The Impact of Covid-19 on Learning - the Perspective of the Ghanaian Student - Owusu-Fordjour, C.; Koomson, C. K.; Hanson, D. (European Journal of Education Studies, 2020)
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:
Keywords: _COVID_DEAA-List; __C:filed:1; emotions; highlife music; lyrics; popular music; structure; ⚠️ Invalid DOI

The Impact of Covid-19 on International Higher Education: New Models for the New Normal - Kanwar, Asha; Carr, Alexis (Journal of Learning for Development, 2020)
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.
Keywords: Higher Education and Covid-19; International Higher Education; Internationalisation; ⛔ No DOI found

The Impact of COVID-19 on Gender Equality - Alon, Titan; Doepke, Matthias; Olmstead-Rumsey, Jane; Tertilt, Michèle (National Bureau of Economic Research, 2020)
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.

The Impact of COVID-19 on Education in Ghana - Upoalkpajor, Joshua-Luther Ndoye; Upoalkpajor, Cornelius Bawa (Asian Journal of Education and Social Studies, 2020)
Keywords: COVID-19; Epidemic; impact; lockdown; virus

The impact of COVID-19 measures on children with disabilities and their families in Uganda - Mbazzi, Femke Bannink; Nalugya, Ruth; Kawesa, Elizabeth; Nimusiima, Claire; King, Rachel; Van Hove, Geert; Seeley, Janet (Disability & Society, 2020)
Keywords: ⛔ No DOI found

The impact of collaborative continuing professional development (CPD) on classroom teaching and learning - Cordingley, Philippa; Bell, Miranda; Thomason, S.; Firth, A. (Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning, 2005)
Keywords: ⛔ No DOI found

The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis - Barrett, Peter; Davies, Fay; Zhang, Yufan; Barrett, Lucinda (Building and Environment, 2015)
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.
Keywords: BE:RELEVANT; Evidence; Holistic; Learning impacts; Multi-level modelling; Multi-sensory; School design

The impact of child-to-child reading on reading skills and motivation - Jukes, M.C.H.; Dubeck, M.M.; Adelman, E.; Sheppard, M.; Jasti, C.; Turner, E. (2016)
Keywords: ⛔ No DOI found

The Impact of Broadband Network Construction on Education - Utilities One (Utilities One, 2023)
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.
Keywords: Final_citation

The impact of Artificial Intelligence on learning, teaching, and education. - European Commission. Joint Research Centre. (Publications Office, 2018)
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.

'The Impact of an Adolescent Girls Employment Program. The EPAG Project in Liberia. ', Policy Research Working Paper, The World Bank (2014)

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

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

The impact of a mathematics computer-assisted learning platform on students' mathematics test scores - Perera, Marcelo; Aboal, Diego (MERIT Working Papers, 2019)
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.
Keywords: Evaluation of Computer Assisted Learning systems; Final_citation; Mathematics; Uruguay; cited; existing; ⛔ No DOI found

The Impact O Ict In Learning Through Distance Education Programmes At Zimbabwe Open University (Zou): Roles Of Ict In Learning Through Distance Education Programmes - Mpofu, John; Chimhenga, Sylod; Onias, MAFA (Turkish online Journal of distance education, 2013)
Keywords: ⛔ No DOI found

The impact GIS-supported teacher allocation in Sierra Leone: Inception Report - McBurnie, Chris; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

The impact and reach of MOOCs: A developing countries’ perspective - Liyanagunawardena, T.; Williams, S.; Adams, A. (eLearning Papers, 2013)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

The impact and reach of MOOCs: A developing countries’ perspective - Liyanagunawardena, Tharindu; Williams, Shirley; Adams, Andrew (eLearning Papers, 2013)
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.
Keywords: C:Low- and middle-income countries; MOOCs; NOTdocs.opendeved.net; _C:Afghanistan AFG; _C:Australia AUS; _C:Burundi BDI; _C:China CHN; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Italy ITA; _C:Jordan JOR; _C:Mexico MEX; _C:Nepal NPL; _C:Norway NOR; _C:Rwanda RWA; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sweden SWE; _C:Switzerland CHE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The Hospitals / Residents Problem with Couples: Complexity and Integer Programming Models - Biro, P.; Manlove, D. F.; McBride, I. (arXiv:1308.4534 [cs], 2014)
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.
Keywords: Computer Science - Data Structures and Algorithms; _C:Canada CAN; _C:Hungary HUN; _C:Japan JPN; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The hidden ones: children with disabilities in Africa and the right to education - Combrinck, Helene (Children’s rights in Africa: A legal perspective, 2008)
Keywords: ⛔ No DOI found

The Heterogeneous Effect of Information on Student Performance: Evidence from a Randomized Control Trial in Mexico. - Avitabile, Ciro; Hoyos, Rafael De (Journal of Development Economics, 2018)

The Hartung-Knapp-Sidik-Jonkman method for random effects meta-analysis is straightforward and considerably outperforms the standard DerSimonian-Laird method - IntHout, Joanna; Ioannidis, John Pa; Borm, George F (BMC Medical Research Methodology, 2014)
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.

The GSMA Mobile Connectivity Index - GSMA (2019)

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

The 'Grammar' of Educational Technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
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’.

'The Good and the Bad', Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2013)

The Global Micro-credential Landscape: Charting a New Credential Ecology for Lifelong Learning - Brown, Mark; Mhichíl, Mairéad Nic Giolla; Beirne, Elaine; Lochlainn, Conchúr Mac (Journal of Learning for Development, 2021)
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.
Keywords: Credentials; Digital Badges; Employability; Micro-credentials; Transversal Skills; _genre:PR-primary_research; ⛔ No DOI found

The global digital skills gap: Current trends and future directions - Feijao, Carolina; Flanagan, Isabel; Van Stolk, Christian; Gunashekar, Salil (Rand Corporation, 2021)
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.

The German 'Dual System' of Occupational Training: - Wilson, David N (Annual Meeting of the Comparative and International Education Society, 2000)
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)
Keywords: ⛔ No DOI found

The Generalizability Puzzle - Bates, Mary Ann; Glennerster, Rachel (Stanford Social Innovation Review, 2017)
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.
Keywords: ⛔ No DOI found

The future of work: Switzerland’s digital opportunity - Bughin, Jacques; Ziegler, Marco; Mischke, Jan; Wenger, Felix; Reich, Angelika; Läubli, Daniel; Schmidt, Minna (McKinsey, 2018)

The future of work: Switzerland’s digital opportunity - Bughin, Jacques; Ziegler, Marco; Mischke, Jan; Wenger, Felix; Reik, Angelika; Läubli, Daniel; Sen, Mita; Schmidt, Minna (https://www.mckinsey.com/mgi/overview, 2018)

The future of work in Africa: harnessing the potential of digital technologies for all - Choi, Jieun; Dutz, Mark Andrew; Usman, Zainab (Africa Development Forum series, 2020)
Keywords: _yl:a

The future of the teaching profession - Bibliography - Haßler, Björn; Adam, Taskeen (Open Development & Education, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _yl:y

The Future of Service Post-COVID-19 Pandemic, Volume 1: Rapid Adoption of Digital Service Technology - Lee, Jungwoo; Han, Spring H. (The ICT and Evolution of Work, 2021)

The Future of Learning and Technology in Deprived Contexts - Unwin, Tim; Weber, Mark; Brugha, Meaghan; Hollow, David (2017)

The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution - World Economic Forum (Global Challenge Insight Report, 2016)
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.

The Future of Jobs and Jobs Training - Lee, Rainee; Anderson, Janna (Pew Research Center, 2017)
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?

The future of information technology for education and e-learning - Haßler, Björn (British Standards Institution, 2007)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence

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

The Future is Now: Transversal Skills in Latin America and the Caribbean in the 21st Century - IADB (Inter-American Development Bank, 2019)
Keywords: Final_citation; cited; existing

The full report of Realdania - Wargocki, Pawel; Wyon, David P (International Centre for Indoor Environment and Energy., 2020)
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.

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

The Foundations of Social Research: Meaning and Perspective in the Research Process - Crotty, Michael J. (SAGE Publications Ltd, 2020)

The Factors of Using WhatsApp Application in Education Management in Public University: Conceptual Paper - Balasundran, Komathy; Pandian, Vickneswari; Pandi, Deebamalar (Management Research Journal, 2021)
Keywords: ⛔ No DOI found

The experience of fresher students in mathematics diagnostic testing (Symposium on Undergraduate Mathematics Teaching) - Barry, Mike; Quinney, Douglas; Haßler, Björn; Atkinson, Richard; Hirst, Christine (Fourth Southern Hemisphere Symposium on Undergraduate Mathematics Teaching, 2003)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

The experience of fresher students in mathematics diagnostic testing (MSOR) - Haßler, Björn; Atkinson, Richard; Quinney, Douglas; Barry, Mike (MSOR Connections, 2004)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

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

The evolution of systematic evidence reviews: Past and future developments and their implications for policy analysis - Lemire, Sebastian; Peck, Laura R.; Porowski, Allan (Politics & Policy, 2023)
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)。
Keywords: _Added-ailr-2024; análisis de políticas; componentes básicos; core components; evidence review; meta-analysis; metanálisis; mixed methods; métodos Mixtos; policy analysis; research synthesis; revisión de evidencia; revisión sistemática; systematic review; síntesis de Investigación; 政策分析; 核心组分; 混合方法; 研究综合; 系统性综述; 荟萃分析; 证据审查

The evolution of big data and learning analytics in American higher education. - Picciano, Anthony G. (Journal of asynchronous learning networks, 2012)
Keywords: Final_citation; ⛔ No DOI found

The evaluation of chatbot as a tool for health literacy education among undergraduate students - Mokmin, Nur Azlina Mohamed; Ibrahim, Nurul Anwar (Education and Information Technologies, 2021)
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.

The Emerging Role of Corporate Actors as Policymakers in Education in Emergencies: Evidence from the Syria Refugee Crisis - Zakharia, Zeena; Menashy, Francine (Journal on Education in Emergencies, 2020)

The emerging pattern of disability in Rwanda - M’kumbuzi, Vyvienne RP; Sagahutu, J.-B.; Kagwiza, J.; Urimubenshi, G.; Mostert-Wentzel, Karien (Disability and Rehabilitation, 2014)

The Emerging International Knowledge Exchange Barrier in Virtual Teacher Communities - Pirkkalainen, Henri; Jokinen, Jussi; Pawlowski, Jan (ACM, 2016)
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.
Keywords: knowledge exchange; open education; teacher networks; technology acceptance; virtual community

The emergence of a digital underclass: digital policies in the UK and evidence for inclusion - Ellen, Helsper (Department of Media and Communications, London School of Economics and Political Science, London, UK, 2011)
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.

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

The eLearning Africa Report 2014 - Elletson, H; MacKinnon,, A (ICWE, 2014)

The efficacy of learning analytics interventions in higher education: A systematic review - Larrabee Sønderlund, Anders; Hughes, Emily; Smith, Joanne (British Journal of Educational Technology, 2019)
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.
Keywords: Final_citation; cited; existing

The effects of ventilation and temperature on sleep quality and next-day work performance: pilot measurements in a climate chamber - Fan, Xiaojun; Shao, Huiqi; Sakamoto, Mitsuharu; Kuga, Kazuki; Lan, Li; Wyon, David P.; Ito, Kazuhide; Bivolarova, Mariya P.; Liao, Chenxi; Wargocki, Pawel (Building and Environment, 2022)
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.
Keywords: BE:RELEVANT; Next-day work performance; Physiological responses; Sleep quality; Temperature; Ventilation

The effects of using exploratory computerized environments in grades 1 to 8 mathematics: a meta-analysis of research - Sokolowski, Andrzej; Li, Yeping; Willson, Victor (International Journal of STEM Education, 2015)
The process of problem solving is difficult for students; thus, mathematics educators have made multiple attempts to seek ways of making this process more accessible to learners. The purpose of this study was to examine the effect size statistic of utilizing exploratory computerized environments (ECEs) to support the process of word problem solving and exploration in grades 1 to 8 mathematics using meta-analysis.
Keywords: Computers; Explorations; Grade 1 to 8 mathematics; Meta-analysis; Problem solving; Student achievement

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

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

The effects of the quantification of faculty productivity: perspectives from the design science research community - Tremblay, M.C.; Meer, D; Beck, R. (Communications of the Association for Information Systems, 2018)

The Effects of Tannery Sludge on Heavy Metal Concentrations in Cereals in Small Holder Farms in Kano, Nigeria - Tudunwada, I.Y.E.U.Essiet; Mohammed, S.G. (Not. Bot. Hort. Agrobot. Cluj, 2007)
Keywords: ⛔ No DOI found

The Effects of Some Soil Amendment Materials in Sorghum and Millets in the Soils of Challawa Industrial Area, Kano State - Tudunwada I.Y. (2007)

The Effects of Solid Urban Wastes on Some Soil Properties in Kumbotso LGA, Kano State - Tudunwada, I.Y.; Essiet, E.U. (Daula Hotel, 2004)
Keywords: ⛔ No DOI found

The Effects of School Libraries on Language Skills: Evidence from a Randomized Controlled Trial in India. - Borkum, Evan; He, Fang; Linden, Leigh L. (No, 2012)
Keywords: ⛔ No DOI found

The effects of Reading Recovery® on the American Indian/non-American Indian achievement gap - Collins, Mary L. (University of South Dakota, 2012)
Keywords: _AcademicRecoveryOECS

The effects of multi-track year-round education on the delivery of senior high school education in Ghana. Lessons from global MT-YRE systems - Takyi, Stephen Appiah; Azerigyik, Richard Apatewen; Amponsah, Owusu (International Journal of Educational Development, 2019)
© 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.

The Effects of Micro-Reflective Teaching Practices on the Professional Skill Development of Pre-Service Physics Teachers - Batman, Demet; Saka, Ahmet Zeki (The Turkish Online Journal of Educational Technology, 2021)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

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 - Akyeampong, Kwame; Carter, Emma; Rose, Pauline; Ryan, Jennifer; Sabates, Ricardo; Stern, Jonathan M. B. (PROSPECTS, 2022)
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.
Keywords: Covid-19 school closure; Equity; Ghana; Learning; Literacy; Mother-tongue education

The effects of language-and literacy-focused professional development on early educators and children: A best-evidence meta-analysis - Markussen-Brown, Justin; Juhl, Carsten B.; Piasta, Shayne B.; Bleses, Dorthe; Højen, Anders; Justice, Laura M. (Early childhood research quarterly, 2017)

The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis - Sung, Yao-Ting; Chang, Kuo-En; Liu, Tzu-Chien (Computers & Education, 2016)
Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993–2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed.
Keywords: Evaluation methodologies; Pedagogical issues; Teaching/learning strategies

The Effects of "Girl‐Friendly" Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso - Kazianga, Harounan; Levy, Dan; Linden, Leigh L.; Sloan, Matt (American Economic Journal: Applied Economics, 2013)

The effects of gender, acclimation state, the opportunity to adjust clothing and physical disability on requirements for thermal comfort - Parsons, K. C. (Energy and Buildings, 2002)
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.
Keywords: Acclimation; Disability; Gender; Thermal comfort

The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes - Mazala, Chileya Mbasilu (2009)
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.
Keywords: CitedIn:OER4S-TPE-HHH2; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; SPRINT

The Effects of Computer-Assisted Instruction in Reading: A Meta-Analysis - Kunkel, Amy (University of Minnesota, 2015)
The purpose of this study was to investigate the effectiveness of computer-assisted instruction (CAI) to improve the reading outcomes of students in preschool through high school. A total of 61 studies met criteria for this review, and 101 independent effect sizes were extracted. Results indicated that the mean effects for students receiving reading CAI were small, positive, and statistically significant when compared to control groups receiving no treatment or non-reading CAI. Categorical moderator analyses and meta-regression were conducted to explore the variation in effects. Results of an analysis of research quality indicated that, on average, about half of quality indicators were met. The results of this meta-analysis show that CAI in reading can effectively enhance the reading outcomes of students in preschool through high school. Future, high-quality research should be conducted to identify effective programs and establish best practice in the instructional design of CAI to enhance the reading skills of all students.

The Effects of Authentic Learning Practices on Problem-Solving Skills and Attitude towards Science Courses - Aynas, Naciye; Aslan, Mecit (Journal of Learning for Development, 2021)
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.
Keywords: attitudes towards science courses; authentic learning; authentic task; problem-solving skills; the curriculum of science courses; ⛔ No DOI found

The Effects of ALEKS on Mathematics Learning in K-12 and Higher Education: A Meta-Analysis - Sun, Shuyan; Else-Quest, Nicole M.; Hodges, Linda C.; French, Allison M.; Dowling, Rebecca (Investigations in Mathematics Learning, 2021)
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.
Keywords: ALEKS; Academic achievement; Final_citation; adaptive learning systems; existing; mathematics education; online learning

The Effects of Air Temperature to the Cognitive Performance of Grade Five Pupils - Bigueja, Myrna C.; Tabardillo, Rosemarie A.; Amoroso, Sheila E.; Tabardillo, Joselito D. (2022)
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.
Keywords: BE:RELEVANT; ⛔ No DOI found

The effects of ABRACADABRA on reading outcomes: An updated meta-analysis and landscape review of applied field research - Abrami, Philip C.; Lysenko, Larysa; Borokhovski, Eugene (Journal of Computer Assisted Learning, 2020)
ABRACADABRA (ABRA) is an evidence-based suite of interactive multimedia that engages learners in the development of core reading skills. This meta-analysis presents an update of the research evidence about the effectiveness of ABRA for elementary students. It reports 91 effect sizes in six reading-related outcomes for a sample of 7,388 students. Regardless of context and measurement type, the studies yielded positive effects of ABRA, ranging in magnitude from g+ = 0.080 for Vocabulary Knowledge to g+ = 0.378 for Phonemic Awareness and reaching statistical significance in four outcome categories. This meta-analysis adds to our understanding of the effectiveness of ABRA-based reading instruction by exploring factors of research design, ABRA design and implementation contexts, and various student characteristics and offers implications for instructional practice.
Keywords: early reading instruction; elementary education; interactive software for learning; meta-analysis; reading outcomes

The effects and characteristics of family involvement on a peer tutoring programme to improve the reading comprehension competence - Blanch, Sílvia; Duran, David; Valdebenito, Vanessa; Flores, Marta (European Journal of Psychology of Education, 2013)
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.
Keywords: _Added to LR; _T:reviewed

The effectiveness of technology-supported teacher professional learning communities in emergency settings. Future-Proofing Teacher Education: Voices from South Africa and Beyond - El-Serafy, Yomna; Adam, Taskeen; Haßler, Björn (Future-Proofing Teacher Education: Voices from South Africa and Beyond, 2022)
Keywords: Author:OpenDevEd; _forthcoming

The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis - Major, Louis; Francis, Gill A.; Tsapali, Maria (British Journal of Educational Technology, 2021)
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.
Keywords: Final_citation; cited; computer-assisted learning; existing; learning outcomes; low- and middle-income; meta-analysis; personalisation; personalised adaptive learning

The effectiveness of technology-facilitated personalized learning on learning achievements and learning perceptions: a meta-analysis - Zheng, Lanqin; Long, Miaolang; Zhong, Lu; Gyasi, Juliana Fosua (Education and Information Technologies, 2022)
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.
Keywords: Effect size; Final_citation; Learning achievement; Learning perception; Meta-analysis; Personalized learning; cited; existing

The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis - Zheng, Lanqin (Asia Pacific Education Review, 2016)
This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2648 students. Moderator analyses were performed using a random effects model that focused on the three main areas of scaffold characteristics (including the mechanism, functions, delivery forms, mode, and number of scaffolds; how to promote self-regulated learning by scaffolds); demographics of the selected studies (including sample groups, sample size, learning domain, research settings, and types of computer-based learning environments); and research methodological features (including research methods, types of research design, types of organization for treatment, and duration of treatment). Findings revealed that self-regulated learning scaffolds in computer-based learning environments generally produced a significantly positive effect on academic performance (ES = 0.438). It is also suggested that both domain-general and domain-specific scaffolds can support the entire process of self-regulated learning since they demonstrated substantial effects on academic performance. Different impacts of various studies and their methodological features are presented and discussed.
Keywords: Academic performance; Meta-analysis; Scaffold; Self-regulated learning

The Effectiveness of School Grants in Low- and Middle-Income Contexts - James, Zoe; Joynes, Chris (2018)
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).
Keywords: ⛔ No DOI found

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature - Means, Barbara; Toyama, Yukie; Murphy, Robert; Baki, Marianne (Teachers College Record: The Voice of Scholarship in Education, 2013)
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.
Keywords: Final_citation; cited; existing

The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis - Xu, Zhihong; Wijekumar, Kausalai (Kay); Ramirez, Gilbert; Hu, Xueyan; Irey, Robin (British Journal of Educational Technology, 2019)
Keywords: Final_citation; cited; existing

The effectiveness of integrating mobile devices with inquiry-based learning on students' learning achievements: a meta-analysis - Zheng, Lanqin; Li, Xin; Tian, Lu; Cui, Panpan (International Journal of Mobile Learning and Organisation, 2018)
Mobile devices are gaining more and more popularity in recent years. Researchers and practitioners took advantages of mobile devices to facilitate inquiry-based learning in the past decade. Although there were many studies that using mobile devices in inquiry-based learning, the systematic review of the effectiveness of integrating mobile devices with inquiry-based learning remained lacking. This meta-analysis examined 34 empirical studies with 2316 participants on integrating mobile devices with inquiry-based learning from 2007 to 2016. The results indicated that there was a high effect size of 0.91 for the application of mobile devices in improving students' learning achievements. The features of moderator variables were also deeply analysed and synthesised based on the content analysis of all studies. The results together with the implications for practices and research were also discussed in detail.
Keywords: inquiry-based learning; learning achievement; meta-analysis; mobile devices

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

The effectiveness of inputs in primary education: Insights from recent student surveys for sub-Saharan Africa - Fehrler, S.; Michaelowa, K.; Wechtler, A. (The Journal of Development Studies, 2009)

The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis - Cheung, Alan C. K.; Slavin, Robert E. (Educational Research Review, 2013)
The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between educational technology applications and study features. A total of 74 qualified studies were included in our final analysis with a total sample size of 56,886 K-12 students: 45 elementary studies (N=31,555) and 29 secondary studies (N=25,331). Consistent with the more recent reviews, the findings suggest that educational technology applications generally produced a positive, though modest, effect (ES=+0.15) in comparison to traditional methods. However, the effects may vary by educational technology type. Among the three types of educational technology applications, supplemental CAI had the largest effect with an effect size of +0.18. The other two interventions, computer-management learning and comprehensive programs, had a much smaller effect size, +0.08 and +0.07, respectively. Differential impacts by various study and methodological features are also discussed.
Keywords: Educational technology applications; K-12; Mathematics achievement; Meta-analysis

The Effectiveness of Digital Game-Based Vocabulary Learning: A Framework-Based View of Meta-Analysis - Chen, Meng-Hua; Tseng, Wen-Ta; Hsiao, Tsung-Yuan (British Journal of Educational Technology, 2018)
This study presents the results of a meta-analytic study about the effects of digital game-based learning (DGBL) on vocabulary. The results of the study showed that the effects of DGBL on vocabulary learning may vary with game design features (Q = 5.857, df = 1, p = 0.016), but not with learners' age (Q = 0.906, df = 1, p = 0.341) or linguistic background (Q = 0.0001, df = 1, p = 0.994). In light of the research findings, Csikszentmihalyi's (1990) Flow Theory was adopted to theorize the role of game design in DGBL. It is proposed that a hierarchy should exist on the "challenge" axis in the Flow Theory, with adventure-oriented games above non-adventure-based games along the "challenge" axis. The theoretical underpinning is that the dynamic equilibrium between challenge and abilities can function independently of the effects of learners' age and linguistic background.
Keywords: Age Differences; Computer Games; Design; Instructional Effectiveness; Meta Analysis; Native Language; Role; Statistical Analysis; Theories; Vocabulary Development

The Effect of Technology-mediated Reading Comprehension Tasks on Autonomy and Metacognitive Strategy Use by Iranian EFL Intermediate Learners - Mehri Ghahfarokhi, Marzieh; Tavakoli, Mansoor (Journal of Modern Research in English Language Studies, 2020)
Keywords: _C:Canada CAN; _C:China CHN; _C:Iran IRN; _C:Turkey TUR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Effect - Kraft, Matthew A.; Blazar, David; Hogan, Dylan (Review of Educational Research, 2018)
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.
Keywords: C:High-income countries; C:United States; __C:filed:1

The effect of principal behaviors on student, teacher, and school outcomes: A systematic review and meta-analysis of the empirical literature - Liebowitz, David D.; Porter, Lorna (Review of Educational Research, 2019)

The Effect of Pre-Primary Education on Primary School Performance. - Berlinski, S.; Galiani, S.; Gertler, P. (Journal of Public Economics, 2009)
Keywords: ⛔ No DOI found

The Effect of Mathematical Self-Efficacy on High Order Thinking Accelerated Learning Learning Inferentialism Approach - Mulyono; Ramadan, Yoshida Agung; Masrukan (International Conference on Science and Education and Technology (ISET 2019), 2020)
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.
Keywords: LMIC; _AcademicRecoveryOECS; content; pedadgogy

The effect of availability and distance from school on children’s time allocation in Ghana and Guatemala - Vuri, Daniela (Understanding Children's Work, 2007)

The educational perception on artificial intelligence by elementary school teachers - Ryu, Miyoung; Han, Seonkwan (Journal of The Korean Association of Information Education, 2018)

The EdTech Report 2019/20 - The Growth of Technology in Education | RS Components - RS (2020)

The EdTech Hub: Building a global community of practice of researchers and implementers - Haßler, Björn; Brugha, Meaghan; Loj, Gosia; Proctor, Jamie (UKFIET, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; UploadedToZenodo; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:k

The EDOREN Model: Reflections and implications for other DFID programmes - Akogun, Oladele B; Friedrich, Florian; Macauslan, Ian; Packer, Steve; Rai, Shefali (Education Data, Research and Evaluation in Nigeria (EDOREN, 2018)

The economy of hope - Miyazaki, Hirokazu; Swedberg, Richard (University of Pennsylvania Press, 2017)
Keywords: Hope

The Economic Lives of Young Women in the Time of Ebola: Lessons from an Empowerment Program [Unpublished Manuscript] - Bandiera, Oriana; Buehren, Niklas; Goldstein, Markus; Rasul, Imran; Smurra, Andrea (Unpublished Manuscript, 2018)

The Economic Lives of Young Women in the Time of Ebola : Lessons from an Empowerment Program - Bandiera, Oriana; Buehren, Niklas; Goldstein, Markus P.; Rasul, Imran; Smurra, Andrea (The World Bank, 2019)
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.
Keywords: _C:Sierra Leone SLE

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

The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective - Vanderlinde, Ruben; van Braak, Johan (Computers & education, 2010)

The distance education experience in Jordan: perspectives from stakeholders - Haßler, Björn; Assaf, Teib; Khalayleh, Abdullah (2021)
Keywords: Author:OpenDevEd; _bjoern_cv; _r:ImportedToMyEducationEvidence

The Discourse of Whole Class Teaching: A Comparative Study of Kenyan and Nigerian Primary English Lessons - Abd-Kadir, Jan; Hardman, Frank (Language and Education, 2007)
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.

The disconnected: COVID-19 and disparities in access to quality broadband for higher education students - Cullinan, John; Flannery, Darragh; Harold, Jason; Lyons, Seán; Palcic, Dónal (International Journal of Educational Technology in Higher Education, 2021)
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.
Keywords: Final_citation

The Digital Transformation Strategy - African Union (African Union, 2020)

The digital divide in online learning in China during the COVID-19 pandemic - Guo, Congbin; Wan, Boshen (Technology in Society, 2022)

The Digital Divide in Language and Literacy Education - Tate, Tamara; Warschauer, Mark (Language, Education and Technology, 2017)
Keywords: __C:filed:1

The different ways that teachers can influence the socio-emotional development of their students: A literature review - Villaseñor, Paula (2017)
Keywords: ⛔ No DOI found

The difference between emergency remote teaching and online learning - Hodges, Charles B.; Moore, Stephanie; Lockee, Barbara B.; Trust, Torrey; Bond, Mark Aaron (2020)
Keywords: Final_citation; ⛔ No DOI found

The didactical use of tablets: a balancing act between teacher-centred and learner-centred education - Montrieux, Hannelore; Schellens, Tammy (2018)
Keywords: _C:Belgium BEL; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

The development of preprints during the COVID‐19 pandemic - Älgå, Andreas; Eriksson, Oskar; Nordberg, Martin (Journal of Internal Medicine, 2021)

The Development Dictionary: A Guide to Knowledge as Power - Sachs, Wolfgang (2010)

The Development dictionary: a guide to knowledge as power - Sachs, Wolfgang (2019)

The development dictionary @25: post-development and its consequences - Ziai, Aram (2020)
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.

The design thinking toolbox: a guide to mastering the most popular and valuable innovation methods - Lewrick, Michael; Link, Patrick; Leifer, Larry J. (John Wiley & Sons, Inc, 2020)
"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"--
Keywords: Creative ability in business; Creative ability in technology; Creative thinking; Problem solving; Project management; ⛔ No DOI found

The Design Thinking Playbook: Mindful Digital Transformation of Teams, Products, Services, Businesses and Ecosystems - Lewrick, Michael; Link, Patrick; Leifer, Larry (Wiley, 2018)

The Design of Teacher Assignment: Theory and Evidence. - Combe, Julien; Tercieux, Olivier; Terrier, Camille (2020)
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.
Keywords: Lebanon_event_2021; _C:Czech Republic CZE; _C:France FRA; _C:Germany DEU; _C:Ireland IRL; _C:Italy ITA; _C:Mexico MEX; _C:Peru PER; _C:Portugal PRT; _C:Spain ESP; _C:Turkey TUR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The datafied child: The dataveillance of children and implications for their rights - Lupton, Deborah; Williamson, Ben (New Media & Society, 2017)

The current state of e-learning at universities in Zimbabwe: Opportunities and challenges - Chitanana, Lockias; Makaza, Daga; Madzima, Kudakwashe (International Journal of Education and Development using ICT, 2008)
Keywords: ⛔ No DOI found

The critical role of continuous professional development for teachers in Africa - Luneta, Kakoma (African Journal of Teacher Education and Development, 2022)

The COVID-19 pandemic has changed education forever. This is how (The COVID-19 pandemic has changed education forever. This is how, 2020)

The COVID-19 pandemic has changed education forever. This is how - Li, Cathy; Lalani, Farah (https://www.weforum.org/, 2020)

The counting house: Measuring those who count. Presence of bibliometrics, scientometrics, informetrics, webometrics and altmetrics in the Google Scholar citations, Researcherid, ResearchGate, Mendeley & Twitter - Martín-Martín, Alberto; Orduña-Malea, Enrique; Ayllón, Juan M.; Lopez-Cozar, Emilio Delgado (arXiv preprint arXiv:1602.02412, 2016)
Keywords: ⛔ No DOI found

The Cost-Benefit and Cost-effectiveness of Providing Menstrual Cups and Sanitary Pads to Schoolgirls in Rural Kenya - Babagoli, M.; Benshaul-Tolonen, Anja; Zulaika, Garazi; Nyothach, Elizabeth; Oduor, Clifford; Obor, David; Mason, Linda; Kerubo, Emily; Ngere, Isaac; Laserson, Kayla F. (Columbia Center for Development Economics and Policy, Working Paper, 2020)
Keywords: _yl:a; ⛔ No DOI found

The Contribution of Education to Economic Growth - Grant, Catherine (2017)
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).
Keywords: ⛔ No DOI found

The Contribution of Digital Technologies to Service Delivery: An Evidence Review - Sharmin, Shumona; Faith, Becky; Prieto Martín, P.; Ramalingam, Ben (IDS, 2017)
Keywords: _C:Afghanistan AFG; _C:Armenia ARM; _C:Australia AUS; _C:Azerbaijan AZE; _C:Bangladesh BGD; _C:Bhutan BTN; _C:Bolivia BOL; _C:Botswana BWA; _C:Brazil BRA; _C:Burkina Faso BFA; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Catalan Republic XCATA; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Costa Rica CRI; _C:Cuba CUB; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guatemala GTM; _C:Guinea GIN; _C:Guyana GUY; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Kyrgyzstan KGZ; _C:Lesotho LSO; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mexico MEX; _C:Myanmar MMR; _C:Nepal NPL; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Panama PAN; _C:Paraguay PRY; _C:Peru PER; _C:Philippines PHL; _C:Qatar QAT; _C:Romania ROU; _C:Rwanda RWA; _C:Samoa WSM; _C:Singapore SGP; _C:Solomon Islands SLB; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Venezuela VEN; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; literature / systematic review

The Context of Training Teachers to Implement a Socially Relevant Science Education in Africa - Ogunniyi, Meshach B. (African Journal of Research in Mathematics, Science and Technology Education, 2011)
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.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; F:attitude; F:policy; F:teaching method; P:culture; P:economy; P:environment; P:measurement; P:social; P:teacher education; P:teacher training; P:teachers; R:case study; T:Training; T:trainee; Z:African Culture; Z:Case Studies; Z:Course Content; Z:Cultural Context; Z:Culturally Relevant Education; Z:Disadvantaged Schools; Z:Educational Change; Z:Educational Quality; Z:Foreign Countries; Z:Indigenous Knowledge; Z:Interdisciplinary Approach; Z:Relevance (Education); Z:Science Education; Z:Science Instruction; Z:Scientific Principles; Z:Social Problems; Z:Teacher Attitudes; Z:Teacher Education; Z:Teacher Effectiveness; Z:Teaching Methods; Z:Western Civilization; publicImportV1

The Connection Between Socio-emotional Learning and Girls’ Educational Outcomes - Fitzpatrick, Rachel; Page, Ella (2022)
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).
Keywords: ⚠️ Invalid DOI; ⛔ No DOI found

The Concept of Tawhid in the Political Thoughts of Muhammad Iqbal - Shehu, S.; Aisha Abdu-Ismail (Islamic Political Thoughts and Institutions; Kano IIIT(N, 2011)

The concept of competence in the development of vocational education and training in selected EU member states: a critical analysis - Mulder, Martin; Weigel, Tanja; Collins, Kate (Journal of Vocational Education & Training, 2007)
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.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1

The Concept of Competence Based Assessment in Vocational Education and Training - Kyobe, Ethel (2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; CLL:en; publicImportV1; ⛔ No DOI found

THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT - Niglas, Katrin (undefined, 2004)
Semantic Scholar extracted view of "THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT" by Katrin Niglas
Keywords: ⛔ No DOI found

The combined use of qualitative and quantitative methods in educational research - Niglas, Katrin (undefined, 2004)
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"
Keywords: ⛔ No DOI found

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

The Classroom Practices of Primary and Secondary School Teachers Participating in English in Action - English in Action (2011)

The classroom goes hybrid - Scott, Craig (AV Magazine, 2020)
Craig Scott, chief technology officer of ViewSonic, explores post-Covid-19 education and preparing for a world of hybrid learning and teaching.

The classroom assessment scoring system: Findings from the prekindergarten year - La Paro, Karen M.; Pianta, Robert C.; Stuhlman, Megan (The elementary school journal, 2004)

The Circular Economy: Micro-Macro Linkages and Implications for Commonwealth Countries - Brain, Sophie; Awiti, Christine (Commonwealth iLibrary, 2023)
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.

The Changing Roles of Non-Governmental Organisations in Education in Malawi. - Kadzamira, Esme Chipo; Kunje, Demis (2002)
Keywords: _C:Malawi MWI; ⛔ No DOI found

The Changing Nature of Work - World Bank (2019)

The Challenges of community- directed treatment with ivermectin (CDTI) within the African Programme for Onchocerciasis Control (APOC - AMAZIGO, U.V.B.R.I.E.G.E.R.; W.R., K.A.T.A.B.A.R.W.A.M.; Akogun, Oladele B; M., N.T.E.P.; BOATIN, B.; N’DOYO, J.; NOMA, M.; A, S.E.K.E.T.E.L.I. (Annals of Tropical Medicine and Parasitology, 2002)
Keywords: ⛔ No DOI found

The challenges and prospects of ICTs in teaching and learning in Sunyani Polytechnic, Ghana - Bonsu, KA; Duodu, A; Bonsu, K; Duodu, K (Capa Scientific Journal, 2013)
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.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; F:teaching; P:economy; P:teacher education; Q:ICT; Q:educational technology; R:case study; T:TVET; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

The Challenge of Education and Learning in the Developing World - Kremer, M.; Brannen, C.; Glennerster, R. (Science, 2013)

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Roadmap Poster - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _yl:t; _zenodo:submitted; _zenodoETH:submitted

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Roadmap for Principals - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _yl:t; _zenodo:submitted; _zenodoETH:submitted

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Overview - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; ___duplicate_item; _yl:u; _zenodo:submitted; _zenodoETH:submitted

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Overview - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:u; _zenodo:submitted; _zenodoETH:submitted

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — A Roadmap for Ministries - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _yl:s; _zenodo:submitted; _zenodoETH:submitted

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — A Roadmap for IGOs - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _yl:r; _zenodo:submitted; _zenodoETH:submitted

The Catch-up Education Programme in Turkey: Opportunities and challenges - Börkan, Bengü; Ünlühisarcıklı, Özlem; Caner, H. Ayşe; Sart, Z. Hande (International Review of Education, 2015)
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.
Keywords: _AcademicRecoveryOECS; _Added to LR; _T:reviewed; __C:filed:1

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 - Lameu, Paula (Technology, Knowledge and learning, 2020)
Keywords: __C:filed:1

The Case of Non-formal Education Provisions in Namibia - Indabawa, SA (2000)
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.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Namibia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:ministry; P:culture; Q:higher education; Q:open learning; T:TVET; publicImportV1; ⛔ No DOI found

The cascade model of teachers’ continuing professional development in Kenya: A time for change? - Bett, Harry Kipkemoi (Cogent Education, 2016)
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.

The building block thesis - Choudary, Sangeet Paul; Maruwada, Shankar (2022)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

‘The best app is the teacher’Introducing classroom scripts in technology-enhanced education - Montrieux, Hannelore; Raes, Annelies; Schellens, Tammy (Journal of Computer Assisted Learning, 2017)
Keywords: _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:Greece GRC; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

The Availability of Electronic Courses Using ICT Infrastructure in Teaching and Learning among Teachers in Nigeria's TVET Institutions. - Hashim, MHM; Abubakar, B (2017)
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.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:teaching; P:electro; P:teachers; Q:ICT; Q:educational technology; T:TVET; publicImportV1; ⛔ No DOI found

The automation of science - King, R.D.; Rowland, J.; Oliver, S.G. (Science, 2009)
Keywords: _Added-ailr-2024

The Automation of Management and Business Science - Johnson, C.D.; Bauer, BC; Niederman, F. (Academy of Management Perspectives, 2019)
Keywords: _Added-ailr-2024

The Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone - Paracka, Daniel J. (2006)
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).
Keywords: _C:Sierra Leone SLE

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

The application of machine learning for evaluating anthropogenic versus natural climate change - Abbot, John; Marohasy, Jennifer (GeoResJ, 2017)

The application of artificial intelligence on different types of literature reviews-A comparative study - Müller, Henry; Pachnanda, Simran; Pahl, Felix; Rosenqvist, Christopher (IEEE, 2022)

The Analysis of Elementary School Teachers' Perception of Using Artificial Intelligence in Education - Han, Hyeong-Jong; Kim, Keun-Jae; Kwon, Hye-Seong (Journal of Digital Convergence, 2020)

The AI gambit: leveraging artificial intelligence to combat climate change—opportunities, challenges, and recommendations - Cowls, Josh; Tsamados, Andreas; Taddeo, Mariarosaria; Floridi, Luciano (AI & SOCIETY, 2023)
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.

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

The African Institute for Mathematical Sciences - Haßler, Björn (2004)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

The adult learner - Knowles, M.S.; Holton, E.F.; Swanson, R.A. (Elsevier, 2005)

The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives - Ifenthaler, Dirk; Schweinbenz, Volker (Computers in Human Behavior, 2013)

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

The 2019 Global Learning Technology Investment Patterns: Another Record Shattering Year - Adkins, Sam S. (2020)
Keywords: Final_citation; anystyle; existing

The 12 Transferable Skills from UNICEF’s Conceptual and Programmatic Framework - UNICEF (2022)

Textbook Broke: Textbook Affordability as a Social Justice Issue - Jenkins, J. Jacob; Sánchez, Luis A.; Schraedley, Megan A. K.; Hannans, Jaime; Navick, Nitzan; Young, Jade (Journal of Interactive Media in Education, 2020)
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.
Keywords: Hispanic Serving Institution; OER; open education resources; redistributive justice; student equity

Text mining in organizational research - Kobayashi, V.B.; Mol, S.T.; Berkers, H.A. (Organizational Research Methods, 2017)
Keywords: _Added-ailr-2024

Text classification using deep learning techniques: a bibliometric analysis and future research directions - Sarin, Gaurav; Kumar, Pradeep; Mukund, M. (Benchmarking: An International Journal, 2023)
Keywords: Bibliometric analysis; Classification; Data mining; Deep learning; Text analytics; _Added-ailr-2024

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

TESSA Formative Evaluation Report Executive Summary - Harley, Ken; Simiyu Barasa, Fred (Teacher education in sub-Saharan Africa, 2012)
Keywords: __C:filed:1

Terminology for dissemination and implementation research - Rabin, Borsika A.; Brownson, Ross C. (Dissemination and implementation research in health: Translating science to practice, 2017)
Keywords: ⛔ No DOI found

Tensions and dilemmas of cross-cultural transfer of knowledge: post-structural/postcolonial reflections on an innovative teacher education in Pakistan - Kanu, Yatta (International Journal of Educational Development, 2005)

Temperature-dependent ventilation rates might improve perceived air quality in a demand-controlled ventilation strategy - Yang, Aileen; Holøs, Sverre B.; Resvoll, Marie Opsahl; Mysen, Mads; Fjellheim, Øystein (Building and Environment, 2021)
Keywords: BE:RELEVANT

Telehealth in an Increasingly Virtual World - Martinelli, Katherine; Cohen, Yakira; Kimball, Harry; Sheldon-Dean, Hannah (Child Mind Institute, 2020)

Teenage School Attendance and Cash Transfers: An Impact Evaluation of PANES - Amarante, Verónica; Ferrando, Mery; Vigorito, Andrea (Economía, 2013)
Keywords: ⛔ No DOI found

Technology use in teacher preparation and professional development in low- and middle-income countries: 2023 GEM Report – Evidence review - Hennessy, S.; D'Angelo, Sophia; Koomar, Saalim; Kreimeia, Adam; Adam, Taskeen; Cao, Lydia; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

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

Technology use in teacher preparation and professional development in low- and middle-income countries - Hennessy, Sara; D'Angelo, Sophia; Koomar, Saalim; Adam, Taskeen; Cao, Lydia; Haßler, Björn (Global Education Monitoring Report, 2023)
Keywords: Final_citation; cited; existing

Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review - D'Angelo, Sophia; Hennessy, Sara; Kreimeia, Adam; Koomar, Saalim; Cao, Lydia; McIntyre, Nora; Brugha, Meaghan; Zubairi, Asma (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asma (Computers and Education Open, 2022)
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.
Keywords: ICT; Teacher professional development; _EdTechHub_Output; _MELA_knowledge_product; _MELA_seen; _genre:LR-literature_review; e-learning; low- and middle-income countries (LMICs); pedagogy; peer learning; teacher training; technology

Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asma (Computers and Education Open, 2022)
Keywords: Disability; Final_citation; Read; Referenced; Teacher education and training; What works evidence; _EdTechHub_Output; _MELA_knowledge_product; _MELA_seen; cited; existing

Technology use for teacher education and professional development: Insights from a systematic review [preprint] - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Brugha, Meaghan; Zubairi, Asma (2022)
Keywords: ⛔ No DOI found

Technology usage in mathematics education research – A systematic review of recent trends - Bray, Aibhín; Tangney, Brendan (Computers & Education, 2017)

Technology Tools for Teaching and Training Results - USAID (2010)

Technology-supported Teacher Learning Circles: Engagement and Barriers - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
Keywords: Author:OpenDevEd

Technology-Supported Professional Development for Teachers: Lessons from Developing Countries. - McAleavy, Tony; Hall-Chen, Alex; Horrocks, Sarah; Riggall, Anna (Education Development Trust, 2018)
Keywords: C:Low- and middle-income countries; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:China CHN; _C:France FRA; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Kenya KEN; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Nepal NPL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Senegal SEN; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:Viet Nam VNM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found