After analyzing the peer-reviewed scholarship published from 2003 to 2018, we identified patterns in how GCE for TE was described and defended, beyond the differences in their conceptual frameworks. The dominant trend found is to frame GCE as a redemptive educational solution to global problems. This framing requires teachers to embrace a redemptive narrative following a model of rationality based on altruistic, hyperrationalized and overly romanticized ideals. Ultimately, TE literature contributes to the configuration of an excessively naïve discourse that tends to ignore the neoliberal context in which both GCE and TE take place today. DA - 2021/03/01/ PY - 2021 DO - 10.1177/0022487120920254 DP - SAGE Journals VL - 72 IS - 2 SP - 223 EP - 236 J2 - Journal of Teacher Education LA - en SN - 0022-4871 ST - Who Needs Global Citizenship Education? UR - https://doi.org/10.1177/0022487120920254 Y2 - 2022/04/05/20:16:08 KW - civic education discourses KW - global citizenship education KW - literature review KW - teacher education ER - TY - JOUR TI - Who opens online distance education, to whom, and for what? AU - Lee, Kyungmee T2 - Distance Education AB - In the previous era of open educational practices (OEP) based around distance teaching, its actors and their target group were clear to define: open universities and disadvantaged learners. In this new era of OEP linked to digitalized open educational resources, there are multiple actors and beneficiaries of OEP. This critical literature review examined numerous scholarly narratives about OEP in online distance education, by asking a simple but important question: “Who opens online distance education, to whom, and for what?”. The results suggest that despite the growing importance on the social mission to make Education for All among diverse actors, clear understanding of the actual process of OEP in real-life higher education settings and clarity on how those actors actually serve disadvantaged learners are lacking. This article suggests that we refocus our OEP effort on opening higher education to the disadvantaged and collecting real-life stories of OEP and the disadvantaged. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757404 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 186 EP - 200 SN - 0158-7919 UR - https://doi.org/10.1080/01587919.2020.1757404 Y2 - 2021/03/24/14:38:44 KW - distance education KW - online education KW - open educational practices KW - open educational resources KW - open university ER - TY - JOUR TI - Whose fault is failure? Contested perspectives of academic support in tertiary educational institutions in South Africa AU - Jeffery, David AU - Johnson, David T2 - Research in Comparative and International Education T3 - Journal AB - © The Author(s) 2019. This paper explores the argument that to widen participation in higher education, educational institutions should bear a greater responsibility for students’ learning. Central to this debate is the notion of ‘academic support’. There are many perspectives on what works to scaffold student participation and learning but rarely are the perspectives of those receiving support taken into account. This paper reports the findings of an exploratory ethnographic study in which students in a vocational college in South Africa reflected on the nature of academic support and access to it. Student narratives that underpin their understandings of how the support system ‘worked’, and what responsibilities they and the college respectively bore for their studies, are compared to the official prescript on student support services in South Africa – the so-called ‘Student Support Services Manual’ which was developed by the South African Department of Higher Education and Training (DHET). The data indicate sharp incongruences in thinking. While the student support services manual maintains that students are a product of their disadvantaged contexts and therefore require an institutional form of academic support, students themselves placed much less responsibility for the provision of academic support on the colleges. Instead, they attributed their success or failure to ‘character’ and their own dispositions towards learning. This is an unexpected finding in the context of an often highly charged debate on the factors that constrain learning and learning outcomes. This paper argues that it is this ‘locus of control’ that undermines the idea that student success is dependent on prescription alone. DA - 2019/// PY - 2019 DO - 10.1177/1745499919864731 ER - TY - RPRT TI - Why disability inclusion is important for climate resilience AU - King, Molly M. AB - Globally, more than a billion people have a disability. Most live in poverty and 80 percent live in low- and middle-income countries, which are more susceptible to climate disasters. Because of this, and sometimes because they are also members of other minorities, disabled people are much more likely to experience the worst impacts of climate change. People with disabilities are two to four times more likely to be hurt or die in climate-related disasters such as heatwaves, wildfires and floods. During the 2017 flooding in rural New South Wales in Australia, those with disabilities were disproportionately impacted by unstable housing, displacement, and post-traumatic stress disorder. When northern Bangladesh faced unprecedented flooding in June 2022, many with disabilities did not receive sufficient support from the government to reach safety and access to shelter, health care, and food. CN - openalex: W4391337198 DA - 2024/01/30/ PY - 2024 UR - https://doi.org/10.54377/1082-347f KW - _z:class:countries KW - openalex:import KW - openalex:yes ER - TY - JOUR TI - Why do entrepreneurial mHealth ventures in the developing world fail to scale? AU - Sundin, Phillip AU - Callan, Jonathan AU - Mehta, Khanjan T2 - Journal of Medical Engineering & Technology AB - Telemedicine is an increasingly common approach to improve healthcare access in developing countries with fledgling healthcare systems. Despite the strong financial, logistical and clinical support from non-governmental organisations (NGOs), government ministries and private actors alike, the majority of telemedicine projects do not survive beyond the initial pilot phase and achieve their full potential. Based on a review of 35 entrepreneurial telemedicine and mHealth ventures, and 17 reports that analyse their operations and challenges, this article provides a narrative review of recurring failure modes, i.e. factors that lead to failure of such venture pilots. Real-world examples of successful and failed ventures are examined for key take-away messages and practical strategies for creating commercial viable telemedicine operations. A better understanding of these failure modes can inform the design of sustainable and scalable telemedicine systems that effectively address the growing healthcare disparities in developing countries. DA - 2016/11/16/ PY - 2016 DO - 10.1080/03091902.2016.1213901 DP - Taylor and Francis+NEJM VL - 40 IS - 7-8 SP - 444 EP - 457 SN - 0309-1902 UR - https://doi.org/10.1080/03091902.2016.1213901 Y2 - 2018/06/09/16:56:45 KW - Telemedicine KW - business models KW - community health workers KW - failure modes KW - global health KW - mHealth ER - TY - JOUR TI - Why Governments Should Invest More to Educate Girls AU - Schultz, T.Paul T2 - World Development DA - 2002/// PY - 2002 DO - 10.1016/S0305-750X(01)00107-3 VL - 30 SP - 207 EP - 25 ER - TY - JOUR TI - Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings? AU - Moir, Taryn T2 - Frontiers in Education AB - The current challenging economic climate demands, more than ever, value for money in service delivery. Every service is required to maximize positive outcomes in the most cost-effective way. To date, a smorgasbord of interventions have been designed to benefit society. Those worthy of attention have solid foundations in empirical research, offering service providers reassurance that positive outcomes are assured; many of these programmes lie within the field of education and everyday school practice. However, often even these highly supported programmes yield poor results due to poor implementation. Implementation science is the study of the components necessary to promote authentic adoption of evidence-based interventions, thereby increasing their effectiveness. Following a brief definition of key terms and theories, this article will go on to discuss why implementation is not a straightforward process. To do so, this article will draw upon examples of evidence-based but poorly implemented school programmes. Having acknowledged how good implementation positively affects sustainability, we will then look at the growing number of frameworks for practice within this field. One such framework, the Core Components Model, will be used to facilitate discussion about the processes of successful design and evaluation. This article will continue by illustrating how the quality of implementation has directly affected the sustainability of the Incredible Years programmes and the Promoting Alternative Thinking Strategies (PATHS) curriculum. Then, by analyzing implementation science, some of the challenges currently faced within this field will be highlighted and areas for further research discussed. This article will then link to the implications for educational psychologists (EPs) and will conclude that implementation science is crucial to the design and evaluation of interventions, and that the EP is in an ideal position to support sustainable positive change. DA - 2018/// PY - 2018 DO - 10.3389/feduc.2018.00061 DP - Frontiers VL - 3 SN - 2504-284X UR - https://www.frontiersin.org/articles/10.3389/feduc.2018.00061 Y2 - 2022/09/26/12:42:23 KW - education ER - TY - JOUR TI - Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings? AU - Moir, Taryn T2 - Frontiers in Education AB - The current challenging economic climate demands, more than ever, value for money in service delivery. Every service is required to maximize positive outcomes in the most cost-effective way. To date, a smorgasbord of interventions have been designed to benefit society. Those worthy of attention have solid foundations in empirical research, offering service providers reassurance that positive outcomes are assured; many of these programmes lie within the field of education and everyday school practice. However, often even these highly supported programmes yield poor results due to poor implementation. Implementation science is the study of the components necessary to promote authentic adoption of evidence-based interventions, thereby increasing their effectiveness. Following a brief definition of key terms and theories, this article will go on to discuss why implementation is not a straightforward process. To do so, this article will draw upon examples of evidence-based but poorly implemented school programmes. Having acknowledged how good implementation positively affects sustainability, we will then look at the growing number of frameworks for practice within this field. One such framework, the Core Components Model, will be used to facilitate discussion about the processes of successful design and evaluation. This article will continue by illustrating how the quality of implementation has directly affected the sustainability of the Incredible Years programmes and the Promoting Alternative Thinking Strategies (PATHS) curriculum. Then, by analyzing implementation science, some of the challenges currently faced within this field will be highlighted and areas for further research discussed. This article will then link to the implications for educational psychologists (EPs) and will conclude that implementation science is crucial to the design and evaluation of interventions, and that the EP is in an ideal position to support sustainable positive change. DA - 2018/07/25/ PY - 2018 DO - 10.3389/feduc.2018.00061 DP - DOI.org (Crossref) VL - 3 SP - 61 J2 - Front. Educ. LA - en SN - 2504-284X UR - https://www.frontiersin.org/article/10.3389/feduc.2018.00061/full Y2 - 2022/09/26/12:43:23 ER - TY - CHAP TI - Why Is India So Dominant in the Demand for New Smart Feature Phones That Are Internet Connected? AU - James, Jeffrey T2 - New Perspectives on Current Development Policy: Covid-19, the Digital Divide, and State Internet Regulation A2 - James, Jeffrey T3 - SpringerBriefs in Economics AB - In recent years, an innovation called the smart feature phone has brought the Internet to millions of poor people who would not otherwise have been able to go online. The purpose of this chapter is to show and explain why the new phones have spread most widely in India. CY - Cham DA - 2021/// PY - 2021 DP - Springer Link SP - 37 EP - 48 LA - en PB - Springer International Publishing SN - 978-3-030-88497-0 UR - https://doi.org/10.1007/978-3-030-88497-0_4 Y2 - 2022/08/13/14:57:41 KW - Affordability KW - India KW - KaiOS technology KW - Multi-sequential model KW - Smart feature phones ER - TY - JOUR TI - Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap AU - Goudeau, Sébastien AU - Sanrey, Camille AU - Stanczak, Arnaud AU - Manstead, Antony AU - Darnon, Céline T2 - Nature Human Behaviour DA - 2021/// PY - 2021 DO - 10.1038/s41562-021-01212-7 DP - Google Scholar VL - 5 IS - 10 SP - 1273 EP - 1281 ER - TY - BOOK TI - Why Programs Fail: Lessons for Improving Public Service Quality from a Mixed-Methods Evaluation of an Unsuccessful Teacher Training Program in Nepal T2 - Staff Paper P21-3 A3 - Schaffner, Julie A3 - Glewwe, Paul A3 - Sharma, Uttam AB - Using a randomized control trial embedded within a mixed-methods evaluation, we find that an at-scale government teacher training program, of a common but seldom-evaluated form, has little or no impact on student learning. We then document five challenges that the policy’s design failed to address, related to: oversight of training sessions, school-level difficulties in releasing teachers for training (lack of substitute teachers), deficits in teachers’ subject knowledge, deficits in teachers’ post-training accountability and support, and students’ needs for differentiated instruction. We discuss implications for the literatures on teacher training program design and on good governance for public service provision DA - 2021/// PY - 2021 DP - AgEcon Search SP - 49 LA - eng ST - Why Programs Fail KW - Community/Rural/Urban Development KW - Final_citation KW - Public Economics KW - Teaching/Communication/Extension/Profession KW - cited KW - existing ER - TY - CHAP TI - Why Publish a Systematic Review: An Editor’s and Reader’s Perspective AU - Dowd, Alicia C. AU - Johnson, Royel M. T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - Systematic reviews provide more than just a summary of the research literature related to a particular topic or question--rather they offer clear and compelling answers to questions related to the ”who,” "why," and "when" of studies. In this chapter, the authors draw on their experiences with systematic reviews—one as an editor of a highly regarded educational research journal, the other as a researcher and review author—to trace the growing popularity of systematic reviews in education literature and to pose a series of challenges to aspiring review authors to motivate and enliven their work. In particular, the authors stress the importance of melding scientific and rigorous review procedures with 'stylish' academic writing that engages its audience through effective storytelling, attention to context (the people, places, policies, and practices represented in the studies under review), and clear implications for research and practice. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 69 EP - 87 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Why Publish a Systematic Review UR - https://doi.org/10.1007/978-3-658-27602-7_5 Y2 - 2020/11/26/15:49:34 ER - TY - ELEC TI - Why schools shouldn't use Whatsapp - Safeguarding In Schools AU - Safeguarding In Schools DA - 2022/// PY - 2022 UR - https://support.safeguardinginschools.co.uk/article/36-why-schools-shouldnt-use-whatsapp Y2 - 2022/12/26/17:08:07 KW - Final_citation KW - cited KW - existing ER - TY - BLOG TI - Why the COVID Crisis Is Not EdTech’s Moment in Africa AU - CrawFurd, Lee T2 - Open Development & Education AB - This blog was originally posted on the Center for Global Development blog on the 18th May 2020. Open Development & Education is part of The EdTech Hub and the data used here was from the EdTech Hub’s database of interventions. This database, which was initially limited to sub-Saharan Africa, now has […] DA - 2020/05/20/T11:35:48+00:00 PY - 2020 LA - en-GB UR - https://opendeved.net/2020/05/20/why-the-covid-crisis-is-not-edtechs-moment-in-africa/ Y2 - 2020/06/23/20:00:17 ER - TY - CHAP TI - Why the TVET System of French-Speaking African Countries is Not Able to Produce a Highly Qualified and Operational Man Power? A Comparison with Canadian Community Colleges AU - Assignon, Efia R. T2 - Handbook of Comparative Studies on Community Colleges and Global Counterparts A2 - Latiner Raby, Rosalind A2 - Valeau, Edward J. AB - Most of the French-speaking African countries gained political independence in the 1960s. Since then, the Technical and Vocational Education and Training (TVET) system inherited from France has not allowed them to develop their economies. Moreover, in these countries, there are many new building projects that need highly qualified workers, and due to the problems with the TVET system, they cannot hire the needed workers locally. This chapter analyzes why for over 50 years, these countries are unable to provide their economies with effective manpower with professional and operational abilities that can function to attract investors and why the system produces so many unemployed graduates. To answer these questions, this chapter will first analyze the TVET system in West African Economic and Monetary Union (WAEMU) countries, Benin, Burkina Faso, Guinea-Bissau, Ivory Coast, Mali, Niger, Senegal, and Togo to then compare it with Canadian Community Colleges. The comparison is made because there are strong similarities between the Francophone African economies and the Canadian economy, both of which are based essentially on small and medium enterprises. CY - Cham DA - 2018/// PY - 2018 DP - Crossref SP - 309 EP - 329 LA - en PB - Springer International Publishing SN - 978-3-319-50910-5 978-3-319-50911-2 ST - Why the TVET System of French-Speaking African Countries is Not Able to Produce a Highly Qualified and Operational Man Power? UR - http://link.springer.com/10.1007/978-3-319-50911-2_12 Y2 - 2018/09/23/15:03:29 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - publicImportV1 ER - TY - RPRT TI - Why the World Needs a Curriculum Alignment Hub AU - Chandra, Shivi DA - 2020/11/12/ PY - 2020 M3 - Working Paper PB - Learning Equality UR - https://docs.edtechhub.org/lib/2RMKAHXF KW - _zenodoETH ER - TY - RPRT TI - Why the World Needs a Curriculum Alignment Hub AU - Chandra, Shivi DA - 2020/11/12/ PY - 2020 PB - Learning Equality KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Wider collateral damage to children in the UK because of the social distancing measures designed to reduce the impact of COVID-19 in adults AU - Crawley, Esther AU - Loades, Maria AU - Feder, Gene AU - Logan, Stuart AU - Redwood, Sabi AU - Macleod, John T2 - BMJ Paediatrics Open DA - 2020/05// PY - 2020 DO - 10.1136/bmjpo-2020-000701 DP - DOI.org (Crossref) VL - 4 IS - 1 SP - e000701 J2 - bmjpo LA - en SN - 2399-9772 UR - http://bmjpaedsopen.bmj.com/lookup/doi/10.1136/bmjpo-2020-000701 Y2 - 2020/08/12/16:56:12 KW - __C:filed:1 ER - TY - RPRT TI - Wie transnationale Ausbildungspartnerschaften in Deutschland vorangebracht werden können AU - Azahaf, Najim T2 - Policy Brief Migration DA - 2020/05// PY - 2020 PB - Bertelsmann Stiftung. UR - https://www.bertelsmann-stiftung.de/fileadmin/files/Projekte/Migration_fair_gestalten/IB_Policy_Brief_2020_Transnationale_Partnerschaften.pdf Y2 - 2022/05/03/13:13:43 ER - TY - JOUR TI - Will, Skill or Conscientiousness: What Predicts Teachers' ICT-Related Professional Development? AU - Fütterer, Tim AU - Lachner, Andreas AU - Scheiter, Katharina AU - Scherer, Ronny AU - Stürmer, Kathleen DA - 2020/// PY - 2020 DP - Google Scholar ST - Will, Skill or Conscientiousness KW - _C:Germany DEU KW - _C:Netherlands NLD KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Will the pandemic change schools? AU - Sahlberg, Pasi T2 - Journal of Professional Capital and Community AB - Purpose This essay offers a perspective for practitioners and decision-makers to look beyond short-term recovery from the COVID-19 pandemic and consider longer-term consequences that it may have on schools. Design/methodology/approach In this essay, I discuss some general observations about education during the pandemic and then provide a perspective to some issues related to educational inequalities and learning from home during the pandemic. The essay is informed by recent media articles and reports of national and international institutions. Findings This essay makes three claims: Despite high hopes, there is only a little chance schools will change as a consequence of this pandemic without bold and brave shifts in mindset in how that change happens. The COVID-19 pandemic has exacerbated the effects of preexisting social and educational inequalities; fixing these would be an important consequence of the pandemic. During school closures, learning from home has been mostly based on the old logic of consuming information and knowledge rather than creating or cocreating new ideas and solutions to real-life problems. Research limitations/implications This is an essay that offers evidence-informed perspectives to current development in education, and it should not be treated as a research-based article. Originality/value This essay will contribute to the evolving public conversation and professional debate on the future of school education. It will be part of the series of essays that will support those who are seeking to not just adapt to meet the pandemic but also to step back and consider the medium to longer-term implications. DA - 2020/01/01/ PY - 2020 DO - 10.1108/JPCC-05-2020-0026 DP - Emerald Insight VL - ahead-of-print IS - ahead-of-print SN - 2056-9548 UR - https://doi.org/10.1108/JPCC-05-2020-0026 Y2 - 2020/08/12/17:00:34 KW - COVID-19 KW - Professionalism KW - School change KW - __C:filed:1 ER - TY - CONF TI - Will the poorest children benefit from abolishing secondary school fees in Malawi” AU - Kadzamira, Esme C1 - Oxford, UK C3 - UK Forum for International Education & Training (UKFEIT) 2019 bi-annual Conference DA - 2019/// PY - 2019 LA - en KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - ENCYC TI - Windcatcher T2 - Wikipedia AB - A windcatcher (wind tower, wind scoop) (Persian: بادگیر, Arabic: برجيل) is a traditional architectural element used to create cross ventilation and passive cooling in buildings. Windcatchers come in various designs: unidirectional, bidirectional, and multidirectional. Windcatchers are widely used in North Africa and in the West Asian countries around the Persian Gulf, and have been for the past three thousand years.Neglected by modern architects in the latter half of the 20th century, the early 21st century saw them used again, to increase ventilation and cut power demand for air-conditioning. Generally, the cost of construction for a windcatcher-ventilated building is less than that of a similar building with conventional heating, ventilation, and air conditioning (HVAC) systems. The maintenance costs are also lower. Unlike powered air-conditioning and fans, windcatchers are silent and continue to function when the electrical grid power fails (a particular concern in places where grid power is unreliable and expensive).Windcatchers rely on local weather and microclimate conditions, and not all techniques will work everywhere; local factors must be taken into account in design. DA - 2022/05/10/T06:03:55Z PY - 2022 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=Windcatcher&oldid=1087079336 Y2 - 2022/06/01/19:03:15 ER - TY - BOOK TI - Wired citizenship: youth learning and activism in the Middle East AU - Sakr, Rehab AU - Herrera, Linda AB - "Wired Citizenship examines the evolving patterns of youth learning and activism in the Middle East and North Africa (MENA). In todays digital age, in which formal schooling often competes with the peer-driven outlets provided by social media, youth all over the globe have forged new models of civic engagement, rewriting the script of what it means to live in a democratic society. As a result, state-society relationships have shifted never more clearly than in the MENA region, where recent uprisings were spurred by the mobilization of tech-savvy and politicized youth.Combining original research with a thorough exploration of theories of democracy, communications, and critical pedagogy, this edited collection describes how youth are performing citizenship, innovating systems of learning, and re-imagining the practices of activism in the information age. Recent case studies illustrate the context-specific effects of these revolutionary new forms of learning and social engagement in the MENA region"-- DA - 2014/// PY - 2014 DP - Open WorldCat LA - English SN - 978-1-135-01189-5 978-0-203-74757-5 978-1-306-48209-7 978-1-135-01188-8 ST - Wired citizenship UR - http://public.ebookcentral.proquest.com/choice/publicfullrecord.aspx?p=1644434 Y2 - 2022/04/01/18:15:53 ER - TY - JOUR TI - Wireless laptops as means for promoting active learning in large lecture halls AU - Barak, M. AU - Lipson, A. AU - Lerman, S. T2 - Journal of Research on Technology in Education DA - 2006/// PY - 2006 DO - 10.1080/15391523.2006.10782459 VL - 38 IS - 3 SP - 245 EP - 263 ST - Wireless laptops as means for promoting active learning in large lecture halls ER - TY - JOUR TI - With the help of one's neighbors: externalities in the production of nutrition in Peru AU - Alderman, Harold AU - Hentschel, Jesko AU - Sabates, Ricardo T2 - Social Science & Medicine AB - Both public and private resources contribute to the nutritional status of children. In addition, the investments made by one household may contribute to the health of other households in the neighborhood through improvements in the sanitation environment and through increases in shared knowledge. This paper measures the externalities of investments in nutrition by indicating the impact of the education of women in Peruvian neighborhoods on the nutrition of children in other households, after controlling for the education and income of those households. We find that in rural areas this shared knowledge has a significant impact on nutrition, with the coefficient of an increase in the average education of women in the neighborhood being appreciable larger than the coefficient of education in isolation. In addition, we indicate the impact of the water and sanitation environment in the neighborhood, again controlling for the household's own access to sanitation and water. In both urban and rural areas, we observe externalities from investments in such household level infrastructure with the evidence particularly strong for sanitation made by neighboring households. DA - 2003/05/01/ PY - 2003 DO - 10.1016/S0277-9536(02)00183-1 DP - ScienceDirect VL - 56 IS - 10 SP - 2019 EP - 2031 J2 - Social Science & Medicine LA - en SN - 0277-9536 ST - With the help of one's neighbors UR - https://www.sciencedirect.com/science/article/pii/S0277953602001831 Y2 - 2023/01/07/20:45:45 KW - Externalities KW - Female education KW - Nutrition KW - Peru KW - Sanitation KW - Water ER - TY - JOUR TI - ‘Without Education You Can Never Become President’: Teenage Pregnancy and Pseudo-empowerment in Post-Ebola Sierra Leone AU - Menzel, Anne T2 - Journal of Intervention and Statebuilding AB - This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex. DA - 2019/08/08/ PY - 2019 DO - 10.1080/17502977.2019.1612992 DP - Taylor and Francis+NEJM VL - 13 IS - 4 SP - 440 EP - 458 J2 - Journal of Intervention and Statebuilding LA - en SN - 1750-2977 ST - ‘Without Education You Can Never Become President’ UR - https://doi.org/10.1080/17502977.2019.1612992 Y2 - 2020/12/15/19:22:06 KW - Sierra Leone KW - _C:Sierra Leone SLE KW - aid and development KW - gender politics KW - neoliberalism KW - sexual violence KW - teenage pregnancy ER - TY - JOUR TI - Wnioski z międzynarodowych doświadczeń w wykorzystywaniu tablic interaktywnych - rola doskonalenia zawodowego we wprowadzaniu nowych technologii do szkół AU - Hennessy, Sara AU - London, Laura AU - Dzierzgowski, Jan DA - 2013/// PY - 2013 DP - Google Scholar KW - _C:Australia AUS KW - _C:Mexico MEX KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CHAP TI - Women and Youth in Peace-Building: The Case of the Mano River Basin Peace Initiative T2 - Concepts and Issues in Peace Studies and Conflicts Resolution A2 - Muhammad, H. CY - Kano, General Studies Unit, BUK DA - 2006/// PY - 2006 SP - 117 EP - 133 LA - en ER - TY - GEN TI - Women Rights and the Shari’ah” in Al-Ijtihad – The Journal of the Islamization of Knowledge and Contemporary Issues DA - 2006/07//January PY - 2006 LA - en ER - TY - JOUR TI - Women's access to agricultural technologies in rice production and processing hubs: A comparative analysis of Ethiopia, Madagascar and Tanzania AU - Achandi, Esther L. AU - Mujawamariya, Gaudiose AU - Agboh-Noameshie, Afiavi R. AU - Gebremariam, Shewaye AU - Rahalivavololona, Njaka AU - Rodenburg, Jonne AU - Rahalivavololona, Njaka AU - Rodenburg, Jonne AU - Rodenburg, Jonne T2 - Journal of Rural Studies AB - © 2018 Elsevier Ltd This study presents results from a farmer survey conducted with 560 rice farmers from 27 villages spread over five hubs (concentration areas of rice production and processing) in three different countries in Eastern Africa (Ethiopia, Tanzania and Madagascar). The main research objective was to assess women's access to rice technologies and constraints to adoption of technologies. Constraints were analyzed over five different categories: (1) institutional (2) access to agricultural inputs, (3) technology-contextual, (4) household and socio-cultural and (5) extension. Key providers of extension were public (government), Non-Governmental Organizations (NGOs) and international organizations. Our study identifies that the overarching constraints to technology adoption are institutional and cultural impediments and related to the mode of delivery of extension services. Furthermore, the Focus Group Discussions (FGD) with the women, revealed that empowerment of women in decision making at the household level can enhance women's access and engagement in better farming practices suggested under extension advisory services. This is specifically true where women are able to overcome the hurdles of acquisition of extension training and access to the improved technologies. DA - 2018/// PY - 2018 DO - 10.1016/j.jrurstud.2018.03.011 LA - en AN - LOCAL-SCOPUS_ID:85045241283 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:eastern Africa KW - C:Ethiopia KW - C:Madagascar KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:access KW - F:women KW - P:agricultural KW - P:culture KW - P:production KW - P:services KW - P:technology KW - R:focus groups KW - R:survey KW - T:Training KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Women’s Empowerment in Action: Evidence from a Randomized Control Trial in Africa AU - Bandiera, Oriana AU - Buehren, Niklas AU - Burgess, Robin AU - Goldstein, Markus AU - Gulesci, Selim AU - Rasul, Imran AU - Sulaiman, Munshi T2 - American Economic Journal: Applied Economics DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - CONF TI - Word Embedding based Generalized Language Model for Information Retrieval AU - Ganguly, Debasis AU - Roy, Dwaipayan AU - Mitra, Mandar AU - Jones, Gareth J.F. T2 - SIGIR '15: The 38th International ACM SIGIR conference on research and development in Information Retrieval C1 - Santiago Chile C3 - Proceedings of the 38th International ACM SIGIR Conference on Research and Development in Information Retrieval DA - 2015/08/09/ PY - 2015 DO - 10.1145/2766462.2767780 DP - DOI.org (Crossref) SP - 795 EP - 798 LA - en PB - ACM SN - 978-1-4503-3621-5 UR - https://dl.acm.org/doi/10.1145/2766462.2767780 Y2 - 2024/02/23/17:09:50 ER - TY - RPRT TI - Work from Home after the COVID-19 Outbreak AU - Bick, Alexander AU - Blandin, Adam AU - Mertens, Karel AB - Based on rich novel survey data, we document that 35.2 percent of the US workforce worked entirely from home in May 2020, up from 8.2 percent in February. Highly educated, high-income and white workers were more likely to shift to working from home and maintain employment following the pandemic. Individuals working from home daily before the pandemic lost employment at similar rates as daily commuters. This suggests that, apart from the potential for home-based work, demand conditions also mattered for job losses. We find that 71.7 percent of workers that could work from home effectively did so in May. CY - Rochester, NY DA - 2020/07/01/ PY - 2020 DP - papers.ssrn.com LA - en M3 - SSRN Scholarly Paper PB - Social Science Research Network SN - ID 3650114 UR - https://papers.ssrn.com/abstract=3650114 Y2 - 2020/08/12/16:57:02 KW - Adam Blandin KW - Alexander Bick KW - Karel Mertens KW - SSRN KW - Work from Home after the COVID-19 Outbreak ER - TY - JOUR TI - Work-integrated learning for TVET lecturers: Articulating industry and college practices AU - Bijl, André van der AU - Taylor, Vanessa T2 - Journal of Vocational, Adult and Continuing Education and Training DA - 2018/11/13/ PY - 2018 DP - www.epubs.ac.za VL - 1 IS - 1 LA - en ST - Work-integrated learning for TVET lecturers UR - http://www.epubs.ac.za/index.php/JOVACET/article/view/307 Y2 - 2019/02/07/16:54:43 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:LOW KW - -RRQ:M:final KW - C:South Africa KW - RRQ:other KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Working From Home Under COVID-19: Who Is Affected? Evidence From Latin American and Caribbean Countries AU - Delaporte, Isaure AU - Pena, Werner AB - Millions of individuals are required to work from home as part of national efforts to fight COVID-19. To evaluate the employment impact of the pandemic, an important point is whether individuals are able to work from home. This paper estimates the share of jobs that can be performed at home in 23 Latin American and Caribbean (LAC) countries as well as examines the workers' characteristics associated with such jobs. To carry out this analysis, this paper uses rich harmonised household surveys and presents two measures of teleworkability. The first measure of the feasibility of working from home is borrowed from Dingel and Neiman (2020), while the second closely follows the methodology of Saltiel (2020). We use the second measure as our benchmark, as it is based on a more representative task content of occupations for LAC countries. We find that the share of individuals who are able to work from home varies from 7% in Guatemala to 16% in the Bahamas. We document considerable variation in the potential to work from home across occupations, industries, regions and workers' socioeconomic characteristics. Our results show that some individuals are better positioned to cope with the current situation than others. This highlights the need to assist the most vulnerable workers in the context of the global pandemic. CY - Rochester, NY DA - 2020/04/01/ PY - 2020 DP - papers.ssrn.com LA - en M3 - SSRN Scholarly Paper PB - Social Science Research Network SN - ID 3610885 ST - Working From Home Under COVID-19 UR - https://papers.ssrn.com/abstract=3610885 Y2 - 2020/07/25/14:35:46 KW - COVID-19 KW - Demographics KW - Employment KW - Teleworking ER - TY - GEN TI - Working with children, young people, and families to mitigate the impact of the Covid-19 pandemic AU - COVID Trauma Response Working Group DA - 2020/// PY - 2020 UR - https://docs.google.com/document/d/1IliqAT0nAQM0wiapyyGgC3EC4PMLft-0/edit ER - TY - RPRT TI - World Bank EdTech Readiness Index (ETRI) AU - World Bank Group CY - Washington, D.C. DA - 2021/08/03/ PY - 2021 LA - English UR - http://documents.worldbank.org/curated/en/811011628250703800/World-Bank-EdTech-Readiness-Index-ETRI Y2 - 2023/01/15/23:38:08 ER - TY - RPRT TI - World Development Report 2015: Mind, Society, and Behavior CY - Washington, DC DA - 2015/// PY - 2015 PB - World Bank UR - http://www.worldbank.org/content/dam/Worldbank/Publications/WDR/WDR%202015/WDR-2015-Full-Report.pdf Y2 - 2016/01/30/16:52:03 KW - AWP2 KW - AWP2-actual ER - TY - RPRT TI - World Development Report 2016: Digital Dividends DA - 2016/// PY - 2016 UR - http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2016/01/13/090224b08405ea05/2_0/Rendered/PDF/World0developm0000digital0dividends.pdf AN - 10.1596/978-1-4648-0671-1;261495:CCMXMJHT Y2 - 2016/01/30/16:51:08 KW - AWP2 KW - AWP2-actual ER - TY - RPRT TI - World Development Report 2018: Learning to realize education’s promise AU - The World Bank DA - 2018/// PY - 2018 LA - en ST - World Development Report 2018 KW - Final_citation KW - cited KW - existing ER - TY - BOOK TI - World Development Report 2018: Learning to Realize Education's Promise AU - World Bank T2 - World Development Report AB - World Development Report 2018: LEARNING to Realize Education’s Promise DA - 2018/// PY - 2018 DP - elibrary.worldbank.org (Atypon) SP - 236 LA - en PB - The World Bank SN - 978-1-4648-1096-1 ST - World Development Report 2018 UR - https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-1096-1 AN - 10.1596/978-1-4648-1096-1;261495:T3NHVH8P Y2 - 2018/10/02/16:33:13 KW - C:Low- and middle-income countries KW - CitedIn:PhD_Thesis KW - EDUCATION KW - EDUCATION SYSTEMS KW - HUMAN CAPITAL KW - LEARNING CRISIS KW - PRIMARY EDUCATION KW - SCHOOL MANAGEMENT KW - SECONDARY EDUCATION KW - SHARED PROSPERITY KW - SKILLS GAP KW - SOCIAL COHESION KW - SOCIOEMOTIONAL SKILLS ER - TY - BOOK TI - World Development Report 2019: The Changing Nature of Work AU - World Bank DA - 2019/// PY - 2019 DP - DOI.org (Crossref) LA - en PB - Washington, DC: World Bank SN - 978-1-4648-1328-3 ST - World Development Report 2019 UR - https://openknowledge.worldbank.org/handle/10986/30435 Y2 - 2023/11/01/21:24:38 ER - TY - RPRT TI - World Education Forum 2015, Final Report DA - 2015/// PY - 2015 PB - UNESCO UR - http://unesdoc.unesco.org/images/0024/002437/243724e.pdf ER - TY - JOUR TI - World Employment and Social Outlook: Trends for Women 2017 AU - I.L.O. T2 - Essays on the Economics of Education'. International Initiative for Impact Evaluation (3ie). 2016. "Impact Evaluation Repository." In. Islam, Asad. 2019. 'Parent–teacher meetings and student outcomes: Evidence from a developing country DA - 2017/// PY - 2017 VL - 111 SP - 273 EP - 304 KW - ⛔ No DOI found ER - TY - RPRT TI - World Population Prospects 2022 AU - United Nations CY - New York, NY DA - 2022/// PY - 2022 PB - United Nations, Department of Economic and Social Affairs, Population Division SN - UN DESA/POP/2021/TR/NO. 3 UR - https://www.un.org/development/desa/pd/sites/www.un.org.development.desa.pd/files/wpp2022_summary_of_results.pdf Y2 - 2024/03/19/19:24:30 KW - Final_citation ER - TY - RPRT TI - World Report on Disability AU - World Health Organisation AU - World Bank DA - 2011/// PY - 2011 DP - Zotero LA - en UR - https://www.who.int/disabilities/world_report/2011/report.pdf?ua=1 ER - TY - JOUR TI - World: TVET Coordination Committee founded in South Sudan T3 - News DA - 2019/// PY - 2019 ER - TY - ELEC TI - World TVET Database AU - UNESCO-UNEVOC DA - 2016/// PY - 2016 UR - https://unevoc.unesco.org/home/TVET+Country+Profiles Y2 - 2022/05/03/13:25:13 ER - TY - BOOK TI - World Yearbook of Education 2014: Governing Knowledge: Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education AU - Fenwick, Tara AU - Mangez, Eric AU - Ozga, Jenny AB - This latest volume in the World Yearbook of Education Series focuses on a major and highly significant development in the governing of education across the globe: the use of knowledge-based technologies as key policy sources. A combination of factors has produced this shift: first, the massive expansion of technological capacity signalled by the arrival of ‘big data’ that allows for the collection, circulation and processing of extensive system knowledge. The rise of data has been observed and discussed extensively, but its role in governing and the rise of comparison as a basis for action is now a determining practice in the field of education. Comparison provides the justification for ‘modernising’ policy in education, both in the developed and developing world, as national policy makers (selectively) seek templates of success from the high performers and demand solutions to apparent underperformance through the adoption of the policies favoured by the likes of Singapore, Finland and Korea. In parallel, the growth of particular forms of expertise: the rise and rise of educational consultancy, the growth of private (for profit) involvement in provision of educational goods and services and the increasing consolidation of networks of influence in the promotion of ‘best practice’ are affecting policy decisions. Through these developments, the nature of knowledge is altered, along with the relationship between knowledge and politics. Knowledge in this context is co-constructed: it is not disciplinary knowledge, but knowledge that emerges in the sharing of experience. This book provides a global snapshot of a changing educational world by giving detailed examples of a fundamental shift in the governing and practice of education learning by: • Assessing approaches to the changing nature of comparative knowledge and information • Tracking the translation and mobilisation of these knowledges in the governing of education/learning; • Identification of the key experts and knowledge producers/circulators/translators and analysis of how best to understand their influence; • Mapping of the global production of these knowledges in terms of their range and reach the interrelationships of actors and their effects in different national settings. Drawing on material from around the world, the book brings together scholars from different backgrounds who provide a tapestry of examples of the global production and national reception and mediation of these knowledges and who show how change enters different national spaces and consider their effects in different national settings. DA - 2014/01/10/ PY - 2014 DP - Google Books SP - 301 LA - en PB - Routledge SN - 978-1-317-81457-3 ST - World Yearbook of Education 2014 KW - Education / Educational Policy & Reform / General KW - Education / General KW - Education / Higher ER - TY - BOOK TI - World Yearbook of Education 2019: Comparative Methodology in the Era of Big Data and Global Networks AU - Gorur, Radhika AU - Sellar, Sam AU - Steiner-Khamsi, Gita AB - Digital methodologies, new forms of data visualization and computer-based learning and assessment are creating new challenges as well as opportunities for scholars in educational research. The World Yearbook of Education 2019 explores this highly relevant topic, opening a new discussion about the various conceptual and methodological challenges and opportunities in contemporary educational research. This volume explores contemporary methods of inquiry, with chapters organized around four topics of enduring interest in this field: impacts, patterns, relations and contexts. The World Yearbook of Education 2019 comprises contributions from internationally renowned scholars exploring novel concepts and methodologies in grappling with contemporary empirical phenomena in educational research. Vital questions such as how we understand the technological developments that are creating new possibilities for and demands on education, and how we make sense of complex cases that cut across multiple nations, are discussed. This newest addition to the prestigious World Yearbook of Education series provides a fascinating read for scholars in the fields of education policy and comparative education. It is not only a useful resource for educational researchers and policy makers examining new trends and emerging issues, but would be of interest to graduate students exploring innovative methodologies, particularly in the study of education and education policy. DA - 2018/10/03/ PY - 2018 DP - Google Books SP - 245 LA - en PB - Routledge SN - 978-1-351-37686-0 ST - World Yearbook of Education 2019 KW - Education / Experimental Methods KW - Education / General KW - Education / Research ER - TY - BLOG TI - Worldreader | Sierra Leone AU - Worldreader AB - Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation. DA - 2020/// PY - 2020 LA - en-US UR - https://www.worldreader.org/where-we-are/sierra-leone/ KW - _C:Sierra Leone SLE ER - TY - RPRT TI - WRAHA: We Refugees Also Have Ambitions! - research design for an unsuccessful eCubed application AU - Haßler, Björn CY - Cambridge, UK DA - 2018/07// PY - 2018 PB - Open Development & Education KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - _yl:e ER - TY - CONF TI - wwwlitbaskets.io, an IT artifact supporting exploratory literature searches for Information Systems research AU - Boell, SK AU - Wang, B C1 - WW Huang, JK Lee C3 - Proceedings of the Pacific Asia conference on information systems (eds KK Wei DA - 2019/// PY - 2019 LA - en KW - _Added-ailr-2024 KW - ⛔ No DOI found ER - TY - JOUR TI - Year long monitoring of indoor air quality and ventilation in school classrooms in Victoria, Australia AU - Rajagopalan, Priyadarsini AU - Andamon, Mary Myla AU - Woo, Jin T2 - Architectural Science Review DA - 2022/// PY - 2022 DO - 10.1080/00038628.2021.1988892 DP - Google Scholar VL - 65 IS - 1 SP - 1 EP - 13 KW - BE:RELEVANT ER - TY - RPRT TI - Yearbook of Educational Data AU - Oliveira, Andre Correa de CY - Minas Gerais, Brazil DA - 2018/// PY - 2018 PB - State Department of Education of Minas Gerais KW - Author:OpenDevEd ER - TY - JOUR TI - Yi AU - Baird T2 - et al. 2015 Garn et al DA - 2011/// PY - 2011 ER - TY - JOUR TI - You Are Sick”, “No, We Are Not”: Africa, the Pandemic, and the Convolution of Denial AU - Ajadi, S.B. T2 - Harvard Urban Review DA - 2021/// PY - 2021 LA - en UR - https://harvardurbanreview.org/ecology-uncertainty-spatial-meditation-emptiness/. KW - ⛔ No DOI found ER - TY - JOUR TI - You get what you pay for: Schooling incentives and child labor AU - Edmonds, Eric V. AU - Shrestha, Maheshwor T2 - Journal of Development Economics DA - 2014/// PY - 2014 DO - 10.1016/j.jdeveco.2014.09.005 VL - 111 SP - 196 EP - 211 ER - TY - JOUR TI - You use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools AU - Larkin, Kevin T2 - Journal of Research on Technology in Education AB - The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing. DA - 2011/12/01/ PY - 2011 DO - 10.1080/15391523.2011.10782581 DP - Taylor and Francis+NEJM VL - 44 IS - 2 SP - 101 EP - 120 SN - 1539-1523 UR - http://dx.doi.org/10.1080/15391523.2011.10782581 Y2 - 2015/05/01/18:11:07 ER - TY - JOUR TI - Young children and tablets: A systematic review of effects on learning and development AU - Herodotou, Christothea T2 - Journal of Computer Assisted Learning DA - 2018/// PY - 2018 DO - 10.1111/jcal.12220 DP - Google Scholar VL - 34 IS - 1 SP - 1 EP - 9 ST - Young children and tablets KW - __C:filed:1 KW - literature / systematic review ER - TY - RPRT TI - Young Persons with Disabilities: Global Study on Ending Gender-Based Violence, and Realizing Sexual and Reproductive Health and Rights DA - 2018/// PY - 2018 UR - https://www.unfpa.org/sites/default/files/pub-pdf/Final_Global_Study_English_3_Oct.pdf Y2 - 2023/08/28/11:09:55 ER - TY - RPRT TI - Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning AU - Allier-Gagneur, Zoé AU - Moss Coflan, Caitlin T2 - EdTech Hub Helpdesk Response CY - Cambridge, UK; Washington D.C. DA - 2020/06/14/ PY - 2020 PB - EdTech Hub SN - 14 KW - F: Helpdesk response KW - L:Gender and education KW - L:Out-of-school populations KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Bhutan BTN KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Colombia COL KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:El Salvador SLV KW - _C:France FRA KW - _C:Kenya KEN KW - _C:Kyrgyzstan KGZ KW - _C:Lebanon LBN KW - _C:Maldives MDV KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Peru PER KW - _C:Sierra Leone SLE KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Zimbabwe ZWE KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-dode ER - TY - JOUR TI - Youth and Artificial Intelligence.“Berkman Klein Center AU - Hasse, A. AB - How can we empower young people to meaningfully interact with AI-based technologies to promote and bolster learning, creative expression, and well-being, while also addressing key challenges and concerns? DA - 2019/05// PY - 2019 LA - en UR - https://cyber.harvard.edu/publication/2019/youth-and-artificial-intelligence/where-we-stand Y2 - 2022/12/30/15:23:10 KW - Final_citation KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Youth Employment and Productivity: Medium-term Experimental Evidence from Rwanda AU - McIntosh, Craig AU - Zeitlin, Andrew DA - 2022/// PY - 2022 DP - Google Scholar ST - Youth Employment and Productivity KW - ⛔ No DOI found ER - TY - JOUR TI - Youth unemployment in resource-rich Sub-Saharan Africa: A critical review AU - Ackah-Baidoo, Patricia T2 - The Extractive Industries and Society AB - This paper critically reviews the youth unemployment crisis in resource-rich Sub-Saharan Africa. Although the region has experienced continuous and a seemingly limitless flow of investment in all types of extractive industries in recent decades, this growth has not directly translated into significant poverty reduction. Its overdependence on natural resources economically seems to have had a negative impact on socioeconomic development overall, generating very few jobs for youth and exacerbating existing unemployment crises. The paper uses Ghana, one the region’s top mineral-rich countries, as a case study to explore these issues further. DA - 2016/01// PY - 2016 DO - 10.1016/j.exis.2015.11.010 DP - Crossref VL - 3 IS - 1 SP - 249 EP - 261 LA - en SN - 2214790X ST - Youth unemployment in resource-rich Sub-Saharan Africa UR - http://linkinghub.elsevier.com/retrieve/pii/S2214790X15300046 AN - DOI-10.1016/j.exis.2015.11.010 Y2 - 2018/09/14/15:02:29 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Zambia: An overview of formal education AU - Masaiti, Gift AU - Chita, Joseph T2 - Education in East and Central Africa DA - 2014/// PY - 2014 DP - Google Scholar VL - 423 SP - 1 EP - 10 ST - Zambia UR - https://books.google.com/books?hl=en&lr=&id=3_60AwAAQBAJ&oi=fnd&pg=PA423&dq=info:11-UU2HBwBYJ:scholar.google.com&ots=1aYRPLqqsl&sig=h3w6KpUskVrWYkslkWVj_AjwD8k Y2 - 2023/12/05/11:39:13 KW - ⛔ No DOI found ER - TY - BLOG TI - Zambia’s Education Sector Support Technical Assistance Facility (ZESSTA) - Open Development & Education AU - Open Development & Education AB - Effective teaching and learning of large cohorts in institutions of higher learning in Zambia: Challenges and opportunities DA - 2023/12/01/T17:30:08+00:00 PY - 2023 LA - en-GB UR - https://opendeved.net/programmes/zambias-education-sector-support-technical-assistance-facility-zessta/, https://opendeved.net/programmes/zambias-education-sector-support-technical-assistance-facility-zessta/ Y2 - 2024/01/06/12:45:36 ER - TY - BLOG TI - Zero-rate mobile services for health, education and development now AU - Harrison, David T2 - The Mail & Guardian AB - Operators must work together — if each network picks which sites to zero-rate, access to information will be determined by the colour of a person’s sim card DA - 2020/03/23/T13:53:27+00:00 PY - 2020 LA - en-ZA UR - https://mg.co.za/article/2020-03-23-zero-rate-mobile-services-for-health-education-and-development-now/ Y2 - 2020/04/21/15:06:49 ER - TY - RPRT TI - Zero-rating educational content in low- and middle-income countries AU - McBurnie, Chris AU - Adam, Taskeen AU - Kaye, Thomas AU - Haßler, Björn CY - Cambridge, UK DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 8 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - LP: English KW - _C:Afghanistan AFG KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Burkina Faso BFA KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Egypt EGY KW - _C:Ghana GHA KW - _C:India IND KW - _C:Jamaica JAM KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea (Republic of) KOR KW - _C:Korea XKOR KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nigeria NGA KW - _C:Paraguay PRY KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Zero-Rating Educational Content in Low- and Middle-Income Countries AU - McBurnie, Chris AU - Adam, Taskeen AU - Kaye, Thomas AU - Haßler, Björn DA - 2020/05// PY - 2020 LA - EN PB - EdTech Hub KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Zoom Around the World: Using Videoconferencing Technology for International Trainings AU - Scanga, Lauren Hrncirik AU - Deen, Mary Katherine Y. AU - Smith, Suzanne R. AU - Wright, Kevin T2 - Journal of Extension AB - This article describes an innovative model of educational programming used by our team of U.S. Extension educators for an international development project in Burundi, Africa. Our team designed a model to provide ongoing professional development trainings at a distance using Zoom, a videoconferencing platform. Over a 2-year period, we conducted 18 Zoom trainings with Burundian educators. On the basis of participant evaluation data and the literature, we present key principles for using distance technology in international development projects. Given the current economy and budget cuts in Extension, videoconferencing provides an opportunity for Extension to remain engaged internationally. 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