한국의 초등학생을 대상으로 한 성폭력 예방 교육 프로그램에 관한 통합적 고찰 - 신혜원; 이정민; 강경아; 김신정 (Child Health Nursing Research, 2019)
Keywords: _C:Korea XKOR; _C:Korea, Republic KOR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

한국의 대학생을 대상으로 한 성교육 프로그램에 관한 통합적 고찰 - 신혜원; 이정민; 민혜영 (한국간호교육학회지, 2020)
Keywords: _C:Korea XKOR; _C:Korea, Republic KOR; _C:Uganda UGA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

입원 아동 대상 통증 완화 중재에 대한 통합적 고찰 - 조해련; 이정민; 김신정 (Child Health Nursing Research, 2020)
Keywords: __C:filed:1; ⛔ No DOI found

스마트폰을 이용한 한국 간호대학생 대상 간호교육의 통합적 고찰 - 신혜원; 이정민; 김신정 (한국간호교육학회지, 2018)
Keywords: __C:filed:1; ⛔ No DOI found

指尖上的学习: 触屏学习的作用 - 谢和平; 周宗奎; 黄勖喆; 朱晓伟; 范翠英 (心理科学, 2020)
Keywords: _C:Greece GRC; _C:New Zealand NZL; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

ভূ-অভ্যন্তরের গঠন ।। BGS ।। শ্রেণি নবম, অধ্যায় ৩য় ।। আমার ঘরে আমার স্কুল - Konnect Portal (2020)

কিশোর বাতায়ন - Konnect YouTube Channel - Konnect Portal (Youtube, 2020)

Тёмная материя в галактиках - Засов, Анатолий Владимирович; Сабурова, Анна Станиславовна; Хоперсков, Александр Валентинович; Хоперсков, Сергей Александрович (Успехи физических наук, 2017)
Keywords: __C:filed:1; ⛔ No DOI found

Особенности структуры интеллекта младших школьников, обучаемых посредством гаджетов - Водяха, Сергей Анатольевич; Водяха, Юлия Евгеньевна; Минюрова, Светлана Алигарьевна (Педагогическое образование в России, 2019)
Keywords: __C:filed:1; ⛔ No DOI found

Zum Stand der Forschung zum Tableteinsatz in Schule und Unterricht aus nationaler und internationaler Sicht - Aufenanger, Stefan (Tablets in Schule und Unterricht, 2017)
Keywords: __C:filed:1

Zotero Bookmarklet - Haßler, Björn (2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler

Zoom Around the World: Using Videoconferencing Technology for International Trainings - Scanga, Lauren Hrncirik; Deen, Mary Katherine Y.; Smith, Suzanne R.; Wright, Kevin (Journal of Extension, 2018)
This article describes an innovative model of educational programming used by our team of U.S. Extension educators for an international development project in Burundi, Africa. Our team designed a model to provide ongoing professional development trainings at a distance using Zoom, a videoconferencing platform. Over a 2-year period, we conducted 18 Zoom trainings with Burundian educators. On the basis of participant evaluation data and the literature, we present key principles for using distance technology in international development projects. Given the current economy and budget cuts in Extension, videoconferencing provides an opportunity for Extension to remain engaged internationally.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:Burundi; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:economy; P:technology; R:evaluation; T:Ausbildung; Z:international development; Z:professional development; Z:school gardens; Z:videoconferencing; publicImportV1; ⛔ No DOI found

Zero-Rating Educational Content in Low- and Middle-Income Countries - McBurnie, Chris; Adam, Taskeen; Kaye, Thomas; Haßler, Björn (EdTech Hub, 2020)
Keywords: Final_citation; cited; existing

Zero-rating educational content in low- and middle-income countries - McBurnie, Chris; Adam, Taskeen; Kaye, Thomas; Haßler, Björn (2020)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; LP: English; _C:Afghanistan AFG; _C:Benin BEN; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Egypt EGY; _C:Ghana GHA; _C:India IND; _C:Jamaica JAM; _C:Jordan JOR; _C:Kenya KEN; _C:Korea (Republic of) KOR; _C:Korea XKOR; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Paraguay PRY; _C:Rwanda RWA; _C:Senegal SEN; _C:Somalia SOM; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _bjoern_cv; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Zero-rate mobile services for health, education and development now - Harrison, David (The Mail & Guardian, 2020)
Operators must work together — if each network picks which sites to zero-rate, access to information will be determined by the colour of a person’s sim card

Zambia’s Education Sector Support Technical Assistance Facility (ZESSTA) - Open Development & Education - Open Development & Education (2023)
Effective teaching and learning of large cohorts in institutions of higher learning in Zambia: Challenges and opportunities

Zambia: An overview of formal education - Masaiti, Gift; Chita, Joseph (Education in East and Central Africa, 2014)
Keywords: ⛔ No DOI found

Youth unemployment in resource-rich Sub-Saharan Africa: A critical review - Ackah-Baidoo, Patricia (The Extractive Industries and Society, 2016)
This paper critically reviews the youth unemployment crisis in resource-rich Sub-Saharan Africa. Although the region has experienced continuous and a seemingly limitless ﬂow of investment in all types of extractive industries in recent decades, this growth has not directly translated into signiﬁcant poverty reduction. Its overdependence on natural resources economically seems to have had a negative impact on socioeconomic development overall, generating very few jobs for youth and exacerbating existing unemployment crises. The paper uses Ghana, one the region’s top mineral-rich countries, as a case study to explore these issues further.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; _C:Ghana GHA; __C:filed:1; publicImportV1

Youth Employment and Productivity: Medium-term Experimental Evidence from Rwanda - McIntosh, Craig; Zeitlin, Andrew (2022)
Keywords: ⛔ No DOI found

Youth and Artificial Intelligence.“Berkman Klein Center - Hasse, A. (2019)
How can we empower young people to meaningfully interact with AI-based technologies to promote and bolster learning, creative expression, and well-being, while also addressing key challenges and concerns?
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning - Allier-Gagneur, Zoé; Moss Coflan, Caitlin (EdTech Hub Helpdesk Response, 2020)
Keywords: F: Helpdesk response; L:Gender and education; L:Out-of-school populations; LP: English; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Bhutan BTN; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Colombia COL; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Congo, Republic COG; _C:El Salvador SLV; _C:France FRA; _C:Kenya KEN; _C:Kyrgyzstan KGZ; _C:Lebanon LBN; _C:Maldives MDV; _C:Mexico MEX; _C:Nepal NPL; _C:Nigeria NGA; _C:Peru PER; _C:Sierra Leone SLE; _C:Somaliland XSMLD; _C:South Africa ZAF; _C:South Sudan SSD; _C:Spain ESP; _C:Sudan SDN; _C:Zimbabwe ZWE; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-dode

Young Persons with Disabilities: Global Study on Ending Gender-Based Violence, and Realizing Sexual and Reproductive Health and Rights (2018)

Young children and tablets: A systematic review of effects on learning and development - Herodotou, Christothea (Journal of Computer Assisted Learning, 2018)
Keywords: __C:filed:1; literature / systematic review

You use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools - Larkin, Kevin (Journal of Research on Technology in Education, 2011)
The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.

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

You Are Sick”, “No, We Are Not”: Africa, the Pandemic, and the Convolution of Denial - Ajadi, S.B. (Harvard Urban Review, 2021)
Keywords: ⛔ No DOI found

Yi - Baird (et al. 2015 Garn et al, 2011)

Yearbook of Educational Data - Oliveira, Andre Correa de (State Department of Education of Minas Gerais, 2018)
Keywords: Author:OpenDevEd

Year long monitoring of indoor air quality and ventilation in school classrooms in Victoria, Australia - Rajagopalan, Priyadarsini; Andamon, Mary Myla; Woo, Jin (Architectural Science Review, 2022)
Keywords: BE:RELEVANT

wwwlitbaskets.io, an IT artifact supporting exploratory literature searches for Information Systems research - Boell, SK; Wang, B (2019)
Keywords: _Added-ailr-2024; ⛔ No DOI found

WRAHA: We Refugees Also Have Ambitions! - research design for an unsuccessful eCubed application - Haßler, Björn (Open Development & Education, 2018)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; _yl:e

Worldreader | Sierra Leone - Worldreader (2020)
Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation.
Keywords: _C:Sierra Leone SLE

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

World Yearbook of Education 2014: Governing Knowledge: Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education - Fenwick, Tara; Mangez, Eric; Ozga, Jenny (Routledge, 2014)
This latest volume in the World Yearbook of Education Series focuses on a major and highly significant development in the governing of education across the globe: the use of knowledge-based technologies as key policy sources. A combination of factors has produced this shift: first, the massive expansion of technological capacity signalled by the arrival of ‘big data’ that allows for the collection, circulation and processing of extensive system knowledge. The rise of data has been observed and discussed extensively, but its role in governing and the rise of comparison as a basis for action is now a determining practice in the field of education. Comparison provides the justification for ‘modernising’ policy in education, both in the developed and developing world, as national policy makers (selectively) seek templates of success from the high performers and demand solutions to apparent underperformance through the adoption of the policies favoured by the likes of Singapore, Finland and Korea. In parallel, the growth of particular forms of expertise: the rise and rise of educational consultancy, the growth of private (for profit) involvement in provision of educational goods and services and the increasing consolidation of networks of influence in the promotion of ‘best practice’ are affecting policy decisions. Through these developments, the nature of knowledge is altered, along with the relationship between knowledge and politics. Knowledge in this context is co-constructed: it is not disciplinary knowledge, but knowledge that emerges in the sharing of experience. This book provides a global snapshot of a changing educational world by giving detailed examples of a fundamental shift in the governing and practice of education learning by: • Assessing approaches to the changing nature of comparative knowledge and information • Tracking the translation and mobilisation of these knowledges in the governing of education/learning; • Identification of the key experts and knowledge producers/circulators/translators and analysis of how best to understand their influence; • Mapping of the global production of these knowledges in terms of their range and reach the interrelationships of actors and their effects in different national settings. Drawing on material from around the world, the book brings together scholars from different backgrounds who provide a tapestry of examples of the global production and national reception and mediation of these knowledges and who show how change enters different national spaces and consider their effects in different national settings.
Keywords: Education / Educational Policy & Reform / General; Education / General; Education / Higher

World TVET Database - UNESCO-UNEVOC (2016)

World: TVET Coordination Committee founded in South Sudan (2019)

World Report on Disability - World Health Organisation; World Bank (2011)

World Population Prospects 2022 - United Nations (United Nations, Department of Economic and Social Affairs, Population Division, 2022)
Keywords: Final_citation

World Employment and Social Outlook: Trends for Women 2017 - I.L.O. (Essays on the Economics of Education'. International Initiative for Impact Evaluation (3ie). 2016. "Impact Evaluation Repository." In. Islam, Asad. 2019. 'Parent–teacher meetings and student outcomes: Evidence from a developing country, 2017)
Keywords: ⛔ No DOI found

World Education Forum 2015, Final Report (UNESCO, 2015)

World Development Report 2019: The Changing Nature of Work - World Bank (Washington, DC: World Bank, 2019)

World Development Report 2018: Learning to realize education’s promise - The World Bank (2018)
Keywords: Final_citation; cited; existing

World Development Report 2018: Learning to Realize Education's Promise - World Bank (World Development Report, 2018)
World Development Report 2018: LEARNING to Realize Education’s Promise
Keywords: C:Low- and middle-income countries; CitedIn:PhD_Thesis; EDUCATION; EDUCATION SYSTEMS; HUMAN CAPITAL; LEARNING CRISIS; PRIMARY EDUCATION; SCHOOL MANAGEMENT; SECONDARY EDUCATION; SHARED PROSPERITY; SKILLS GAP; SOCIAL COHESION; SOCIOEMOTIONAL SKILLS

World Development Report 2016: Digital Dividends (2016)
Keywords: AWP2; AWP2-actual

World Development Report 2015: Mind, Society, and Behavior (World Bank, 2015)
Keywords: AWP2; AWP2-actual

World Bank EdTech Readiness Index (ETRI) - World Bank Group (2021)

Working with children, young people, and families to mitigate the impact of the Covid-19 pandemic - COVID Trauma Response Working Group (2020)

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

Work-integrated learning for TVET lecturers: Articulating industry and college practices - Bijl, André van der; Taylor, Vanessa (Journal of Vocational, Adult and Continuing Education and Training, 2018)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:LOW; -RRQ:M:final; C:South Africa; RRQ:other; __C:filed:1; publicImportV1; ⛔ No DOI found

Work from Home after the COVID-19 Outbreak - Bick, Alexander; Blandin, Adam; Mertens, Karel (Social Science Research Network, 2020)
Based on rich novel survey data, we document that 35.2 percent of the US workforce worked entirely from home in May 2020, up from 8.2 percent in February. Highly educated, high-income and white workers were more likely to shift to working from home and maintain employment following the pandemic. Individuals working from home daily before the pandemic lost employment at similar rates as daily commuters. This suggests that, apart from the potential for home-based work, demand conditions also mattered for job losses. We find that 71.7 percent of workers that could work from home effectively did so in May.
Keywords: Adam Blandin; Alexander Bick; Karel Mertens; SSRN; Work from Home after the COVID-19 Outbreak

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

Women’s Empowerment in Action: Evidence from a Randomized Control Trial in Africa - Bandiera, Oriana; Buehren, Niklas; Burgess, Robin; Goldstein, Markus; Gulesci, Selim; Rasul, Imran; Sulaiman, Munshi (American Economic Journal: Applied Economics, 2019)
Keywords: ⛔ No DOI found

Women's access to agricultural technologies in rice production and processing hubs: A comparative analysis of Ethiopia, Madagascar and Tanzania - Achandi, Esther L.; Mujawamariya, Gaudiose; Agboh-Noameshie, Afiavi R.; Gebremariam, Shewaye; Rahalivavololona, Njaka; Rodenburg, Jonne; Rahalivavololona, Njaka; Rodenburg, Jonne; Rodenburg, Jonne (Journal of Rural Studies, 2018)
© 2018 Elsevier Ltd This study presents results from a farmer survey conducted with 560 rice farmers from 27 villages spread over five hubs (concentration areas of rice production and processing) in three different countries in Eastern Africa (Ethiopia, Tanzania and Madagascar). The main research objective was to assess women's access to rice technologies and constraints to adoption of technologies. Constraints were analyzed over five different categories: (1) institutional (2) access to agricultural inputs, (3) technology-contextual, (4) household and socio-cultural and (5) extension. Key providers of extension were public (government), Non-Governmental Organizations (NGOs) and international organizations. Our study identifies that the overarching constraints to technology adoption are institutional and cultural impediments and related to the mode of delivery of extension services. Furthermore, the Focus Group Discussions (FGD) with the women, revealed that empowerment of women in decision making at the household level can enhance women's access and engagement in better farming practices suggested under extension advisory services. This is specifically true where women are able to overcome the hurdles of acquisition of extension training and access to the improved technologies.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:eastern Africa; C:Ethiopia; C:Madagascar; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; F:women; P:agricultural; P:culture; P:production; P:services; P:technology; R:focus groups; R:survey; T:Training; __C:filed:1; publicImportV1

Women Rights and the Shari’ah” in Al-Ijtihad – The Journal of the Islamization of Knowledge and Contemporary Issues - Aisha Abdu-Ismail (2006)

Women and Youth in Peace-Building: The Case of the Mano River Basin Peace Initiative - Muhammad, H.; Aisha Abdu-Ismail (Concepts and Issues in Peace Studies and Conflicts Resolution, 2006)

Wnioski z międzynarodowych doświadczeń w wykorzystywaniu tablic interaktywnych - rola doskonalenia zawodowego we wprowadzaniu nowych technologii do szkół - Hennessy, Sara; London, Laura; Dzierzgowski, Jan (2013)
Keywords: _C:Australia AUS; _C:Mexico MEX; _C:Tanzania TZA; _C:United Kingdom GBR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

‘Without Education You Can Never Become President’: Teenage Pregnancy and Pseudo-empowerment in Post-Ebola Sierra Leone - Menzel, Anne (Journal of Intervention and Statebuilding, 2019)
This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex.
Keywords: Sierra Leone; _C:Sierra Leone SLE; aid and development; gender politics; neoliberalism; sexual violence; teenage pregnancy

With the help of one's neighbors: externalities in the production of nutrition in Peru - Alderman, Harold; Hentschel, Jesko; Sabates, Ricardo (Social Science & Medicine, 2003)
Both public and private resources contribute to the nutritional status of children. In addition, the investments made by one household may contribute to the health of other households in the neighborhood through improvements in the sanitation environment and through increases in shared knowledge. This paper measures the externalities of investments in nutrition by indicating the impact of the education of women in Peruvian neighborhoods on the nutrition of children in other households, after controlling for the education and income of those households. We find that in rural areas this shared knowledge has a significant impact on nutrition, with the coefficient of an increase in the average education of women in the neighborhood being appreciable larger than the coefficient of education in isolation. In addition, we indicate the impact of the water and sanitation environment in the neighborhood, again controlling for the household's own access to sanitation and water. In both urban and rural areas, we observe externalities from investments in such household level infrastructure with the evidence particularly strong for sanitation made by neighboring households.
Keywords: Externalities; Female education; Nutrition; Peru; Sanitation; Water

Wireless laptops as means for promoting active learning in large lecture halls - Barak, M.; Lipson, A.; Lerman, S. (Journal of Research on Technology in Education, 2006)

Wired citizenship: youth learning and activism in the Middle East - Sakr, Rehab; Herrera, Linda (2014)
"Wired Citizenship examines the evolving patterns of youth learning and activism in the Middle East and North Africa (MENA). In todays digital age, in which formal schooling often competes with the peer-driven outlets provided by social media, youth all over the globe have forged new models of civic engagement, rewriting the script of what it means to live in a democratic society. As a result, state-society relationships have shifted never more clearly than in the MENA region, where recent uprisings were spurred by the mobilization of tech-savvy and politicized youth.Combining original research with a thorough exploration of theories of democracy, communications, and critical pedagogy, this edited collection describes how youth are performing citizenship, innovating systems of learning, and re-imagining the practices of activism in the information age. Recent case studies illustrate the context-specific effects of these revolutionary new forms of learning and social engagement in the MENA region"--

Windcatcher (Wikipedia, 2022)
A windcatcher (wind tower, wind scoop) (Persian: بادگیر, Arabic: برجيل) is a traditional architectural element used to create cross ventilation and passive cooling in buildings. Windcatchers come in various designs: unidirectional, bidirectional, and multidirectional. Windcatchers are widely used in North Africa and in the West Asian countries around the Persian Gulf, and have been for the past three thousand years.Neglected by modern architects in the latter half of the 20th century, the early 21st century saw them used again, to increase ventilation and cut power demand for air-conditioning. Generally, the cost of construction for a windcatcher-ventilated building is less than that of a similar building with conventional heating, ventilation, and air conditioning (HVAC) systems. The maintenance costs are also lower. Unlike powered air-conditioning and fans, windcatchers are silent and continue to function when the electrical grid power fails (a particular concern in places where grid power is unreliable and expensive).Windcatchers rely on local weather and microclimate conditions, and not all techniques will work everywhere; local factors must be taken into account in design.

Will the poorest children benefit from abolishing secondary school fees in Malawi” - Kadzamira, Esme (2019)
Keywords: _C:Malawi MWI; ⛔ No DOI found

Will the pandemic change schools? - Sahlberg, Pasi (Journal of Professional Capital and Community, 2020)
Purpose This essay offers a perspective for practitioners and decision-makers to look beyond short-term recovery from the COVID-19 pandemic and consider longer-term consequences that it may have on schools. Design/methodology/approach In this essay, I discuss some general observations about education during the pandemic and then provide a perspective to some issues related to educational inequalities and learning from home during the pandemic. The essay is informed by recent media articles and reports of national and international institutions. Findings This essay makes three claims: Despite high hopes, there is only a little chance schools will change as a consequence of this pandemic without bold and brave shifts in mindset in how that change happens. The COVID-19 pandemic has exacerbated the effects of preexisting social and educational inequalities; fixing these would be an important consequence of the pandemic. During school closures, learning from home has been mostly based on the old logic of consuming information and knowledge rather than creating or cocreating new ideas and solutions to real-life problems. Research limitations/implications This is an essay that offers evidence-informed perspectives to current development in education, and it should not be treated as a research-based article. Originality/value This essay will contribute to the evolving public conversation and professional debate on the future of school education. It will be part of the series of essays that will support those who are seeking to not just adapt to meet the pandemic but also to step back and consider the medium to longer-term implications.
Keywords: COVID-19; Professionalism; School change; __C:filed:1

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

Wie transnationale Ausbildungspartnerschaften in Deutschland vorangebracht werden können - Azahaf, Najim (Policy Brief Migration, 2020)

Wider collateral damage to children in the UK because of the social distancing measures designed to reduce the impact of COVID-19 in adults - Crawley, Esther; Loades, Maria; Feder, Gene; Logan, Stuart; Redwood, Sabi; Macleod, John (BMJ Paediatrics Open, 2020)
Keywords: __C:filed:1

Why the World Needs a Curriculum Alignment Hub - Chandra, Shivi (Learning Equality, 2020)
Keywords: Final_citation; cited; existing

Why the World Needs a Curriculum Alignment Hub - Chandra, Shivi (Learning Equality, 2020)
Keywords: _zenodoETH

Why the TVET System of French-Speaking African Countries is Not Able to Produce a Highly Qualified and Operational Man Power? A Comparison with Canadian Community Colleges - Assignon, Efia R. (Handbook of Comparative Studies on Community Colleges and Global Counterparts, 2018)
Most of the French-speaking African countries gained political independence in the 1960s. Since then, the Technical and Vocational Education and Training (TVET) system inherited from France has not allowed them to develop their economies. Moreover, in these countries, there are many new building projects that need highly qualiﬁed workers, and due to the problems with the TVET system, they cannot hire the needed workers locally. This chapter analyzes why for over 50 years, these countries are unable to provide their economies with effective manpower with professional and operational abilities that can function to attract investors and why the system produces so many unemployed graduates. To answer these questions, this chapter will ﬁrst analyze the TVET system in West African Economic and Monetary Union (WAEMU) countries, Benin, Burkina Faso, Guinea-Bissau, Ivory Coast, Mali, Niger, Senegal, and Togo to then compare it with Canadian Community Colleges. The comparison is made because there are strong similarities between the Francophone African economies and the Canadian economy, both of which are based essentially on small and medium enterprises.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1

Why the COVID Crisis Is Not EdTech’s Moment in Africa - CrawFurd, Lee (Open Development & Education, 2020)
This blog was originally posted on the Center for Global Development blog on the 18th May 2020. Open Development & Education is part of The EdTech Hub and the data used here was from the EdTech Hub’s database of interventions. This database, which was initially limited to sub-Saharan Africa, now has […]

Why schools shouldn't use Whatsapp - Safeguarding In Schools - Safeguarding In Schools (2022)
Keywords: Final_citation; cited; existing

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

Why Programs Fail: Lessons for Improving Public Service Quality from a Mixed-Methods Evaluation of an Unsuccessful Teacher Training Program in Nepal - Schaffner, Julie; Glewwe, Paul; Sharma, Uttam (Staff Paper P21-3, 2021)
Using a randomized control trial embedded within a mixed-methods evaluation, we find that an at-scale government teacher training program, of a common but seldom-evaluated form, has little or no impact on student learning. We then document five challenges that the policy’s design failed to address, related to: oversight of training sessions, school-level difficulties in releasing teachers for training (lack of substitute teachers), deficits in teachers’ subject knowledge, deficits in teachers’ post-training accountability and support, and students’ needs for differentiated instruction. We discuss implications for the literatures on teacher training program design and on good governance for public service provision
Keywords: Community/Rural/Urban Development; Final_citation; Public Economics; Teaching/Communication/Extension/Profession; cited; existing

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

Why Is India So Dominant in the Demand for New Smart Feature Phones That Are Internet Connected? - James, Jeffrey (New Perspectives on Current Development Policy: Covid-19, the Digital Divide, and State Internet Regulation, 2021)
In recent years, an innovation called the smart feature phone has brought the Internet to millions of poor people who would not otherwise have been able to go online. The purpose of this chapter is to show and explain why the new phones have spread most widely in India.
Keywords: Affordability; India; KaiOS technology; Multi-sequential model; Smart feature phones

Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings? - Moir, Taryn (Frontiers in Education, 2018)
The current challenging economic climate demands, more than ever, value for money in service delivery. Every service is required to maximize positive outcomes in the most cost-effective way. To date, a smorgasbord of interventions have been designed to benefit society. Those worthy of attention have solid foundations in empirical research, offering service providers reassurance that positive outcomes are assured; many of these programmes lie within the field of education and everyday school practice. However, often even these highly supported programmes yield poor results due to poor implementation. Implementation science is the study of the components necessary to promote authentic adoption of evidence-based interventions, thereby increasing their effectiveness. Following a brief definition of key terms and theories, this article will go on to discuss why implementation is not a straightforward process. To do so, this article will draw upon examples of evidence-based but poorly implemented school programmes. Having acknowledged how good implementation positively affects sustainability, we will then look at the growing number of frameworks for practice within this field. One such framework, the Core Components Model, will be used to facilitate discussion about the processes of successful design and evaluation. This article will continue by illustrating how the quality of implementation has directly affected the sustainability of the Incredible Years programmes and the Promoting Alternative Thinking Strategies (PATHS) curriculum. Then, by analyzing implementation science, some of the challenges currently faced within this field will be highlighted and areas for further research discussed. This article will then link to the implications for educational psychologists (EPs) and will conclude that implementation science is crucial to the design and evaluation of interventions, and that the EP is in an ideal position to support sustainable positive change.
Keywords: education

Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings? - Moir, Taryn (Frontiers in Education, 2018)
The current challenging economic climate demands, more than ever, value for money in service delivery. Every service is required to maximize positive outcomes in the most cost-effective way. To date, a smorgasbord of interventions have been designed to benefit society. Those worthy of attention have solid foundations in empirical research, offering service providers reassurance that positive outcomes are assured; many of these programmes lie within the field of education and everyday school practice. However, often even these highly supported programmes yield poor results due to poor implementation. Implementation science is the study of the components necessary to promote authentic adoption of evidence-based interventions, thereby increasing their effectiveness. Following a brief definition of key terms and theories, this article will go on to discuss why implementation is not a straightforward process. To do so, this article will draw upon examples of evidence-based but poorly implemented school programmes. Having acknowledged how good implementation positively affects sustainability, we will then look at the growing number of frameworks for practice within this field. One such framework, the Core Components Model, will be used to facilitate discussion about the processes of successful design and evaluation. This article will continue by illustrating how the quality of implementation has directly affected the sustainability of the Incredible Years programmes and the Promoting Alternative Thinking Strategies (PATHS) curriculum. Then, by analyzing implementation science, some of the challenges currently faced within this field will be highlighted and areas for further research discussed. This article will then link to the implications for educational psychologists (EPs) and will conclude that implementation science is crucial to the design and evaluation of interventions, and that the EP is in an ideal position to support sustainable positive change.

Why Governments Should Invest More to Educate Girls - Schultz, T.Paul (World Development, 2002)

Why do entrepreneurial mHealth ventures in the developing world fail to scale? - Sundin, Phillip; Callan, Jonathan; Mehta, Khanjan (Journal of Medical Engineering & Technology, 2016)
Telemedicine is an increasingly common approach to improve healthcare access in developing countries with fledgling healthcare systems. Despite the strong financial, logistical and clinical support from non-governmental organisations (NGOs), government ministries and private actors alike, the majority of telemedicine projects do not survive beyond the initial pilot phase and achieve their full potential. Based on a review of 35 entrepreneurial telemedicine and mHealth ventures, and 17 reports that analyse their operations and challenges, this article provides a narrative review of recurring failure modes, i.e. factors that lead to failure of such venture pilots. Real-world examples of successful and failed ventures are examined for key take-away messages and practical strategies for creating commercial viable telemedicine operations. A better understanding of these failure modes can inform the design of sustainable and scalable telemedicine systems that effectively address the growing healthcare disparities in developing countries.
Keywords: Telemedicine; business models; community health workers; failure modes; global health; mHealth

Why disability inclusion is important for climate resilience - King, Molly M. (2024)
Globally, more than a billion people have a disability. Most live in poverty and 80 percent live in low- and middle-income countries, which are more susceptible to climate disasters. Because of this, and sometimes because they are also members of other minorities, disabled people are much more likely to experience the worst impacts of climate change. People with disabilities are two to four times more likely to be hurt or die in climate-related disasters such as heatwaves, wildfires and floods. During the 2017 flooding in rural New South Wales in Australia, those with disabilities were disproportionately impacted by unstable housing, displacement, and post-traumatic stress disorder. When northern Bangladesh faced unprecedented flooding in June 2022, many with disabilities did not receive sufficient support from the government to reach safety and access to shelter, health care, and food.
Keywords: _z:class:countries; openalex:import; openalex:yes

Whose fault is failure? Contested perspectives of academic support in tertiary educational institutions in South Africa - Jeffery, David; Johnson, David (Research in Comparative and International Education, 2019)
© The Author(s) 2019. This paper explores the argument that to widen participation in higher education, educational institutions should bear a greater responsibility for students’ learning. Central to this debate is the notion of ‘academic support’. There are many perspectives on what works to scaffold student participation and learning but rarely are the perspectives of those receiving support taken into account. This paper reports the findings of an exploratory ethnographic study in which students in a vocational college in South Africa reflected on the nature of academic support and access to it. Student narratives that underpin their understandings of how the support system ‘worked’, and what responsibilities they and the college respectively bore for their studies, are compared to the official prescript on student support services in South Africa – the so-called ‘Student Support Services Manual’ which was developed by the South African Department of Higher Education and Training (DHET). The data indicate sharp incongruences in thinking. While the student support services manual maintains that students are a product of their disadvantaged contexts and therefore require an institutional form of academic support, students themselves placed much less responsibility for the provision of academic support on the colleges. Instead, they attributed their success or failure to ‘character’ and their own dispositions towards learning. This is an unexpected finding in the context of an often highly charged debate on the factors that constrain learning and learning outcomes. This paper argues that it is this ‘locus of control’ that undermines the idea that student success is dependent on prescription alone.

Who opens online distance education, to whom, and for what? - Lee, Kyungmee (Distance Education, 2020)
In the previous era of open educational practices (OEP) based around distance teaching, its actors and their target group were clear to define: open universities and disadvantaged learners. In this new era of OEP linked to digitalized open educational resources, there are multiple actors and beneficiaries of OEP. This critical literature review examined numerous scholarly narratives about OEP in online distance education, by asking a simple but important question: “Who opens online distance education, to whom, and for what?”. The results suggest that despite the growing importance on the social mission to make Education for All among diverse actors, clear understanding of the actual process of OEP in real-life higher education settings and clarity on how those actors actually serve disadvantaged learners are lacking. This article suggests that we refocus our OEP effort on opening higher education to the disadvantaged and collecting real-life stories of OEP and the disadvantaged.
Keywords: distance education; online education; open educational practices; open educational resources; open university

Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education - Estellés, Marta; Fischman, Gustavo E. (Journal of Teacher Education, 2021)
Given the seemingly ever-increasing scholarly production about the ideas and ideals of global citizenship education (GCE), it is not surprising those discussions started to gain influence in teacher education (TE) debates. In this study, we examine the discourses that tacitly shape the meanings of GCE within the contemporary academic literature on TE. After analyzing the peer-reviewed scholarship published from 2003 to 2018, we identified patterns in how GCE for TE was described and defended, beyond the differences in their conceptual frameworks. The dominant trend found is to frame GCE as a redemptive educational solution to global problems. This framing requires teachers to embrace a redemptive narrative following a model of rationality based on altruistic, hyperrationalized and overly romanticized ideals. Ultimately, TE literature contributes to the configuration of an excessively naïve discourse that tends to ignore the neoliberal context in which both GCE and TE take place today.
Keywords: civic education discourses; global citizenship education; literature review; teacher education

Who has what? Assessing who has access to what devices in the education response to the COVID-19 pandemic - Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris; Adam, Taskeen; Allier-Gagneur, Zoe (Open Development & Education, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Ghana GHA; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:x

Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa? - Lewin, Keith M.; Sabates, Ricardo (International Journal of Educational Development, 2012)
This paper explores changing patterns of access to basic education in six Sub-Saharan Africa countries using data from Demographic and Health Surveys at two points in time. In general the analysis confirms that participation of children in schooling has increased over the last decade. However, access to education remains strongly associated with household wealth. In most countries the differences associated with urban and rural residence and sex are smaller than those associated with household wealth. Over time the wealth gradient related to access has deteriorated more often than it has improved in the countries in the sample. Disturbingly, the proportion of over age children has also risen rather than fallen more often than not, and the poorer the household the more likely children are to be over age. Increased numbers of over age children are indicative of internal inefficiencies, and make it unlikely that goals to universalise access and completion will be achieved. Education for All should be pro-poor and where it is not, it is failing.
Keywords: Basic education; Educational access; Inequality; Over age; Participation; Sub-Saharan Africa; Wealth

Who Gets to Wield Academic Mjolnir?: On Worthiness, Knowledge Curation, and Using the Power of the People to Diversify OER - Nusbaum, Amy T. (Journal of Interactive Media in Education, 2020)
1In many academic fields Western/white/male/cishetero2/abled perspectives are often centered, while other perspectives are presented as “other.” Implicitly, this sends messages to students that success looks like one type of person, knowledge is generated in one kind of way, and their background is not worth being centered. While open educational resources (OER) are often marketed as a tool for social justice, due to their ability to neutralize class-based differences (e.g., Okamoto 2013), there is no evidence that OER are any better than commercial texts at addressing issues of diversity, equity, and inclusion (see Mishra 2017 for a discussion of context). However, OER do present a good opportunity for diversification, due to the relatively simple nature of updating the content. This project takes a crowdsourcing approach to diversify OpenStax Psychology (OpenStax College 2014), an OER for Introductory Psychology courses. Contributors were asked to read areas of the textbook they were comfortable with and make suggestions to diversify the content. The author then used some of the suggestions to create modified chapters and conducted a study investigating the impact of the revisions. Participants read either the original chapter or the diversified chapter and completed a questionnaire assessing their sense of belongingness in the classroom/on campus. Overall, first-generation students had a reduced sense of belonging related to their financial circumstances. However, this effect was ameliorated for first-generation students who read the diversified chapter, compared to those who read the original chapter.
Keywords: diversity; equity; open educational resources; open pedagogy

Who Benefits from the Public Good? How OER Is Contributing to the Private Appropriation of the Educational Commons - Amiel, Tel; ter Haar, Ewout; Vieira, Miguel Said; Soares, Tiago Chagas (Radical Solutions and Open Science: An Open Approach to Boost Higher Education, 2020)
The idea of Open Educational Resources (OER) has a history and is embedded in social contexts that influence its practice. To get a handle on tensions between different conceptualizations of “open” we discuss some of the battles surrounding the usage of the term. We note the origin of the concept of OER and how the emergence of the OER movement fits into the discourse of educational improvements through technologies and techniques. We argue that there is a relation between an uncritical stance toward technology and the appropriation of education activities by private oligopolies, a phenomenon that could be mitigated by a larger awareness of recent history and current sociotechnical analysis. We point out how these dilemmas play out in the Brazilian context of the implementation of OER in public policies and conclude by mentioning some programs and projects that point to the way forward.
Keywords: Open education; Open educational resources; Private sector

Who benefits from abolishing secondary school fees in Malawi & what are the costs? - Kadzamira, Esme (Transforming Malawi: An Engagement on Affordable Secondary Education, Ministry of Education/ UNICEF, 2019)
Keywords: _C:Malawi MWI

Who benefits from abolishing secondary school fees in Malawi, and what are the costs - Kadzamira, Esme; Rose, Pauline; Zubairi, Asma (World Education Blog. Global Education Monitoring Report.[online]. Available from: https://gemreportunesco. wordpress. com/2018/10/19/who-benefits-from-abolishing-secondary-school-fees-in-malawi-and-what-are-the-costs//>.[Accessed on 12th November 2018], 2018)
Keywords: _C:Malawi MWI; ⛔ No DOI found

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

Where it's needed the most: Quality professional development for all teachers - Burns, M.; Lawrie, J. (Inter-Agency Network for Education in Emergencies, 2015)
Keywords: C:Fragile contexts

Where it's needed most: Quality professional development for all teachers - Burns, M.; Lawrie, J. (Inter-Agency Network for Education in Emergencies, 2015)
Keywords: C:Fragile contexts; _C:Afghanistan AFG; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Central African Republic CAF; _C:Chile CHL; _C:Colombia COL; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Ghana GHA; _C:Guatemala GTM; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Haiti HTI; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iraq IRQ; _C:Japan JPN; _C:Kenya KEN; _C:Lebanon LBN; _C:Liberia LBR; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mexico MEX; _C:Myanmar MMR; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Peru PER; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:Sierra Leone SLE; _C:Singapore SGP; _C:Somalia SOM; _C:Somaliland XSMLD; _C:South Africa ZAF; _C:South Sudan SSD; _C:State of Palestine PSE; _C:Sudan SDN; _C:Switzerland CHE; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:Thailand THA; _C:Tunisia TUN; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Where has all the education gone in Malawi? - Kadzamira, Esme C. (Institute of Development Studies University of Sussex, 2003)
Keywords: _C:Malawi MWI

Where do teachers go, and where do they stay? - Lurvink, Anne-Fleur; Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Mackintosh, Alasdair; Ramirez, Ana; Beoku-Betts, Iman; Haßler, Björn; Godwin, Katie (2023)

Where are we on Education Recovery - UNICEF; UNESCO; World Bank (2022)

Where are we at? An empirical study of levels and methods of evaluating continuing professional development - Muijs, D; Lindsay, G (British Educational Research Journal, 2008)

Where Are the Foxes in Mathematics Education? - Boaler, Jo; Selling, Sarah Kate; Sun, Kathy (Vital Directions for Mathematics Education Research, 2013)

When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya - Kinyua, Ann Hildah Gatakaa (Journal of Learning for Development, 2021)
Open Educational Resources (OER) are geared towards promoting accessibility to education and to help overcome certain constraints to education associated with traditional ways of learning. However, these OERs can only be successfully rolled out and utilised in environments already enjoying certain infrastructural empowerments, including teacher-preparedness, availability of equipment to allow use of OERs and learner exposure and knowhow. This poses a major hurdle in many public and private schools in Kenya, which are in far-flung areas without electricity, mobile-phone connectivity, Internet services and serviceable roads that allow movement to a cyber cafe where Internet services may be accessed at a fee. These difficulties are encountered by both teachers and their learners. This paper seeks to discuss the challenges faced in implementation of OERs, especially by the teachers who are expected to sensitise learners to the availability and utilisation of OERs, while they themselves are either unaware of them, poorly trained to handle them or are under-facilitated to carry out their mandate. The study was carried out in Tharaka-Nithi County, Kenya. The county was chosen because challenges related to OER have been reported there. The county has 104 secondary schools. A sample size of 45 schools representing 20% of the respondents was considered sufficient for the study. A questionnaire was used to obtain data on the teachers’ ICT competencies, their awareness of and attitudes towards OER and the challenges they faced in the implementation of OER. The study found that utilisation of OER stands at about 3% as a result of ignorance regarding OER or a negative attitude towards them, poor ICT skills amongst the teachers and poor or inadequate resources within and around the schools.
Keywords: Open Educational Resources (OER); _genre:PR-primary_research; educational infrastructure; teacher competence; ⛔ No DOI found

When the Money Runs Out: Do Cash Transfers Have Sustained Effects on Human Capital Accumulation? - Baird, Sarah; McIntosh, Craig; Özler, Berk (Journal of Development Economics, 2019)

When teachers are asked to deploy other teachers, we learn a lot about teacher preferences - McBurnie, Chris; Godwin, Katie; Bernard-Jones, Lydia (2022)

When Artificial Intelligence Voices Human Concerns: The Paradoxical Effects of AI Voice on Climate Risk Perception and Pro-Environmental Behavioral Intention - Ni, Binbin; Wu, Fuzhong; Huang, Qing (International Journal of Environmental Research and Public Health, 2023)

Wheels of Change: Transforming Womens Lives with Education and Empowerment - Fiala, Nathan; Garcia-Hernandez, Ana; Narula, Kritika; Prakash, Nishith (2020)
Keywords: ⛔ No DOI found

Wheels of Change: Transforming Girls' Lives with Bicycles - Fiala, Nathan; Garcia-Hernandez, Ana; Narula, Kritika; Prakash, Nishith (IZA Discussion Papers, 2022)
Reducing the gender gap in education is a primary goal for many countries. Two major challenges for many girls are the distance to school and their safety when commuting to school. In Zambia, we studied the impact of providing a bicycle to a school-going girl who lives more than 3 km from the school. We randomized whether a girl received a bicycle with a small cost to her family to cover replacement parts, a bicycle where these costs are covered by the program, and therefore is zero cost to the family, or a control group. One year after the intervention, we find that the bicycle reduced average commuting time to school by 35%, reduced late arrival by 66%, and decreased absenteeism by 27%. We find continued improvement in girls' attendance and reduction in dropouts two, three, and four years after the intervention. We also find evidence of improved math test scores, girls expressing higher feelings of control over their lives and, for those who received bicycles with a small cost to her family, higher levels of aspirations, self-image, and a desire to delay marriage and pregnancy. Heterogeneity analysis by distance to school shows an inverted U-shape for most of the schooling and empowerment results, suggesting greater impact for girls that live further away from school. These results suggest that empowerment outcomes worked through increased attendance in school.
Keywords: Zambia; attendance; bicycles; dropout; female aspiration; female empowerment; girls' education; grade transition; safety; test scores; ⛔ No DOI found

Wheels of Change: Transforming Girl’s Lives with Bicycles - Fiala, Nathan; Garcia-Hernandez, Ana; Narula, Kritika; Prakash, Nishith (Working Paper, 2020)

WhatsApp supported language teacher development: A case study in the Zataari refugee camp - Motteram, Gary; Dawson, Susan; Al-Masri, Nazmi (Education and Information Technologies, 2020)
This paper explores the possibilities and challenges of using the social media tool WhatsApp to support language teacher development in the Zataari refugee camp in Jordan. It takes a sociocultural perspective on teacher development where WhatsApp is a mediating tool in the broader sociocultural landscape. A thematic analysis of the postings and exchanges from the WhatsApp group revealed three main uses of the WhatsApp chat: for interpersonal interactions, for professional development, and for organisational purposes. The analysis suggests the WhatsApp group contributed to the teachers’ English language knowledge, provided a platform for them to share and discuss issues related to the challenges of their particular context, enabled them to contribute to the development of some teaching materials and begin to address some of the issues they had in a meaningful way. It also raises issues of participation, access, equity and sustainability. We conclude by suggesting there is good potential for the use of social media tools such as WhatsApp for teacher development in challenging contexts, despite the contextual constraints observed and described. While this specific case involves language teachers, the general findings can potentially be applied to any teacher education or training context where access to training or education might be curtailed for a number of reasons, including the most recent changes enforced by the global COVID-19 pandemic.
Keywords: Distance learning; Final_citation; Fragile and challenging contexts; Language teacher development; Mobile learning; WhatsApp; cited; existing

WhatsApp or Telegram. Which is the Best Instant Messaging Tool for the Interaction in Teamwork? - Conde, Miguel Á; Rodríguez-Sedano, Francisco J.; Rodríguez Lera, Francisco J.; Gutiérrez-Fernández, Alexis; Guerrero-Higueras, Ángel Manuel (International Conference on Human-Computer Interaction, 2021)
Keywords: ⛔ No DOI found

WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme - Moodley, Maglin (South African Journal of Education, 2019)
Keywords: ❓ Multiple DOI

WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme - Moodley, Maglin (South African Journal of Education, 2019)
Keywords: Final_citation; cited; existing

Whatsapp Chatbot Implementation for New Students University of Labuhanbatu - Kurniawan, Hanggi; Al Fazar, Mulya; Fauziah, Nur Rahma; Yoan, Yoan; Munthe, Ibnu Rasyid (Jurnal Mantik, 2021)
Keywords: ⛔ No DOI found

Whatsapp chatbot - Jindal, Gaurang; Upadhyay, Dinesh; Jha, Ashish (EasyChair Preprint, 2020)
Keywords: ⛔ No DOI found

Whatsapp auto responder using natural language processing and AI - Nagender, Y.; Patil, Kiran H. (Int. J. Comput. Eng. Technol, 2017)
Keywords: ⛔ No DOI found

What would make Global Skills Partnerships work in practice? - Organization for Economic Cooperation Development (OECD) (OECD Paris, 2018)

What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts​ - Burde, D.; Guven, O.; Kelcey, J.; Lahmann, H.; Al-Abbadi, K. (Department for International Development, 2015)

What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts - Burde, Dana; Guven, Ozen; Kelcey, Jo; Lahmann, Heddy; Al-Abbadi, Khaled (2015)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

What works to promote children’s educational access, quality of learning, and wellbeing in crisis-affected contexts - Burde, Dana; Guven, Ozen; Kelcey, Jo; Lahmann, Heddy; Al-Abbadi, Khaled (Education Rigorous Literature Review, Department for International Development. London: Department for International Development, 2015)
Keywords: ⛔ No DOI found

What works to improve teacher attendance in developing countries? A systematic review - Guerrero, Gabriela; Leon, Juan; Zapata, Mayli; Sugimaru, Claudia; Cueto, Santiago (2012)
Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance. Whenever data are available we also estimate the impact of these programmes on student achievement.
Keywords: potential solutions; ⛔ No DOI found

What works in girls' education: Evidence for the world's best investment - Sperling, Gene B.; Winthrop, Rebecca; Sperling, Gene B (Brookings, 2015)
Keywords: ⛔ No DOI found

What works in girls' education: Evidence and policies from the developing world - Herz, Barbara; Sperling, Gene B. (2004)
Keywords: ⛔ No DOI found

What we learned at the Manage Agile Conference (AI Insider, 2021)
Thinking of agility as a competitive advantage? Consider a handful of the insights AI Insider offered up during the Manage Agile Conference.

What We Learn About Girls’ Education from Interventions that Do Not Focus on Girls. - Evans, David K.; Yuan, Fei (World Bank Policy Research Working Paper, 2019)
Keywords: _genre:LR-literature_review; ⛔ No DOI found

What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls - Evans, David K; Yuan, Fei (The World Bank Economic Review, 2022)
What is the best way to improve access and learning outcomes for girls? This review brings together evidence from 267 educational interventions in 54 low- and middle-income countries – regardless of whether the interventions specifically target girls – and identifies their impacts on girls. To improve access and learning, general interventions deliver average gains for girls that are comparable to girl-targeted interventions. General interventions have similar impacts for girls as for boys. Taken together, these findings suggest that many educational gains for girls may be achieved through nontargeted programs. Many of the most effective interventions to improve access for girls relax household-level constraints (such as cash transfer programs), and many of the most effective interventions to improve learning for girls involve improving the pedagogy of teachers. Girl-targeted interventions may make the most sense when addressing constraints that are unique to, or most pronounced for, girls.

What the research says about portable ICT devices in teaching and learning - Becta (What the Research Says, 2004)

What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - McAleavy, Tony; Joynes, Chris; Gibbs, Emma; Sims, Kate (2020)
Keywords: ⛔ No DOI found

What retrofits could make classroom environments more conducive to learning? - Villavicencio, Xuzel; Toyinbo, Oluyemi (2023)
This slide deck relates to a presentation given by OpenDevEd at The Education and Development Forum in Oxford (UKFIET 2023), as part of the sub-theme “Conflict, crisis, climate, and migration”. This presentation was part of the symposium called Climate, environment and education outcomes – Preliminary findings and practical experience from East and West Africa.

What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews. World Bank Research Observer - Evans, D.K.; Popova, A. (Statistical Methods for Research Workers, 2016)
Keywords: ___duplicate_item

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews [World Bank Research Observer] - Evans, David K.; Popova, Anna (The World Bank Research Observer, 2016)
Keywords: C:Low- and middle-income countries; STC-TLC; __C:filed:1; ___duplicate_item; _genre:LR-literature_review

What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews [World Bank Group eLibrary] - Evans, D.K.; Popova, A. (World Bank Group, 2015)
In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews [report] - Evans, David K; Popova, Anna (Policy Research Working Paper, 2015)
Keywords: *Topic:Curriculum and resources; _Source:Intuitive; _THEME: Education management; _THEME: Learning assessments; _THEME: Teacher Professional Development; _proposed-for: Scoping review; ❓ Multiple DOI

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews - Evans, David K.; Popova, Anna (The World Bank Research Observer, 2016)
Over the course of just two years, at least six reviews have examined interventions that seek to improve learning outcomes in developing countries. Although the reviews ostensibly have the same objective, they reach sometimes starkly different conclusions. The first objective of this paper is to identify why reviews diverge in their conclusions and how future reviews can be more effective. The second objective is to identify areas of overlap in the recommendations of existing reviews of what works to improve learning. This paper demonstrates that divergence in the recommendations of learning reviews is largely driven by differences in the samples of research incorporated in each review. Of 229 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Across the reviews, two classes of programs are recommended with some consistency. Pedagogical interventions that tailor teaching to student learning levels—either teacher-led or facilitated by adaptive learning software—are effective at improving student test scores, as are individualized, repeated teacher training interventions often associated with a specific task or tool. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.

What professional development makes the most difference to teachers - Walter, C.; Briggs, J. (University of Oxford Department of Education, 2012)

What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges. - Buckler, Alison; Stutchbury, Kris; Kasule, George; Cullen, Jane; Kaije, Doris (Journal of Learning for Development, 2021)
Tutors working in colleges of education in sub-Saharan Africa are responsible for teaching, and inspiring hundreds of thousands of aspiring teachers, yet they have received little attention in the literature, often being depicted as a conservative cohort of professionals, unprepared for their role, yet resistant to change. This study reports on how 39 tutors from 8 colleges in Uganda see their professional role and their responsibilities. The research adopted a storytelling approach. Tutors were supported in developing a (true) story about their work that they felt would give previously untold insight into their profession. The stories were analysed through a professional identity lens. The group emerge as agentive and caring, committed to developing as teacher educators, but with a highly individual approach to their work. The nuanced understanding of tutor professional identity provided, facilitates insights into why professional development OER aimed at this group did not have the intended impact.
Keywords: OER; Professional identity; Storytelling methodology; _genre:PR-primary_research; ⛔ No DOI found

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

What matters most for teacher policies: A framework paper - Bank, World (SABER Working Paper Series, No. 4, 2013)
Keywords: ⛔ No DOI found

What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman; Bernard-Jones, Lydia (EdTech Hub, 2022)
Keywords: _C:Sierra Leone SLE

What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman; Bernard-Jones, Lydia; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

What matters most for education management information systems: A framework paper - Abdul-Hamid, Husein (2014)
Keywords: _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Djibouti DJI; _C:Dominica DMA; _C:Ethiopia ETH; _C:Ghana GHA; _C:Grenada GRD; _C:Guinea GIN; _C:India IND; _C:Indonesia IDN; _C:Japan JPN; _C:Jordan JOR; _C:Liberia LBR; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mozambique MOZ; _C:Nicaragua NIC; _C:Nigeria NGA; _C:Pakistan PAK; _C:Philippines PHL; _C:Saint Kitts and Nevis KNA; _C:Saint Vincent and the Grenadines VCT; _C:Senegal SEN; _C:State of Palestine PSE; _C:Sudan SDN; _C:Thailand THA; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

What Is Web3? - Stackpole, Thomas (Harvard Business Review, 2022)
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

What is technological pedagogical content knowledge (TPACK)? - Koehler, Matthew J.; Mishra, Punya; Cain, William (Journal of education, 2013)

What is improvement science? Do we need it in education? - Lewis, Catherine (Educational researcher, 2015)

What is implementation research? Rationale, concepts, and practices - Bhattacharyya, Onil; Reeves, Scott; Zwarenstein, Merrick (Research on Social Work Practice, 2009)

What Is Global Education and Why Does It Matter? - Reimers, Fernando M. (Educating Students to Improve the World, 2020)

What is global citizenship education? - UNESCO (UNESCO, 2018)
Global Citizenship Education (GCED) aims to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies. GCED is based on the three domains of learning - cognitive, socio-emotional and behavioural. Cognitive: knowledge and thinking skills necessary to better understand the world and its complexities. Socio-emotional: values, attitudes and social skills that enable learners to develop affectively, psychosocially, and physically and to enable them to live together with others respectfully and peacefully.

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

What impact do climate conditions in classrooms have on teachers? - Koomar, Saalim (2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _publish; _r:AddedByMyEducationEvidence

What if compulsory schooling was a 21st century invention? Weak signals from a systematic review of the literature - McGrath, Jason; Fischetti, John (International Journal of Educational Research, 2019)

What Have We Learnt? - UNICEF (Paris, New York, Washington DC: UNESCO, UNICEF, World Bank, 2020)

What have we learned after ten years of systematic reviews in international development? - Waddington, Hugh; Masset, Edoardo; Jimenez, Emmanuel (Journal of Development Effectiveness, 2018)
The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the ﬁrst decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis.

What has Worked at Scale? - Crawfurd, Lee; Hares, Susannah; Sandefur, Justin (Schooling for All Feasible Strategies to Achieve Universal Education, 2022)
Keywords: Final_citation; cited; existing

What has Worked at Scale? - Crawfurd, Lee; Hares, Susannah; Sandefur, Justin (Schooling for All - Feasible Strategies to Achieve Universal Education, 2022)

What Happens When AI is Used to Set Grades? - Evgeniou, Theodoros; Hardoon, David R.; Ovchinnikov, Anton (Harvard Business Review, 2020)
In 2020, with high school exams canceled in many countries, the International Baccalaureate Organization (IBO) deployed an AI to determine final grades based on current and historical data. When the results came in, many scores did not correlate with grades that had been predicted, as had been the case in previous years, prompting many people to appeal their grades. Unfortunately, the appeals system for grades had not been changed from previous years, which was assumed that students would write examination papers. Since university place offers in many countries are contingent on students achieving predicted grades, many students have been denied places at their universities of choice, which has resulted in a great deal of anger. This experience highlights the risks of delegating life-altering decisions to AI without considering how apparently anomalous decisions can be appealed and, if necessary, changed.
Keywords: Business education; Final_citation; Technology and analytics; anystyle; existing; ⛔ No DOI found

What Happened to Student Participation After Two Rounds of School Closures in Malawi—And How Have Schools Responded - Kadzamira, E.; Mazalale, J.; Meke, E.; Mwale, I. V.; Rossiter, J.; Moscoviz, L. (Center for Global Development, 2021)
Keywords: _C:Malawi MWI; ⛔ No DOI found

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

What does the African Education Research Database tell us about research in West Africa? - Mitchell, R.; Rose, P. (ADEA. Available at: http://www. adeanet. org/en/blogs/what-does-the-african-education-research-database-tell-us-about-research-in-west-africa (Accessed 05/03/18), 2017)
Keywords: ⛔ No DOI found

What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007 - Venkat, Hamsa; Spaull, Nic (International Journal of Educational Development, 2015)

What do we know about indoor air quality in school classrooms? A critical review of the literature - Chatzidiakou, Lia; Mumovic, Dejan; Summerfield, Alex James (Intelligent Buildings International, 2012)
The increasing interest in indoor environmental quality of educational buildings has been underpinned by the rising incidence of asthma and respiratory disease among children, who spend a substantial amount of their lives on the school premises. The susceptibility of children to respiratory disease compared with adults has led to the formulation of regulatory frameworks for the school environment, which specifies maximum CO2 concentrations and minimum airflow rates. This article reviews the evidence that school buildings provide a healthy and satisfactory indoor environment for the occupants. It summarized air pollution levels reported from indoor air quality (IAQ) monitoring surveys and evidence linking school exposure with health responses from the occupants. In addition, environmental and behavioural factors affecting pollution levels in school buildings were examined. The analysis has highlighted the degraded IAQ in some schools that often exceed WHO guidelines, while health impacts of school exposure were reported for concentrations below current guidelines.
Keywords: _z:class:countries; _z:class:themes; allergens; bacteria; carbon dioxide (CO2); fungi; health impacts; nitrogen dioxide (NO2); oa:keyword:indoor air quality; oa:topic:T10190 Health Effects of Air Pollution; oa:topic:T11002 Indoor Air Quality and Health Effects; oa:topic:T11692 Effects of Noise Pollution on Health and Well-being; openalex:n:1; openalex:yes; ozone (O3); particulate matter (PM); schools; ventilation rates; volatile organic compounds (VOCs)

What Do Tanzanian Parents Want from Primary Schools—and What Can Be Done about It? - Solomon, Samuel; Zeitlin, Andrew (Research on Improving Systems of Education (RISE), 2019)
Key Points RISE researchers ran a ‘discrete choice’ experiment among parents of school-aged children. They find: • Parents’ choices are driven by proximity and learning quality, with little additional role for class sizes or infrastructure quality. • Parents’ willingness to walk for learning outcomestheir tradeoff between distance and quality—varies widely by region. • Regional variation in willingness to walk for learning is not reflected in the mix of services provided by the school system.
Keywords: _genre:PR-primary_research

What can the education sector do to adapt to the forthcoming impacts of climate change? | Blog | Global Partnership for Education - Proctor, Jamie (2023)
Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education.

What can the education sector do to adapt to the forthcoming impacts of climate change? - Proctor, Jamie (Global Partnership for Education, 2023)
Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education.

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Systematic review - Orr, David; Westbrook, Jo; Pryor, John; Durrani, Naureen; Sebba, Judy; Adu-Yeboah, Christine (EPPI-Centre, Social Science Research Unit, Institute of Education, 2013)
Keywords: C:Low- and middle-income countries; ___duplicate_item

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?: systematic review - Orr, David; Westbrook, Jo; Pryor, John; Durrani, Naureen; Sebba, Judy; Adu-Yeboah, Christine; others (EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, 2013)
Keywords: C:Low- and middle-income countries; STC-TLC; _C:Afghanistan AFG; _C:Algeria DZA; _C:Angola AGO; _C:Antigua and Barbuda ATG; _C:Argentina ARG; _C:Armenia ARM; _C:Australia AUS; _C:Azerbaijan AZE; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belize BLZ; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Botswana BWA; _C:Brazil BRA; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Central African Republic CAF; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Costa Rica CRI; _C:Cuba CUB; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Federated States of Micronesia FSM; _C:Fiji FJI; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Grenada GRD; _C:Guatemala GTM; _C:Guinea GIN; _C:Guyana GUY; _C:Haiti HTI; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Ivory Coast CIV; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kazakhstan KAZ; _C:Kenya KEN; _C:Kiribati KIR; _C:Korea XKOR; _C:Kosovo XKSVO; _C:Kyrgyzstan KGZ; _C:Laos LAO; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Libya LBY; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Marshall Islands MHL; _C:Mauritania MRT; _C:Mauritius MUS; _C:Mexico MEX; _C:Mongolia MNG; _C:Montenegro MNE; _C:Morocco MAR; _C:Mozambique MOZ; _C:Myanmar MMR; _C:Namibia NAM; _C:Nepal NPL; _C:Netherlands NLD; _C:Nicaragua NIC; _C:Niger NER; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Palau PLW; _C:Panama PAN

What are the enablers and barriers for effective School-Based Teacher Professional Development? - Lurvink, Anne-Fleur; Bangura, Zainab; Fortune, Alhaji; George, Alex H.; Godwin, Katie; Mason-Sesay, Miriam; Moseray, David; Tholley, Ibrahim; Turay, Emmanuel B.; Haßler, Björn (OpenDevEd, 2022)

What are the elements that need to go into the design of OER that enable them to have the potential for teacher professional development? - Haßler, Björn (Teachers Upfront, 2017)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

What are the Characteristics of Effective Teacher Professional Development? A Systematic Review and Meta-analysis - Sims, Sam; Fletcher-Wood, Harry; O’Mara, Alison; Cottingham, Sarah; Stansfield, Claire; Herwegen, Jo Van; Anders, Jake (2021)
Keywords: ⛔ No DOI found

What are the 21st-century skills every student needs - Soffel, Jenny (2016)
Keywords: ⛔ No DOI found

What about children? Implications from their subjective perception and the risk of overheating in schools - te Kulve, Marije; Hellwig, Runa T.; van Dijken, Froukje; Boerstra, Atze (Ecohouse Initiative Ltd., 2020)
Keywords: BE:RELEVANT; ⛔ No DOI found

West African Senior School Certificate Examination: Sierra Leone Results Analysis - Ministry of Basic and Secondary Education (2022)
Keywords: _C:Sierra Leone SLE

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

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

Week 2 - Laura Czerniewicz - Equity and Care in Moving Online (2020)
Laura Czerniewicz shares experiences this past year in South Africa and offers insight and guidance for educators now confronting a forced move online #PivotOnline Course - https://www.edx.org/course/pivoting-t... - https://linkresearchlab.org/pivot/

Web-interface for Zotero Libraries (OpenDevEd/Zotero-kerko-docs) (Open Development & Education, 2020)
Contribute to OpenDevEd/Zotero-kerko-docs development by creating an account on GitHub.
Keywords: _r:ImportedToMyEducationEvidence

Web-interface for Zotero Libraries (edtechhub/eth-evidence-library-kerko) - Lesieur, David (EdTech Hub, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Weather tracker: Ethiopia hit by severe drought amid east Africa floods (The Guardian, 2023)
More than 50 people dead in Tigray and Amhara regions while UN warns of ‘crisis-level hunger or worse’ in Somalia
Keywords: Africa; Drought; Environment; Ethiopia; Extreme weather; Somalia; Turkey; World news

Wearables for Measuring Health Effects of Climate Change–Induced Weather Extremes: Scoping Review - Koch, Mara; Matzke, Ina; Huhn, Sophie; Gunga, Hanns‐Christian; Maggioni, Martina Anna; Munga, Stephen; Obor, David; Sié, Ali; Boudo, Valentin; Bunker, Aditi; Dambach, Peter; Bärnighausen, Till; et al. (Jmir mhealth and uhealth, 2022)
Although climate change is one of the biggest global health threats, individual-level and short-term data on direct exposure and health impacts are still scarce. Wearable electronic devices (wearables) present a potential solution to this research gap. Wearables have become widely accepted in various areas of health research for ecological momentary assessment, and some studies have used wearables in the field of climate change and health. However, these studies vary in study design, demographics, and outcome variables, and existing research has not been mapped.In this review, we aimed to map existing research on wearables used to detect direct health impacts and individual exposure during climate change-induced weather extremes, such as heat waves or wildfires.We conducted a scoping review according to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) framework and systematically searched 6 databases (PubMed [MEDLINE], IEEE Xplore, CINAHL [EBSCOhost], WoS, Scopus, Ovid [MEDLINE], and Google Scholar). The search yielded 1871 results. Abstracts and full texts were screened by 2 reviewers (MK and IM) independently using the inclusion and exclusion criteria. The inclusion criteria comprised studies published since 2010 that used off-the-shelf wearables that were neither invasive nor obtrusive to the user in the setting of climate change-related weather extremes. Data were charted using a structured form, and the study outcomes were narratively synthesized.The review included 55,284 study participants using wearables in 53 studies. Most studies were conducted in upper-middle-income and high-income countries (50/53, 94%) in urban environments (25/53, 47%) or in a climatic chamber (19/53, 36%) and assessed the health effects of heat exposure (52/53, 98%). The majority reported adverse health effects of heat exposure on sleep, physical activity, and heart rate. The remaining studies assessed occupational heat stress or compared individual- and area-level heat exposure. In total, 26% (14/53) of studies determined that all examined wearables were valid and reliable for measuring health parameters during heat exposure when compared with standard methods.Wearables have been used successfully in large-scale research to measure the health implications of climate change-related weather extremes. More research is needed in low-income countries and vulnerable populations with pre-existing conditions. In addition, further research could focus on the health impacts of other climate change-related conditions and the effectiveness of adaptation measures at the individual level to such weather extremes.
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy - O'Neil, Cathy (Penguin UK, 2016)
'A manual for the 21st-century citizen... accessible, refreshingly critical, relevant and urgent' - Financial Times 'Fascinating and deeply disturbing' - Yuval Noah Harari, Guardian Books of the Year In this New York Times bestseller, Cathy O'Neil, one of the first champions of algorithmic accountability, sounds an alarm on the mathematical models that pervade modern life -- and threaten to rip apart our social fabric.We live in the age of the algorithm. Increasingly, the decisions that affect our lives - where we go to school, whether we get a loan, how much we pay for insurance - are being made not by humans, but by mathematical models. In theory, this should lead to greater fairness: everyone is judged according to the same rules, and bias is eliminated. And yet, as Cathy O'Neil reveals in this urgent and necessary book, the opposite is true. The models being used today are opaque, unregulated, and incontestable, even when they're wrong. Most troubling, they reinforce discrimination. Tracing the arc of a person's life, O'Neil exposes the black box models that shape our future, both as individuals and as a society. These "weapons of math destruction" score teachers and students, sort CVs, grant or deny loans, evaluate workers, target voters, and monitor our health. O'Neil calls on modellers to take more responsibility for their algorithms and on policy makers to regulate their use. But in the end, it's up to us to become more savvy about the models that govern our lives. This important book empowers us to ask the tough questions, uncover the truth, and demand change.
Keywords: Business & Economics / Statistics; Computers / Artificial Intelligence / General; Computers / Programming / Algorithms; Mathematics / General; Political Science / Political Ideologies / Democracy; Political Science / Political Ideologies / General; Science / General; Science / Philosophy & Social Aspects; Technology & Engineering / Social Aspects

WAYZ: a co-designed touch-ready game for children with special needs to assess and improve visual perception skills - Rougnant, Alexis; Gelsomini, Mirko; Garzotto, Franca (IEEE, 2017)
Keywords: __C:filed:1; __C:scheme:1

Water Cycle in Nature-An Innovative Virtual Reality and Virtual Lab: Improving Learning Experience of Primary School Students. - Bogusevschi, Diana; Muntean, Gabriel-Miro (2019)
Keywords: _C:Dominican Republic DOM; _C:Greece GRC; _C:Ireland IRL; _C:Netherlands NLD; _C:Portugal PRT; _C:Romania ROU; _C:Slovakia SVK; _C:Spain ESP; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Water and Sanitation in Schools: A Systematic Review of the Health and Educational Outcomes - Jasper, Christian; Le, Thanh-Tam; Bartram, Jamie (International Journal of Environmental Research and Public Health, 2012)

Warmer environments increase implicit mental workload even if learning efficiency is enhanced - Kimura, Tsukasa; Takemura, Noriko; Nakashima, Yuta; Kobori, Hirokazu; Nagahara, Hajime; Numao, Masayuki; Shinohara, Kazumitsu (Frontiers in Psychology, 2020)
Keywords: BE:RELEVANT

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

Vulnerability, partnerships and the pursuit of survival: Urban livelihoods and apprenticeship contracts in a West African City - Hanson, Kobena (GeoJournal, 2005)
This paper analyses local level apprenticeship contracts and networks to highlight informal urban livelihoods within the context of socio-economic vulnerability and wider contemporary changes taking place in Koforidua, Ghana. It does so by specifically examining the complex entanglements of interpersonal relationships that characterize apprenticeship contracts within which home-based entrepreneurs and artisans in Koforidua engage in to sustain both current livelihoods, as well as to shore themselves against socio-economic vulnerability triggered in part by adjustment. As a result of the changing geography of the city, network entanglements, comprising resilient ties and egalitarian relations, have become vital to urban livelihoods in this community. However, apprenticeship contracts and the networks they engender can be a double-edged sword. For instance, demands of reciprocity or support from co-network members, neighbours and family, can be so taxing that some individuals opt out of the network. This tension notwithstanding, this paper contends that apprenticeship contracts and the network spaces they create have created a new social cohesion and community that transcend the traditionally known spaces of social support, i.e. ethnic ties, family ties or even institutional support. © Springer 2005.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:artist; P:economy; P:measurement; P:social; T:Lehrlingsausbildung; Z:Apprenticeship contracts; Z:Micro-enterprises; Z:Social networks; Z:Socio-economic vulnerability; Z:Urban livelihoods; _C:Ghana GHA; publicImportV1

Voluntary participation and natural grouping with smartphones: an effective and practical approach to implement a quasi-experiment - Jia, Jiyou; Chen, Zhenzhen (International Journal of Mobile Learning and Organisation, 2020)
Keywords: __C:filed:1; ❓ Multiple DOI

VolkswagenStiftung (2020)

Voices Confined to Classrooms: The Marginalised Status of Teachers in Curriculum Development in Lusaka, Zambia - Mwanza, Christine (2018)

Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana: Insights for inclusive policy and programming - Hodor, Raymond; Owusu, Ernest Adu; Ofori-Davis, Lucy; Afram, Alexander; Sefa-Nyarko, Clement (EdTech Hub, 2021)
Keywords: Final_citation; cited; existing

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

Vocational skills formation in the informal economy in Tanzania - Höjlund, Gunilla (2013)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; publicImportV1

Vocational education voucher delivery and labor market returns: A randomized evaluation among Kenyan youth - Hicks, Joan Hamory; Kremer, Michael; Mbiti, Isaac; Miguel, Edward (2011)
Keywords: -AB-Research; CLL:en; MaintenanceTag-AB-Research-previous; ⛔ No DOI found

Vocational Education and Training through Open and Distance Learning: World review of distance education and open learning - Moran, L; Rumble, G (2004)
The world needs workers with more and better skills. Conventional apprenticeships and old methods of professional training are not providing enough skilled workers, so governments, companies and colleges are all using open and distance learning to fill these gaps. This unique international review of experience looks at the policies needed in both the private and the public sector for effective vocational education and training at all levels – from basic skills to continuing professional education. It goes on to examine the new roles of information and communication technologies, establishing what we know about their performance, and identifying the choices to be made in applying technologies to vocational education and training. The book will help senior institutional managers and policy makers to understand and appreciate: • the role distance education can play in increasing skills levels in young people and the existing workforce; • the potential advantages and disadvantages of using technology, and therefore make better-informed choices about technology use; • how to integrate distance education with traditional educational models and approaches.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:policy; P:measurement; P:media; P:teacher education; Q:ICT; Q:ODEL; Q:distance education; Q:distance learning; Q:educational technology; Q:open learning; T:Ausbildung; T:Educação Profissional Técnica de Nível Médio; T:Educação profissionalizante; T:Fortbildung; T:Lehrlingsausbildung; T:TVET; T:continuing education; T:work-based learning; publicImportV1; ⛔ No DOI found

Vocational education and training in Sub-Saharan Africa: current situation and development - Eicker, F; Haseloff, G; Lennartz, B (Vocational Education and Development Symposium, 2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Namibia; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; P:economy; P:teachers; Q:higher education; T:Educação profissionalizante; T:TVET; T:in-service TVET; publicImportV1

Vocational education and training in southern Africa: a comparative study - Akoojee, Salim; Gewer, Anthony; McGrath, Simon A. (Research Programme on Human Resources Development, Human Sciences Research Council, 2005)
Introduction This volume is intended to develop and share knowledge within the southern African region regarding the challenges faced by vocational education and training (VET) systems and the responses to these challenges. Some of these challenges arise out of the history of VET in the region, whilst others relate to current international discourses about VET. The field of VET in southern Africa has been badly neglected. It is very difficult to find an article in the international journals on the topic, and it is even less likely that it will have been written by a national of the region, based at one of its research institutions. VET has also attracted little attention in the policy community for more than a decade, given the donor fascination with basic education since the World Conference on Education for All in 1990 (McGrath 2002). However, VET can play an important role in supporting social and economic development goals, and major VET policy reforms and the creation of new institutions are either underway or planned in all seven countries under study in this book. Therefore, it is my intention in this introduction to illuminate the nature of some of these changes, their origins and their likelihood of success. In so doing, I will show how VET is an important policy nexus – located as it is between economic and educational policy, between the state and the market, and between concerns with poverty and growth. Before this volume turns to examine this complexity through an exploration of the experiences of seven countries (Botswana, Lesotho, Mauritius, Mozambique, Namibia, South Africa and Swaziland), it is important to locate these national and contemporary debates in the historical evolution of ideas about VET. In so doing, I will look at both internal trends within Africa and the impact of external ideas.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; AA:Africa, Southern; C:Botswana; C:Lesotho; C:Mauritius; C:Mozambique; C:Namibia; C:South Africa; C:eSwatini; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:Q; CT:T; Q:ICT; T:TVET; Vocational education; publicImportV1

Vocational Education and Training for Sustainability in South Africa: The Role of Public and Private Provision - McGrath, Simon; Akoojee, Salim (International Journal of Educational Development, 2009)
Written in the twilight of the Mbeki Presidency, this paper considers the role that skills development has in the sustainability of the South African political-economic project. It explores some of the disarticulations of public policy and argues that these both undermine public sector delivery and open up opportunities for private provision to be, under certain circumstances, more responsive to the challenges of national development. We argue that there is a possibility that the state could work more smartly with both sets of providers. Crucially, however, this would necessitate working more smartly within itself. This was a major plank of the Mbeki strategy but it has failed conspicuously with regard to the Education-Labour relationship. Whether a new President can achieve a radical reworking of this relationship may be an important indicator of the viability of any new development project. (Contains 1 table.)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:attitude; F:pay; F:policy; P:economy; P:social; T:TVET; Z:Economic Development; Z:Educational Development; Z:Foreign Countries; Z:Political Attitudes; Z:Politics; Z:Presidents; Z:Public Policy; Z:Public Sector; Z:Role; Z:Skill Development; Z:Sustainable Development; Z:Vocational Education; publicImportV1

Vocational education and training for development: A policy in need of a theory? - McGrath, Simon (International Journal of Educational Development, 2012)
The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contrast to the state of the academic debate. Whilst there have continued to be both policy and academic developments in VET in OECD countries; in the South there has been a paucity of VET research and little in the way of theoretical exploration. Rather, the academic orthodoxy in the international education and development field is dismissive of VET's possible contribution. Given the return of the policy interest in VET for development, and the possibilities of a broader vision of education–development relations beyond 2015, when the MDGs end, it is time to revisit the role of VET in development from an explicitly theoretical stance. In this article, I argue that the current approach to VET is grounded in an outmoded model of development, whilst the academic critique of VET in developing countries is clearly long outdated. In contrast, I examine the implications for VET of recent trends in thinking about development through the exploration of three particular theoretical approaches: human rights, capabilities and integrated human development. I conclude by considering the purposes, natures and possibilities of VET as a means of human development.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:Q; CT:T; Development theory; F:learning; F:policy; Human development; Q:distance learning; Q:mobile learning; T:Educação profissionalizante; T:TVET; Vocational education and development; publicImportV1

Vocational education and training for African development: a literature review - McGrath, Simon; Ramsarup, Presha; Zeelen, Jacques; Wedekind, Volker; Allais, Stephanie; Lotz-Sisitka, Heila (Journal of Vocational Education & Training, 2020)

Vocational education and training for African development: a literature review - McGrath, Simon; Ramsarup, Presha; Zeelen, Jacques; Wedekind, Volker; Allais, Stephanie; Lotz-Sisitka, Heila; Monk, David; Openjuru, George; Russon, Jo-Anna (Journal of Vocational Education & Training, 2020)
The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a “hidden hand”. Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals’ and communities’ views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible.
Keywords: Africa; Development; VET; _genre:LR-literature_review; interesting

Vocational Education and Training – An Overview - Pütz, Helmut (2003)
Keywords: ⛔ No DOI found

VLIV POUŽITÍ MOBILNÍHO DOTYKOVÉHO ZAŘÍZENÍ PŘI PROCVIČOVÁNÍ UČIVA - Klubal, Libor (Klára Rybenská Experimentální ověření efektivity vỳuky anglického jazyka s využitím myenglishlab........... 128 Danuše Vymetálková, 2016)
Keywords: _C:Australia AUS; _C:Bulgaria BGR; _C:Chile CHL; _C:China CHN; _C:Czech Republic CZE; _C:Ethiopia ETH; _C:Greece GRC; _C:Luxembourg LUX; _C:Norway NOR; _C:Poland POL; _C:Romania ROU; _C:Singapore SGP; _C:Spain ESP; _C:Sweden SWE; _C:Tunisia TUN; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Visualizing Topics with Multi-Word Expressions - Blei, David M.; Lafferty, John D. (arXiv, 2009)
We describe a new method for visualizing topics, the distributions over terms that are automatically extracted from large text corpora using latent variable models. Our method finds significant $n$-grams related to a topic, which are then used to help understand and interpret the underlying distribution. Compared with the usual visualization, which simply lists the most probable topical terms, the multi-word expressions provide a better intuitive impression for what a topic is "about." Our approach is based on a language model of arbitrary length expressions, for which we develop a new methodology based on nested permutation tests to find significant phrases. We show that this method outperforms the more standard use of $χ^2$ and likelihood ratio tests. We illustrate the topic presentations on corpora of scientific abstracts and news articles.
Keywords: Statistics - Machine Learning; _yl:a

Visual learning analytics to support classroom discourse analysis for teacher professional learning and development - Chen, Gaowei (The Routledge International Handbook of Research on Dialogic Education, 2019)
Keywords: __C:filed:1

Visual demands of modern primary classrooms and the impact of refractive anomalies on academic performance - Narayanasamy, Sumithira (Queensland University of Technology, 2015)

Visions for the Sustainable Implementation of the One Laptop per Child Project - Adam, Taskeen (University of Cambridge, 2015)
Keywords: Author:OpenDevEd