Using Evidence-Informed Practice in Primary School Improvement in an Under-Achieving School System: A Case Study in Sierra Leone - Mason, Miriam; Galloway, David (The Emerald Handbook of Evidence-Informed Practice in Education, 2022)

Faculty productivity in Zambian higher education in the face of internationalization: Unpacking research, publication and citation at the University of Zambia - Masaiti, Gift Masaiti; Mwila, Kennedy; Kulyambanino, Cecilia; Njobvu, Tommie (Scholarship of Teaching and Learning in the South, 2021)
Keywords: ❓ Multiple DOI

Faculty productivity in Zambian higher education in the face of internationalization: Unpacking research, publication and citation at the University of Zambia - Masaiti, Gift Masaiti; Mwila, Kennedy; Kulyambanino, Cecilia; Njobvu, Tommie (Scholarship of Teaching and Learning in the South, 2021)
Keywords: ❓ Multiple DOI

Science Education for Students with Special Needs in Indonesia: From Definition, Systematic Review, Education System, to Curriculum - Maryanti, Rina; Nandiyanto, Asep Bayu Dani; Hufad, Achmad; Sunardi, S. (Indonesian Journal of Community and Special Needs Education, 2021)
The purpose of this study is to determine the teaching, curriculum, and methods used by teachers in the science learning process for students with special needs in Indonesia. We use qualitative research methods. The subjects in this study are students with special needs (children with visual impairments, children with hearing impairments, children with intellectual disabilities, and children with physical impairments) at one of the special schools (SLB) in Kuningan, Indonesia. The results show that most of the teachers use the curriculum from teacher books provided by the government. In addition, some teachers used the lecture and question and answer method in the science learning process. The results in low student achievement because students with special needs need concrete media and methods that accommodate student needs.
Keywords: Curriculum; Science education; Students with special needs; Teaching; Teaching method

Meta-framework of digital literacy: a comparative analysis of 21st-century skills frameworks - Martínez, María Cristina; Sádaba, Charo; Serrano-Puche, Javier (Revista Latina de Comunicacion Social, 2021)
Introduction: Faced with an imminent digital era marked by globalization and technological innovation, different organizations raised the importance of innovating education with the so-called 21st-century competencies. The need for new skills to participate in digital culture is highlighted in the different proposals, where digital competence is fundamental to live, work and participate in Knowledge Society. Methodology: This work aims to generate an integrated proposal of digital literacy through a comparative analysis of digital competence in eight frameworks of 21st-century skills (ATCS, enGauge, Naep, Nets, OECD, P21, UNESCO, European Union), which they are studied in three main thematic blocks: a) definition, b) objectives and vision, c) competencies and abilities. Results: Digital literacy encompasses a holistic approach, nurtured by different literacies, from which a meta-framework with nine competencies is built: three direct competencies, 1) information and data, 2) communication and collaboration, and 3) technical; five transversal competencies, 4) problem solving, 5) global citizenship and multicultural awareness, 6) interpersonal, 7) future thinking, 8) creative thinking and 9) critical thinking; and 53 cognitive, critical, technical, social, emotional and projective digital skills. Conclusions: Multidimensional digital literacy consolidates the techno-social perspective for empowerment and technological appropriation, which exceeds the operational use of tools and guarantees the broad, meaningful, and innovative use of technology for the construction of an equitable society, decent employment, social participation, among other purposes that are connected with the Sustainable Development Goals.
Keywords: ⛔ No DOI found

Dimensions of digital literacy in the 21st century competency frameworks - Martínez-Bravo, María Cristina; Sádaba Chalezquer, Charo; Serrano-Puche, Javier (Sustainability, 2022)

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

(coming soon) - Martin, Anna; Grace, Macharia; Ombeta, Magwari Charles (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

(coming soon) - Martin, Anna; Grace, Macharia; Ombeta, Magwari Charles (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: a multidisciplinary comparison of coverage via citations - Martín-Martín, Alberto; Thelwall, Mike; Orduna-Malea, Enrique; Delgado López-Cózar, Emilio (Scientometrics, 2021)
New sources of citation data have recently become available, such as Microsoft Academic, Dimensions, and the OpenCitations Index of CrossRef open DOI-to-DOI citations (COCI). Although these have been compared to the Web of Science Core Collection (WoS), Scopus, or Google Scholar, there is no systematic evidence of their differences across subject categories. In response, this paper investigates 3,073,351 citations found by these six data sources to 2,515 English-language highly-cited documents published in 2006 from 252 subject categories, expanding and updating the largest previous study. Google Scholar found 88% of all citations, many of which were not found by the other sources, and nearly all citations found by the remaining sources (89–94%). A similar pattern held within most subject categories. Microsoft Academic is the second largest overall (60% of all citations), including 82% of Scopus citations and 86% of WoS citations. In most categories, Microsoft Academic found more citations than Scopus and WoS (182 and 223 subject categories, respectively), but had coverage gaps in some areas, such as Physics and some Humanities categories. After Scopus, Dimensions is fourth largest (54% of all citations), including 84% of Scopus citations and 88% of WoS citations. It found more citations than Scopus in 36 categories, more than WoS in 185, and displays some coverage gaps, especially in the Humanities. Following WoS, COCI is the smallest, with 28% of all citations. Google Scholar is still the most comprehensive source. In many subject categories Microsoft Academic and Dimensions are good alternatives to Scopus and WoS in terms of coverage.
Keywords: Computer Science - Digital Libraries

Large coverage fluctuations in Google Scholar: a case study - Martín-Martín, Alberto; López-Cózar, Emilio Delgado (arXiv:2102.07571 [cs], 2021)
Unlike other academic bibliographic databases, Google Scholar intentionally operates in a way that does not maintain coverage stability: documents that stop being available to Google Scholar's crawlers are removed from the system. This can also affect Google Scholar's citation graph (citation counts can decrease). Furthermore, because Google Scholar is not transparent about its coverage, the only way to directly observe coverage loss is through regular monitorization of Google Scholar data. Because of this, few studies have empirically documented this phenomenon. This study analyses a large decrease in coverage of documents in the field of Astronomy and Astrophysics that took place in 2019 and its subsequent recovery, using longitudinal data from previous analyses and a new dataset extracted in 2020. Documents from most of the larger publishers in the field disappeared from Google Scholar despite continuing to be available on the Web, which suggests an error on Google Scholar's side. Disappeared documents did not reappear until the following index-wide update, many months after the problem was discovered. The slowness with which Google Scholar is currently able to resolve indexing errors is a clear limitation of the platform both for literature search and bibliometric use cases.
Keywords: Computer Science - Digital Libraries; ⛔ No DOI found

ijmarshall/robotreviewer - Marshall, Iain (2024)
Automatic synthesis of RCTs
Keywords: bias; clinical-trials; cochrane; icasr; rcts; systematic-reviews; trial

Rice husk ash as a supplementary cementitious material in Interlocking Stabilised Soil Blocks (ISSB): pilot study on an industrially sourced ash - Marsh, Alastair; Nambatya, Mauricia; Brett, Ed; Bernal, Susan (2020)
Interlocking Stabilised Soil Blocks (ISSB) are an emerging construction material in Uganda that offer a more sustainable, locally produced alternative to fired clay bricks. Rice husk waste is an under-utilised by-product from rice production in Uganda, and its ash offers potential for lowering the Portland cement requirement of ISSB whilst maintaining mechanical properties. As a prelude to laboratory testing of ash sources accompanied by on-site production and testing of ISSB, a pilot study was carried out to characterise an industrial source of ash. The recently developed R3 heat release test was used to determine ash reactivity. The physical and chemical characteristics of the ash indicate that the industrial combustion process used was sub-optimal. However, its heat release performance suggests it has sufficient pozzolanic reactivity to deserve consideration for use as a supplementary cementitious material in ISSB production.

Deployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-servers in Tanzania - Maro, Salome; Kondoro, Aron; Haßler, Björn; Mtebe, Joel; Proctor, Jamie (Journal of Learning for Development, 2023)
Low-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option.  The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers.

Digital Dystopia The Danger in Buying What the EdTech Surveillance Industry is Selling - Marlow, C. (American Civil Liberties Union (ACLU), 2023)
Keywords: Final_citation; anystyle; existing

GPTeach: Interactive TA Training with GPT-based Students - Markel, Julia Mae; Opferman, Steven G.; Landay, James A.; Piech, Chris (EdArXiv, 2023)
Interactive and realistic teacher training is hard to scale. This is a key issue for learning at scale, as inadequate preparation can negatively impact both students and teachers. What if we could make the teacher training experience more engaging and, as a downstream effect, reduce the potential for harm that teachers-in-training could inflict on students? We present GPTeach, an interactive chat-based teacher training tool that allows novice teachers to practice with simulated students. We performed two studies to evaluate GPTeach: one think-aloud study and one A/B test between our tool and a baseline. Participants took the role of a teaching assistant conducting office hours with two GPT-simulated students. We found that our tool provides the opportunity for teachers to get valuable teaching practice without the pressures of affecting real students, allowing them to iterate their responses both during and across sessions. Additionally, participants enjoyed flexibility in tailoring their responses according to the varied personas, needs, and learning goals. In this paper, we provide quantitative results and qualitative observations to inform future work in this area. We conclude with a discussion of actionable design ideas for such systems, as well as other ways to use this tool for evaluating teachers and students. GPTeach has recently been deployed into the teacher training component of an online course with over 800 novice teachers.

Learning from Intelligent Social Agents as Social and Intellectual Mirrors - Maples, Bethanie; Pea, Roy D.; Markowitz, David (AI in Learning: Designing the Future, 2023)
The interaction capabilities of Intelligent Social Agents, made possible by advances in artificial intelligence, are eliciting deep emotional bonding with users, leading researchers to reexamine the impact and potential uses of these human-machine relationships in education. In this work, we examine how one best-in-class ISA, Replika, might be affecting users socially, emotionally, and cognitively. Our results indicate that many use Replika as a social and cognitive mirror, facilitating their learning and development this way. The confluence of new functionality, product narrative, and user life stressors make ISAs an emerging tool for not only emotional support, but also cognitive support and development.
Keywords: Anthropomorphism; Chatbot; Digital therapy; Displacement hypothesis; Embodied artificial intelligence; Extended mind; Intellectual mirror; Intelligent social agents; Virtual agents

Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education - Manzano-León, Ana; Camacho-Lazarraga, Pablo; Guerrero, Miguel A.; Guerrero-Puerta, Laura; Aguilar-Parra, José M.; Trigueros, Rubén; Alias, Antonio (Sustainability, 2021)
Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.
Keywords: academic achievement; engagement; gamification; motivation; systematic literature review

Beyond Data - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
In a technology context dominated by data-intensive AI systems, the consequences of data processing are no longer restricted to the well-known privacy and data protection issues but encompass prejudices against a broader array of fundamental rights. Moreover, the tension between the extensive use of these systems, on the one hand, and the growing demand for ethically and socially responsible data use on the other, reveals the lack of a framework that can fully address the societal issues raised by AI.
Keywords: AI; Data protection; Ethical Impact Assessment; Human rights; Privacy Impact Assessment; Risk-based approach; Self-determination; Social Impact Assessment

Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI - Mantelero, Alessandro (Information Technology and Law Series, 2022)
Keywords: AI Regulation; Artificial Intelligence; Data Protection; Ethics; Fundamental Rights; Human Rights; Human Rights Impact Assessment (HRIA); Impact Assessment; Open Access

Human Rights Impact Assessment and AI - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
The recent turn in the debate on AI regulation from ethics to law, the wide application of AI and the new challenges it poses in a variety of fields of human activities are urging legislators to find a paradigm of reference to assess the impacts of AI and to guide its development. This cannot only be done at a general level, on the basis of guiding principles and provisions, but the paradigm must be embedded into the development and deployment of each application. To this end, this chapter suggests a model for human rights impact assessment (HRIA) as part of the broader HRESIA model. This is a response to the lack of a formal methodology to facilitate an ex-ante approach based on a human-oriented design of AI. The result is a tool that can be easily used by entities involved in AI development from the outset in the design of new AI solutions and can follow the product/service throughout its lifecycle, providing specific, measurable and comparable evidence on potential impacts, their probability, extension, and severity, and facilitating comparison between possible alternative options.
Keywords: Data ethics; Democracy; Human Rights Impact Assessment; Human rights by design; Participation; Precautionary principle; Smart cities; Smart toys; Transparency

Open Issues and Conclusions - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
Having discussed in previous chapters the valuable contribution that an assessment model encompassing human rights, ethical and societal issues can provide to the development and regulation of AI, these concluding remarks address some of the challenges we face in implementing this approach in tangible reality. The focus on future global regulatory scenarios in the field of AI shows how the holistic HRESIA model, which includes the contextualisation of human rights and socio-ethical values in a given area, could be an effective answer for both the countries which have a human rights-based AI regulation and those who do not. In addition, holistic assessment and values-oriented design procedures can build trust in the development of AI, addressing the increasing public concern for invasive and pervasive AI applications, as well as the growing attention of policy makers to the side effects of AI use in the presence of concentration of power in digital services.
Keywords: AI regulation; Data protection; Digital ecosystems; Human rights; Risk assessment; Trust

Regulating AI - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
Although the debate on AI regulation is still fluid at a global level and the European initiatives are in their early stages, three possible approaches to grounding AI regulation on human rights are emerging. One option is a principles-based approach, comprising guiding principles derived from existing binding and non-binding international human rights instruments, which could provide a comprehensive framework for AI. A different approach focuses more narrowly on the impacts of AI on individual rights and their safeguarding through rights-based risk assessment. This is the path followed by the Council of Europe in its ongoing work on AI regulation. Finally, as outlined in the EU proposal, greater emphasis can be placed on managing high-risk applications by focusing on product safety and conformity assessment. Despite the differences between these three models, they all share a core concern with protecting human rights, recognised as a key issue in all of them. However, in these proposals for AI regulation, the emphasis on risk management is not accompanied by effective models for assessing the impact of AI on human rights. Analysis of the current debate therefore confirms that the HRESIA could not only be an effective response to human-rights oriented AI development that also encompasses societal values, but it could also bridge a gap in the current regulatory proposals.
Keywords: AI regulation; Ad hoc Committee on Artificial Intelligence (CAHAI); Artificial Intelligence Act; Co-regulation; Conformity assessment; Democracy; Technology assessment

The Social and Ethical Component in AI Systems Design and Management - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
The extensive and frequently severe impact of AI systems on society cannot be fully addressed by the human rights legal framework. Many issues involve community choices or individual autonomy requiring a contextual analysis focused on societal and ethical values. The social and ethical consequences of AI represent a complementary dimension, alongside that of human rights, that must be properly investigated in AI assessment, to capture the holistic dimension of the relationship between humans and machines. This assessment is more complicated than that of human rights, as it involves a variety of theoretical inputs on the underlying values, as well as a proliferation of guidelines. This requires a contextualised and, as far as possible, a participative analysis of the values of the community in which the AI solutions are expected to be implemented. Here the experts play a crucial role in detecting, contextualising and evaluating the AI solutions against existing ethical and social values. Ethics committees in scientific research, bioethics and clinical trials, as well as corporate AI ethics boards, can provide inputs for future AI expert committees within the HRESIA model. Based on the experience of these committees, the assessment cannot be entrusted entirely to experts, but it should also include a participatory dimension, which is essential to effective democratic decision-making process concerning AI.
Keywords: Clinical Ethics Committees; Clinical trials; Data ethics; Ethical values; Ethics boards; Ethics committee; Participation; Research Ethics Committees; Social values

Predicting global patterns of long-term climate change from short-term simulations using machine learning - Mansfield, Laura A.; Nowack, Peer J.; Kasoar, Matt; Everitt, Richard G.; Collins, William J.; Voulgarakis, Apostolos (npj Climate and Atmospheric Science, 2020)

College-Level Sex Education Courses: A Systematic Literature Review - Manning-Ouellette, Amber; Shikongo-Asino, Josephine (American Journal of Sexuality Education, 2022)
Understanding college-level sex education can help campus stakeholders understand student knowledge, inform policies, and influences on culture. Although there is a large amount of research on sexual health programming, little is known about the types of sex education curriculum on college campuses. This systematic literature review evaluates the breadth of postsecondary sex education research over the last 10 years. Three sex education course themes indicate research spans the following areas: philosophical and pedagogical considerations, perceived student knowledge and learning, and cultural and feminist-informed sex education. Finally, the results also indicate there are six types of courses taught at the college-level.
Keywords: College; higher education; sex education

National Education Sector Investment Plan 2020-2030 - Malawi Ministry of Education (2020)

Girls' education and COVID-19 in Pakistan - Malala Fund (Malala Fund, 2020)
In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences.

Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review - Makri, Agoritsa; Vlachopoulos, Dimitrios; Martina, Richard A. (Sustainability, 2021)
This paper aims to present a systematic literature review on state-of-the-art Educational Escape Rooms (EERs) with the use of digital technologies. More specifically, the focus of the study is to present the current developments and trends concerning Digital Educational Escape Rooms (DEERs) and investigate how they foster learning outcomes for online learners. Additionally, the present study provides insights into the design process of such technology enhanced EERs. This review is attributed to identifying and covering research gaps since the current literature has focused on the pedagogical aspects of Escape Rooms (ERs) in education, but no studies seem to have been conducted in regard to the pedagogical implications of Digital Escape Rooms (DERs) in educational environments. Based on the exhaustive literature review, an agenda for future research is promised and the implications for designing innovative ER approaches have been highlighted. The anatomy of the fundamental components of conducting systematic literature reviews was followed. The results of the review could be addressed to multidisciplinary teams related to education, game researchers, educational researchers, faculty members, scholars, instructors, and protagonists of educational systems to encourage them to thoroughly study the core elements of DEERs and how they can be applied in virtual educational contexts to facilitate students’ learning achievements.
Keywords: digital escape rooms; digital technologies; educational escape rooms; engagement; escape rooms; game-based learning; gamification; motivation; systematic literature review; technology enhanced learning

Leadership for Development: Re-shaping Higher Education Futures and Sustainability in Africa - Makoe, Mpine; Olcott, Don (Journal of Learning for Development, 2021)
Leading change in higher education has been a major challenge in countries of limited resources, such as those in Sub-Saharan Africa. Most African universities have struggled with this transition mainly due to lack of the requisite information and communication technology (ICT) infrastructure, inadequate expertise for online pedagogies and inability to provide computers to their students and staff. When faced with the recent changes, caused mainly by the COVID-19 pandemic that forced every person to work and learn remotely, many academic leaders were completely ill-prepared to deal with changes of this magnitude. The aim of this paper is to provide recommendations for shaping the future of higher education in Africa going forward. This will be done by analysing trends and opportunities created by these changes with the aim of accentuating the need for a renewed Pan-African Ubuntu that embraces the future, respects the unique dignity, cultures, languages and heritage of nations pre- and post-colonialism, and inspires the African Union Agenda 2063, The Africa we Want.
Keywords: Africa; Higher Education; Leadership; Ubuntu; _genre:PR-primary_research; digital technologies; ⛔ No DOI found

School Lessons Will Be Broadcast on Radio & TV Ahead of Exams - Makanda, Simbongile (Careers Portal, 2020)
In efforts to prepare learners for June exams, the SABC and the department of Basic Education have launched radio and television programmes to broadcast educational material. Broadcasting is scheduled to start on April 9 2020.

Early in the epidemic: impact of preprints on global discourse about COVID-19 transmissibility - Majumder, Maimuna S.; Mandl, Kenneth D. (The Lancet Global Health, 2020)

The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis - Major, Louis; Francis, Gill A.; Tsapali, Maria (British Journal of Educational Technology, 2021)
Digital technology offers the potential to address educational challenges in resource-poor settings. This meta-analysis examines the impact of students' use of technology that personalises and adapts to learning level in low- and middle-income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and literacy); personalisation level and delivery; technology use; and intervention duration and intensity. Overall, technology-supported personalised learning was found to have a statistically significant—if moderate—positive effect size of 0.18 on learning (p = 0.001). Meta-regression reveals how more personalised approaches which adapt or adjust to learners' level led to significantly greater impact (an effect size of 0.35) than those only linking to learners' interests or providing personalised feedback, support, and/or assessment. Avenues for future research include investigating cost implications, optimum programme length, and teachers' role in making personalised learning with technology effective. Practitioner notes What is already known about this topic? Promoting personalised learning is an established aim of educators. Using technology to support personalised learning in low- and middle-income countries (LMICs) could play an important role in ensuring more inclusive and equitable access to education, particularly in the aftermath of COVID-19. There is currently no rigorous overview of evidence on the effectiveness of using technology to enable personalised learning in LMICs. What this paper adds? The meta-analysis is the first to evaluate the effectiveness of technology-supported personalised learning in improving learning outcomes for school-aged children in LMICs. Technology-supported personalised learning has a statistically significant, positive effect on learning outcomes. Interventions are similarly effective for mathematics and literacy and whether or not teachers also have an active role in the personalisation. Personalised approaches that adapt or adjust to the learner led to significantly greater impact, although whether these warrant the additional investment likely necessary for implementation at scale needs to be investigated. Personalised technology implementation of moderate duration and intensity had similar positive effects to that of stronger duration and intensity, although further research is needed to confirm this. Implications for practice and/or policy: The inclusion of more adaptive personalisation features in technology-assisted learning environments can lead to greater learning gains. Personalised technology approaches featuring moderate personalisation may also yield learning rewards. While it is not known whether personalised technology can be scaled in a cost-effective and contextually appropriate way, there are indications that this is possible. The appropriateness of teachers integrating personalised approaches in their practice should be explored given ‘supplementary’ uses of personalised technology (ie, additional sessions involving technology outside of regular instruction) are common.
Keywords: Final_citation; cited; computer-assisted learning; existing; learning outcomes; low- and middle-income; meta-analysis; personalisation; personalised adaptive learning

Technology-supported personalised learning: Rapid Evidence Review - Major, Louis; Francis, Gill A. (Zenodo, 2020)
This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.
Keywords: _genre:LR-literature_review

Open educational practices (OEP) in the design of digital competence assessment - Maina, Marcelo Fabián; Santos-Hermosa, Gema; Mancini, Federica; Ortiz, Lourdes Guàrdia (Distance Education, 2020)
This article presents the implementation of an assessment model for generic competences in K-12 enabled by open educational practices. It showcases a digital competence assessment model that outlines the design of competence assessment scenarios constructed by means of a collaborative process involving teachers from six European countries, learning designers, and researchers. Our study draws attention to the concept of open educational practices as a broad descriptor of four areas of teacher practice regarding design, content, teaching, and assessment. The process unfolds through three phases, where teachers’ engagement with collaborative processes and network-based tools facilitate the construction of active shared learning. It analyzes the joint creation of open practices, and the production of open educational resources. The scalability, flexibility, and adaptability of competence assessment scenarios underline their transferability to similar contexts. The experience may benefit educational institutions and communities of teachers interested in innovating and opening up education.
Keywords: K-12 assessment; collaborative teaching; digital competence; open educational practices; pedagogy of integration

Education Workforce Supply and Needs in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Mason-Sesay, Miriam; Bart-Williams, Claudius (2020)

Education Workforce Costed Options Paper - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
Keywords: _C:Sierra Leone SLE; __C:filed:1; __C:scheme:1

Education Workforce Management in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
Keywords: _C:Australia AUS; _C:Chile CHL; _C:China CHN; _C:Eritrea ERI; _C:France FRA; _C:Gambia GMB; _C:Iceland ISL; _C:India IND; _C:Italy ITA; _C:Kenya KEN; _C:Lebanon LBN; _C:Lesotho LSO; _C:Mozambique MOZ; _C:Netherlands NLD; _C:Nigeria NGA; _C:Pakistan PAK; _C:Senegal SEN; _C:Sierra Leone SLE; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Education Workforce Management in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
Keywords: _yl:d

Education Workforce Recruitment and Matching in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
Keywords: _C:Bangladesh BGD; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Malawi MWI; _C:Mexico MEX; _C:Sierra Leone SLE; _C:Tanzania TZA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Education Workforce Recruitment and Matching in Sierra Leone - Mackintosh, Alasdair; Ramírez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (2020)
Keywords: _yl:b; ⛔ No DOI found

Education Workforce Spatial Analysis in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Workforce Initiative, 2020)
Keywords: _C:India IND; _C:Sierra Leone SLE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Education Workforce Spatial Analysis in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (2020)
Keywords: _yl:a; ⛔ No DOI found

Education Workforce Spatial Analysis in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (2020)

Education Workforce Supply and Needs in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Workforce Initiative, 2020)
Keywords: _C:Canada CAN; _C:Chile CHL; _C:Finland FIN; _C:Ghana GHA; _C:Korea, Republic KOR; _C:Malawi MWI; _C:Nigeria NGA; _C:Peru PER; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; _yl:c; ⛔ No DOI found

South Sudan shutters all schools as it prepares for an extreme heat wave - Machol, Deng (AP News, 2024)
South Sudan’s government is closing down all schools starting Monday as the country prepares for a wave of extreme heat expected to last two weeks.
Keywords: _z:class:countries

Digital Literacy Assessment Tool Report - Macharia, Grace; Walker, Hannah; Waziri, Nafisa; Martin, Anna; Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Inception Report - Digital Literacy (Smart Africa) - Macharia,, Grace; Haßler, Björn; Martin,, Anna; Omboto,, Charles (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Comparative Analysis Summary Report of Digital Literacy Skills Frameworks. - Macharia, Grace; Martin, Anna; Omboto, Charles; Waziri, Nafisa; Walker, Hannah; Haßler, Björn (Open Development and Education, 2023)

Participatory visual methods and school-based responses to HIV in rural South Africa: insights from youth, preservice and inservice teachers - MacEntee, Katie (Sex Education: Sexuality, Society and Learning, 2020)
This paper explores students', preservice teachers' and inservice teachers' perceptions of the contributions and challenges of using participatory visual methodologies (PVM) to enhance HIV education in rural schools. Drawing on findings from three research projects conducted in KwaZulu Natal, South Africa, four positive contributions are identified: 1) novelty, fun and engagement; 2) amplifying youth voices; 3) the facilitation of teachers' reflexive learning; and 4) the production of local resources in under-resourced schools. Challenges include: 1) limited technology access; 2) teacher discomfort; and 3) resistance to PVM integration. Teachers and young people, especially in under resourced rural settings, can benefit from integrating such methodologies into their responses to HIV and AIDS. However, sustainable integration must rely on choosing the most appropriate participatory visual methodologies given the technological resources available in school. The paper concludes with recommendations to optimise participatory visual methodologies integration into rural school-based HIV responses.
Keywords: Acquired Immunodeficiency Syndrome (AIDS); Children And Youth - About; Disadvantaged Schools; ERIC, Current Index to Journals in Education (CIJE); Educational Resources; Foreign Countries; HIV; Health Education; Higher Education; Media Selection; Photography; Postsecondary Education; Preservice Teachers; Rural Schools; Secondary Education; Secondary School Students; Sex Education; South Africa; Story Telling; Student Attitudes; Teacher Attitudes; Teaching Methods; Visual Aids; __:import:01; __:match:final; __:matched; __:study_id:2096729; __finaldtb; participatory visual methodology; rural education; sexual health education

Social economic impact of COVID-19 outbreak in India - M., Sandeep Kumar; V., Maheshwari; J., Prabhu; M., Prasanna; P., Jayalakshmi; P., Suganya; M.B., Benjula Anbu Malar; Jothikumar, R. (International Journal of Pervasive Computing and Communications, 2020)
Purpose of this study The situations of COVID-19 will certainly have an adverse effect over and above health care on factors of the internet of things (IoT) market. To overcome all the above issues, IoT devices and sensors can be used to track and monitor the movement of the people, so that necessary actions can be taken to prevent the spread of coronavirus disease (COVID-19). Mobile devices can be used for contact tracing of the affected person by analyzing the geomap of the travel history. This will prevent the spread and reset the economy to the normal condition. Design/methodology/approach To respond to the global COVID-19 outbreak, the social-economic implications of COVID-19 on specific dimensions of the global economy are analyzed in this study. The situations of COVID-19 will certainly have an adverse effect over and above health care on factors of the IoT market. To overcome these issues IoT devices and sensors can be used to track and monitor the movement of the people so that necessary actions can be taken to prevent the spread of COVID-19. Mobile devices can be used for contact tracing of the affected person by analyzing the geomap of the travel history. This will prevent the spread and reset the economy to the normal condition. A few reviews, approaches, and guidelines are provided in this article along these lines. Moreover, insights about the effects of the pandemic on various sectors such as agriculture, medical industry, finance, information technology, manufacturing and many others are provided. These insights may support strategic decision making and policy framing activities for the top level management in private and government sectors. Findings With insecurities of a new recession and economic crisis, key moments such as these call for strong and powerful governance in health, business, government, and large society. Instant support measures have to be initiated and adapted for those who can drop through the cracks. Mid- and long-term strategies are required to stabilize and motivate the economy during this recession. Originality/value A comprehensive social-economic development strategy that consists of sector by sector schemes and infrastructure that supports business to ensure the success of those with reliable and sustainable business models is necessary. From the literature analysis and real world observations it is concluded that the IoT, sensors, wearable devices and computational technologies plays major role in preserving the economy of the country by preventing the spread of COVID-19.
Keywords: COVID-19; Implication; Industry; IoT and wearable devices; Socio-economic growth

Computational thinking in higher education: A review of the literature - Lyon, Joseph A.; J. Magana, Alejandra (Computer Applications in Engineering Education, 2020)
Computational thinking is of growing interest to the science, technology, engineering, and mathematics (STEM) education research community. Calls from national agencies look to increase computation in STEM education. This review identifies key areas for future study by reviewing recent empirical studies that investigate computational thinking in teaching and learning contexts within higher education. Using a systematic process, this review identified four different databases for peer-reviewed research articles using keywords. Results were evaluated against inclusion and exclusion criteria. Studies were analyzed for types of methods, target population, the role of computational thinking, pedagogical designs used, and significant findings of the study. This process resulted in a final set of 13 studies. The results indicate that computational thinking research in higher education is growing, yet there are opportunities for more research. The findings of this study highlight the need for more concrete definitions and implementations of computational thinking within higher education spaces.
Keywords: STEM education; computational thinking; higher education

EdTech for Learners with Disabilities in Primary School Settings in LMICs: A Systematic Literature Review - Lynch, Paul; Singhal, Nidhi; Francis, Gill A. (Zenodo, 2020)

EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review - Lynch, Paul; Singhal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
Keywords: auto_merged

Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review - Lynch, Paul; Singal, Nidhi; Francis, Gill Althia (Educational Review, 2022)
Keywords: Final_citation; cited; existing

Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review - Lynch, Paul; Singal, Nidhi; Francis, Gill Althia (Educational Review, 2022)
Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.
Keywords: Educational technology; _genre:LR-literature_review; assistive technology; disability; inclusive education; low- and middle-income countries; primary education

EdTech for Learners with Disabilities in Primary School Settings in LMICs: A Systematic Literature Review - Lynch, Paul; Singal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _genre:LR-literature_review; _yl:a; _zenodoETH

How Can EdTech Support Primary School Learners with Disabilities in LMICs? Recommendations for Policy - Lynch, Paul; Singal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _cover:v3; _r:AddedByZotZen; _yl:b; _zenodoETH

Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children - Lynch, Paul; Kaye, Tom; Terlektsi, Emmanouela (EdTech Hub, 2020)
The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
Keywords: C:Pakistan; F: Helpdesk response; L:Special education needs and disabilities (SEND); LP: English; _C:Bangladesh BGD; _C:Ethiopia ETH; _C:India IND; _C:Ireland IRL; _C:Kenya KEN; _C:Pakistan PAK; _C:Rwanda RWA; _C:United Kingdom GBR; _C:United States USA; _DOILIVE; _EdTechHub_Output; _GS:indexed; __C:filed:1; __C:scheme:1; _cover:v1; _r:CopiedFromEvLib; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Health impact studies of climate change adaptation and mitigation measures – A scoping review - Luyten, Axel; Winkler, Mirko S.; Ammann, Priska; Dietler, Dominik (The Journal of Climate Change and Health, 2023)
Climate change affects both mental and physical health. Besides limiting the extent and consequences of climate change, mitigation and adaptation measures can have additional and potentially unintended health impacts. This scoping review outlines how health effects of climate mitigation and adaptation measures have been studied in the scientific literature. We conducted a systematic literature search in the databases PubMed, Scopus and Web of Science without time restriction. All peer-reviewed articles reporting quantified health impacts linked to specific climate change adaptation and mitigation measures were included. Overall, the 89 included articles considered only a narrow range of health determinants and health outcomes. Adaptation- and mitigation-related articles most frequently investigated the environmental health determinants air temperature and air pollution, respectively. Non-communicable diseases were predominantly studied while other relevant health outcome categories, such as mental health, food- and nutrition-related issues, and communicable diseases were rarely reported. The scarcity of studies focusing on the social health determinants and providing stratified health impacts among vulnerable population groups in assessments points to an inadequate consideration of health equity aspects. Increased efforts to quantify health impacts more comprehensively and to identify underlying vulnerability factors among specific population groups seem needed. This information could provide policymakers with more accurate evidence to address health equity aspects, limit adverse health impacts and promote health co-benefits of climate change adaptation and mitigation measures.
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Effects of Demo Kit on Remediating Senior School Students’ Misconceptions in Mitosis and Meiosis in Ilorin, Nigeria - Luwoye, Akindeyi; Bello, Ganiyu; Adeoye, Gabriel Ademakinwa (Journal of Learning for Development, 2021)
This study investigated the effects of demo kit on remediating misconceptions held by senior school students’ in mitosis and meiosis. The quasi-experimental design of the pre-test, post-test, non-equivalent control group was adopted for the study. Multistage sampling technique was used to select 60 male and female biology students from two senior secondary schools in Ilorin metropolis. The instruments used for data collection was Mitosis and Meiosis Achievement Test (MMAT). Frequencies and chi-square were used to answer the research questions and test the null hypothesis respectively. The findings revealed that biology students’ held misconceptions on mitosis and meiosis before and after instructions. However, there was a significant difference in the number of misconceptions held by students taught using demo kit and those taught with the conventional method. It was recommended that biology teachers adopt the use of the demo kit for remediating students pre- and post-instructional misconceptions on mitosis and meiosis.
Keywords: Keywords: remediate; demo kit; meiosis; misconceptions; mitosis; ⛔ No DOI found

Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives - Lurvink, Anne-Fleur; Pitchford, Nicola J. (Frontiers in Education, 2023)
Background Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.

Tich Mi Ar Tich Dem Open Development & Education and EducAid Sierra Leone - Lurvink, Anne-Fleur; Mason-Sesay, Miriam (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Teacher Retention and Mobility in Sierra Leone: What factors contribute to teachers' motivation to stay or leave schools? - Lurvink, Anne-Fleur; Mansaray, Kabiru; Kamara, Josephine; Khanu, AlimamyJames; Cameron, Emma; Godwin, Katie; Haßler, Björn (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

No teacher is an island - Lurvink, Anne-Fleur; Godwin, Katie; Mason-Sesay, Miriam (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

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)

No teacher is an Island - Open Development & Education - Lurvink, Anne-Fleur; Bokamba, Tania Elena Megogo; Mason, Miriam; Godwin, Katie; Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie (2022)
When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive their rice

No Teacher is an Island: A case study on the enablers and barriers for effective school-based teacher professional development in Sierra Leone - 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)
Keywords: Author:OpenDevEd; _bjoern_cv; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

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)

Recommendations Report for Technology and CPD for Secondary School Leaders and Teachers in Sierra Leone - Lurvink, Anne-Fleur (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Influences of shadow education on the ecology of education – A review of the literature - Luo, Jiahui; Chan, Cecilia Ka Yuk (Educational Research Review, 2022)
Shadow education, also widely known as private tutoring or supplementary education, has attracted increasing research attention in the past two decades. The global expansion of shadow education, as well as its penetration to different educational stages and social classes, are believed to have far-reaching implications for the overall educational landscape. However, despite a steadily growing body of literature, no study to date has systematically reviewed the influences of shadow education from an ecological perspective. Therefore, borrowing Bronfenbrenner's ecological systems theory, this paper aims to provide a comprehensive overview of how shadow education influences different levels of educational ecosystems (i.e. individuals, micro-, meso-, exo-, and macro-system). Based on 74 empirical studies published between 2000 and 2020, the review reveals complex influences exerted by shadow education on multiple systems (e.g., students, mainstream schooling, families, and larger socioeconomic structures), contributing to a more sophisticated understanding of this phenomenon. The paper then discusses how the rise of shadow education creates significant changes to the ecology of education in which it operates, and concludes with implications for future practice and research.
Keywords: Influence; Private tutoring; Supplementary education; Tutor; shadow Education

Managing Overlap of Primary Studies Results Across Systematic Reviews: Practical Considerations for Authors of Overviews of Reviews - Lunny, Carole; Pieper, Dawid; Thabet, Pierre; Kanji, Salmaan (In Review, 2021)
Background: In overviews, inclusion of the same primary study in multiple systematic review gives undue weight to this study. Using a study result multiple times in the same analysis overstates its sample size and number of events, falsely leading to greater precision in the analysis. This paper aims to: (a) describe types of overlapping data that arise from the same primary studies reported across multiple reviews, (b) describe methods to identify and explain overlap of primary study data, and (c) present six case studies illustrating different approaches to manage overlap. Methods: We rst updated the search in PubMed for methods from the MOoR framework relating to overlap of primary studies. One author screened the studies titles and abstracts, and any full-text articles retrieved, extracted methods data relating to overlap of primary studies and mapped it to the overlap methods from the MOoR framework. We also describe six case studies as examples of overviews that use speci c methods across the steps in the conduct of an overview. For each case study, we discuss potential implications in terms of methodological limitations, e ciency, usability, and resource use. Results: Eight studies were mapped to the methods identi ed by the MOoR framework to address overlap. Several overlap methods mapped across four steps in the conduct of an overview – the eligibility criteria step, the data extraction step, the assessment of risk of bias step, and the synthesis step. Our overview case studies used multiple methods to reduce overlap at different steps in the conduct of an overview. Conclusions: Our study underlines that there is currently no standard methodological approach to deal with overlap in primary studies across reviews. The level of complexity when dealing with overlap can vary depending on the yield, trends and patterns of the included literature and the scope of the overview question. Choosing a method might be dependent on the number of included reviews and their primary studies. Gaps in in evaluation of methods to address overlap were found and further investigation in this area is needed.

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

Continuous Teacher Learning Circles in Learner-Centered Pedagogy: A Case Study in the Democratic Republic of the Congo - Lund, Jennifer Anne (2020)
This dissertation explores how continuous teacher learning circles (TLCs) support the implementation of a learner-centered pedagogy in grades 5-10 at a school in a long-term refugee community located in the Democratic Republic of the Congo (DRC). Learner-centered pedagogy has gained notice as a means to improve educational outcomes in sub-Saharan Africa (Vavrus & Bartlett, 2012). Learner-centered pedagogy may be defined as education rooted in the interests of students, their prior knowledge, and pedagogy based on student inquiry with the goal of solving real-world problems (Dewey, 1916). TLCs are increasingly used by international educational development organizations, including in the DRC (Frisoli, 2014; Inter-Agency Network for Education in Emergencies, 2015). Focusing on sustained teacher and student learning, one U.S. non-profit has worked since 2011 to co-create learner-centered modules based on locally identified assets and problems. This qualitative case study seeks to illuminate how teacher learning and well-being are supported through the TLCs and what teachers and staff understand about learner-centered pedagogy as a teaching and learning paradigm in the context. Drawing from Kanu's (2005) precept that pedagogical ideas crossing borders are continually reinterpreted and reinvented, this study takes a closer look at how indigenous practices may influence or mediate teacher learning. By using Lave and Wenger’s (1991) concept of communities of practice as the principal theoretical framework, the study relied on data from onsite individual interviews, focus groups, classroom observations, and TLC observations as well as archival documents such as lesson plans, teacher reflections, and transcripts of cross-cultural Skype conversations between Congolese and American staff. Findings suggest that the TLCs viii help teachers gain confidence in learner-centered teaching tools that support safe, inclusive, and engaging classrooms while offering a supportive space to voice problems and receive feedback from peers as they engage in planning and implementing the innovative curriculum. Findings also highlight the need for increased teacher autonomy in lesson planning. Implications of these findings encourage future research to determine whether it is feasible for learner-centered pedagogy and TLCs to be operationalized and sustained over time in other similar settings.
Keywords: _C:Algeria DZA; _C:Angola AGO; _C:Azerbaijan AZE; _C:Belgium BEL; _C:Botswana BWA; _C:Cambodia KHM; _C:Canada CAN; _C:China CHN; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Congo, Republic COG; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Greece GRC; _C:Guinea GIN; _C:Italy ITA; _C:Japan JPN; _C:Malawi MWI; _C:Mali MLI; _C:Mexico MEX; _C:Namibia NAM; _C:Pakistan PAK; _C:Rwanda RWA; _C:Serbia SRB; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Revolutionizing Text Data Analysis with AI Autocoding with NVivo - Lumivero (Lumivero, 2023)
As the original AI qualitative data analysis software, NVivo has fine-tuned the autocoding feature that lets researchers conduct text data analysis with AI to detect and code themes and sentiments.

Research perspectives: design theory indeterminacy: what Is it, how can it be reduced, and why did the polar bear drown? - Lukyanenko, R.; Parsons, J. (Journal of the Association for Information Systems, 2020)
Keywords: _z:no_pdf

A journey to BSO: evaluating earlier and more recent ideas of Mario Bunge as a foundation for information and software development - Lukyanenko, R. (Exploring Modeling Methods for Systems Analysis and Development, 2020)
Keywords: ⛔ No DOI found

Twelve tips for using synchronous virtual classroom technologies in medical education - Luke, Karl (MedEdPublish, 2021)
The COVID-19 pandemic has resulted in unprecedented transformations in medical education, with a shift from face-to-face learning activities to digital education. Virtual classroom technologies have played a pivotal role in supporting synchronous teaching activities; however, it can be extremely challenging for many educators to use virtual classrooms tools eﬀectively. This article presents twelve tips based on best practices in educational design, learning theories, current research in online learning, and the authors’ personal experiences of designing online activities within medical education. The twelve tips aim to help medical educators use virtual classroom solutions more eﬀectively to promote learner engagement and learning.

Using artificial intelligence to visualize the impacts of climate change - Luccioni, Alexandra; Schmidt, Victor; Vardanyan, Vahe; Bengio, Yoshua (IEEE Computer Graphics and Applications, 2021)

Holistic Learning Versus Instrumentalism in Teacher Education: Lessons from Values Pedagogy and Related Research - Lovat, Terence (Education Sciences, 2020)
This article constitutes a literature review, focusing on the idea of holistic learning, as found in key sources, and its essential contrasting with instrumentalist approaches to learning. It will move to explore updated research on holistic learning factors, with special attention to insights gleaned from values pedagogy and the research that underpins it. The article will juxtapose those insights with the instrumentalism that, it will allege, too often dictates teacher education directions. The article will conclude with an argument that teacher education has become, in modern times, a service industry, too often serving the agendas of governments and teacher unions, rather than preparing teachers to follow the guidelines provided by the latest research into student wellbeing and societal betterment. The article will focus especially on a number of Australian examples to mount the argument that nonetheless applies more generally across Western domains.
Keywords: Australian education; holistic learning; instrumentalism; teacher education; values pedagogy

The State of Ceará in Brazil is a Role Model for Reducing Learning Poverty - Loureiro, Andre; Cruz, Louisee; Lautharte, Ildo; Evans, David K. (World Bank, 2020)

The right to education and ict during covid-19: An international perspective - Lorente, Luis Miguel Lázaro; Arrabal, Ana Ancheta; Pulido-Montes, Cristina (Sustainability, 2020)

Study Behavior in Computing Education—A Systematic Literature Review - Lorås, Madeleine; Sindre, Guttorm; Trætteberg, Hallvard; Aalberg, Trond (ACM Transactions on Computing Education, 2021)
As the field of computing education grows and matures, it has become essential to unite computing education and higher education research. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students’ academic success. This article presents the main results of a systematic literature review intended to determine what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics as well as to identify their relationship to the educational context. The literature search resulted in 107 included papers, which were analyzed according to defined criteria and variables. The review of study behavior terminology found that the same terms are used to describe substantially different study behaviors, and the lack of standard terminology makes it difficult to compare findings from different papers. Furthermore, it was more common for papers to use study behaviors to explain other aspects of students rather than exploring and understanding them. Additionally, the results revealed a tendency to focus on specific educational contexts, predominantly introductory programming courses. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and their connection to the educational context, the lack of common terminology and theories limits the impact. The taxonomy of study behaviors in computing education proposed in this article can contribute to contextualizing the research in such a way that researchers and educators across institutional borders can compare and utilize results. Last, the article outlines some areas for future research and recommendations for practice.
Keywords: Computing education; educational context; study behavior; study habits; study process; study strategies; study tactics

The soul behind the screen:understanding cultural enrichment as a motivation of informal MOOC learning - Lochlainn, Conchúr Mac; Mhichíl, Mairéad Nic Giolla; Beirne, Elaine; Brown, Mark (Distance Education, 2020)
This article explores the role of culture and the concept of openness as they relate to learning using a massive open online course which teaches the Irish language and Irish culture to learners around the world. It explores how best to describe the meaning of such learning, and the social, material, and relational tensions that exist in such provision. Using a qualitative case study design, we analyzed a collection of 3507 learner comments placed on key reflective steps throughout the course. From the analysis of learner experiences, motivations, and opinions, we identified five major themes. We then examined the role of inequality, social justice, and lifelong learning in light of the themes. The article concludes with recommendations for further research, in addition to reflections on the value of small-scale case studies to explore the diversity inherent in MOOC provision.
Keywords: massive open online course; online language learning; qualitative case study; social justice

Systematic Reviews on Flipped Learning in Various Education Contexts - Lo, Chung Kwan (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter shares the author's experiences of and reflections on conducting systematic reviews of flipped classroom research. The author first discusses the rationale for conducting systematic reviews and how the reviews contribute to the flipped learning field. After that, he lighlights some possible strategies, regarding literature search, article selection, and research synthesis, to improve the quality of systematic reviews.

Using GIS and Machine Learning to Classify Residential Status of Urban Buildings in Low and Middle Income Settings - Lloyd, Christopher T.; Sturrock, Hugh J. W.; Leasure, Douglas R.; Jochem, Warren C.; Lázár, Attila N.; Tatem, Andrew J. (Remote Sensing, 2020)
Utilising satellite images for planning and development is becoming a common practice as computational power and machine learning capabilities expand. In this paper, we explore the use of satellite image derived building footprint data to classify the residential status of urban buildings in low and middle income countries. A recently developed ensemble machine learning building classification model is applied for the first time to the Democratic Republic of the Congo, and to Nigeria. The model is informed by building footprint and label data of greater completeness and attribute consistency than have previously been available for these countries. A GIS workflow is described that semiautomates the preparation of data for input to the model. The workflow is designed to be particularly useful to those who apply the model to additional countries and use input data from diverse sources. Results show that the ensemble model correctly classifies between 85% and 93% of structures as residential and nonresidential across both countries. The classification outputs are likely to be valuable in the modelling of human population distributions, as well as in a range of related applications such as urban planning, resource allocation, and service delivery.
Keywords: building classification; building footprint; machine learning; residential; superlearner

Multi-Stage Prompting for Knowledgeable Dialogue Generation - Liu, Zihan; Patwary, Mostofa; Prenger, Ryan; Prabhumoye, Shrimai; Ping, Wei; Shoeybi, Mohammad; Catanzaro, Bryan (Findings 2022, 2022)
Existing knowledge-grounded dialogue systems typically use finetuned versions of a pretrained language model (LM) and large-scale knowledge bases. These models typically fail to generalize on topics outside of the knowledge base, and require maintaining separate potentially large checkpoints each time finetuning is needed. In this paper, we aim to address these limitations by leveraging the inherent knowledge stored in the pretrained LM as well as its powerful generation ability. We propose a multi-stage prompting approach to generate knowledgeable responses from a single pretrained LM. We first prompt the LM to generate knowledge based on the dialogue context. Then, we further prompt it to generate responses based on the dialogue context and the previously generated knowledge. Results show that our knowledge generator outperforms the state-of-the-art retrieval-based model by 5.8% when combining knowledge relevance and correctness. In addition, our multi-stage prompting outperforms the finetuning-based dialogue model in terms of response knowledgeability and engagement by up to 10% and 5%, respectively. Furthermore, we scale our model up to 530 billion parameters and demonstrate that larger LMs improve the generation correctness score by up to 10%, and response relevance, knowledgeability and engagement by up to 10%. Our code is available at: https://github.com/NVIDIA/Megatron-LM.

Overall effects of temperature steps in hot summer on students' subjective perception, physiological response and learning performance - Liu, Jiajing; Kang, Jian; Li, Zeyu; Luo, Hanbin (Energy and Buildings, 2021)
Keywords: BE:RELEVANT

Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement: a multilevel moderated mediation analysis - Liu, Hongyun; Liu, Qimeng; Du, Xiaofeng; Liu, Jian; Hoi, Cathy Ka Weng; Schumacker, Randall E. (Current Psychology, 2021)
This study examined whether the teacher-student relationship (TSR) served as a protective factor for students from families of lower socioeconomic status (SES). It was based on data from a standard mathematics assessment and survey using student and teacher questionnaires that were developed by the Collaborative Innovation Center of Assessment toward Basic Education Quality (CICA-BEQ) in China in 2016, which included 8707 fourth-grade Chinese students nested within 164 classes. We used multilevel structural equation models (MSEM) to investigate the mediating role of self-efficacy in mathematics in the relationship between SES and mathematics achievement and the moderating role of TSR in the direct and indirect relationship between SES and mathematics achievement at both the student-level and the class-level. The results suggested that the effect of SES on mathematics achievement was mediated by academic self-efficacy in mathematics both at the student-level and the class-level. The results also demonstrated a significant interaction between TSR and SES for self-efficacy both at the student-level and the class-level. Additionally, statistics indicated that TSR moderated the indirect relationship between SES and achievement via academic self-efficacy in mathematics.

Developing Theory Through Integrating Human and Machine Pattern Recognition - Lindberg, Aron (Journal of the Association for Information Systems, 2020)
Keywords: _Added-ailr-2024

Teacher Professional Development at Scale in the Global South - Lim, Cher Ping; Tinio, Victoria; Smith, Matthew; Zou, Ellen Wenting; Modesto III, Justin Edward (Anticipating and Preparing for Emerging Skills and Jobs, 2020)

Arm-Wrestling in the Classroom: the Non-Monotonic Effects of Monitoring Teachers - Lichand, Guilherme; Wolf, Sharon (SSRN Electronic Journal, 2020)

Are students still learning during COVID-19? Formative assessment can provide the answer - Liberman, Julia; Levin, Victoria; Luna-Bazaldua, Diego (World Bank Blogs, 2020)
As schools around the world have closed due to coronavirus (COVID-19) pandemic (and many have extended closures for the remainder of the school year), students, teachers, and parents are settling into the "new reality" for the foreseeable future.

Effects of airing behaviours on bedroom air pollutants during sleep - Liao, Chenxi; Fan, Xiaojun; Petrova Bivolarova, Mariya; Mainka, Anna; Sekhar, Chandra; Laverge, Jelle; Lan, Li; Akimoto, Mizuho; Wargocki, Pawel (CLIMA 2022 conference, 2022)
Higher ventilation rates were verified to have a positive impact on indoor air quality and therefore benefit sleep quality. However, how does ventilation influence bedroom air quality if the outdoor air quality is poor? Whilst ventilation helps to reduce indoor pollution it inadvertently brings outdoor pollution indoors, such as NO2, which is from vehicular emission. In this study, we collected the info of window and door status during sleep and measured carbon dioxide (CO2), nitrogen dioxide (NO2), volatile organic compounds (VOCs) and particulate matter (PM2.5 and PM10) among 38 bedrooms while occupants were sleeping during nights. Meanwhile, the air change rate (ACR) was calculated. The experiments were conducted in the heating season (September to December 2020) in the capital region of Denmark. The median values were 981.8 ppm (mean CO2 level during sleep), 0.6 h-1 (ACR), 3.4 µg·m−3 (NO2), 166.2 µg·m−3 (VOCs), 11.0 µg·m-3 (PM10) and 2.8 µg·m-3 (PM2.5). CO2 levels were positively correlated with VOCs levels, whereas negatively correlated with NO2 levels in bedrooms. ACR was also negatively correlated with VOCs. CO2 levels were significantly higher whereas NO2 levels were lower with both window and door closed compared to them with either window or door open. With higher ventilation rates, while occupants would be less exposed to indoor pollution of VOCs, they would be increasingly exposed to NO2. Future studies of bedroom ventilation and sleep quality should consider outdoor air quality.
Keywords: BE:RELEVANT

A survey of bedroom ventilation types and the subjective sleep quality associated with them in Danish housing - Liao, Chenxi; Akimoto, Mizuho; Bivolarova, Mariya Petrova; Sekhar, Chandra; Laverge, Jelle; Fan, Xiaojun; Lan, Li; Wargocki, Pawel (Science of The Total Environment, 2021)
We performed a survey of the types of bedroom ventilation in Danish dwellings (January–February 2020) and the associated subjective sleep quality. Five hundred and seventeen people responded. Their median age was 33 years old and 55.4% of them were males. We used an online questionnaire and collected information on the type of bedroom ventilation, bedroom airing behaviour by the respondents, the bedroom environment, building surroundings and location, and sleep disturbance caused by stuffy air, noise, and the thermal environment. Subjective sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI); its median among respondents was >5 indicating reduced sleep quality. 35.4% of the bedrooms had mechanical, 24.6% exhaust, and 40.0% natural ventilation. Sleeping in a bedroom with mechanical ventilation tended to reduce sleep disturbance. The absence of mechanical ventilation and the presence of carpet in the bedroom were all associated with stuffy air causing sleep disturbance, which was the second most sleep disturbing factor. PSQI increased significantly with increased sleep disturbance. People who reported that their sleep was disturbed by stuffy air or “too warm” conditions opened windows frequently during the day or night, but no association was found between PSQI and bedroom airing behaviours. Our results are valid for the heating season and the survey would have to be repeated in the non-heating season to permit generalization of the findings. The results present associations and are qualitative, so field measurements are necessary to validate the present observations and provide further explanations.
Keywords: BE:RELEVANT; Noise; Occupant behaviour; PSQI; Sleep disturbance; Stuffy air; Thermal comfort

TheoryOn: A Design Framework and System for Unlocking Behavioral Knowledge Through Ontology Learning - Li, Jingjing; Larsen, Kai; Abbasi, Ahmed (MIS Quarterly, 2020)
The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.
Keywords: _Added-ailr-2024

In a time of COVID-19 pandemic, stay healthy, connected, productive, and learning: words from the editorial team of HRDI - Li, Jessica; Ghosh, Rajashi; Nachmias, Stefanos (Human Resource Development International, 2020)
Keywords: __C:filed:1

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

The design thinking toolbox: a guide to mastering the most popular and valuable innovation methods - Lewrick, Michael; Link, Patrick; Leifer, Larry J. (John Wiley & Sons, Inc, 2020)
"Encyclopedia of Design Thinking Tools explains the most important tools and methods over the Design Thinking cycle. Based on the largest international survey on the use of Design Thinking Tools and Methods, the most popular methods are described on four pages each, by an expert from the Design Thinking community. Simple instructions, expert tips, templates and images of the application make the Encyclopedia valuable reading, especially for Design Thinking beginners. It is suitable for design thinkers who want to quickly and comprehensively familiarize themselves with the tools and try out new tools. It helps readers with: selecting the right tools and finding new tools planning training/workshops on design thinking practical application tips This is an encyclopedia that is the perfect complement to the bestselling, The Design Thinking Playbook"--
Keywords: Creative ability in business; Creative ability in technology; Creative thinking; Problem solving; Project management; ⛔ No DOI found

Cross-Sectoral Learning in Implementation Research Harnessing the potential to accelerate results for children - Lewis, Jane; Mildon, Robyn; Steele, Tom (UNICEF Office of Research – Innocenti, 2022)

The psychometric and pragmatic evidence rating scale (PAPERS) for measure development and evaluation - Lewis, Cara C.; Mettert, Kayne D.; Stanick, Cameo F.; Halko, Heather M.; Nolen, Elspeth A.; Powell, Byron J.; Weiner, Bryan J. (Implementation research and practice, 2021)

The influence of generational differences on the integration of educational technology in higher learning institutions - Letsie, Likeleli (University of Pretoria, 2020)
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Egypt EGY; _C:France FRA; _C:Germany DEU; _C:Iran IRN; _C:Japan JPN; _C:Kenya KEN; _C:Kosovo XKSVO; _C:Lesotho LSO; _C:Libya LBY; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Slovenia SVN; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

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

Lenovo Focuses on Digital Inclusion with Launch of Bilingual Keyboard - Lenovo (Lenovo StoryHub, 2023)
Latest evolution of keyboard champions indigenous Māori culture, by enabling Aotearoa New Zealanders to communicate bilingually.
Keywords: Final_citation

Progress Towards Meaningful Women’s Participation in Conflict Prevention and Peacebuilding Decision-making - Lenhardt, Amanda (2021)
The Women, Peace and Security or Gender Peace and Security (WPS/GPS) agenda has expanded significantly over the 20+ years of concerted efforts at many levels to expand the role of women in conflict resolution and peacebuilding. Yet many authors note that the expansion of international agreements and national plans to support greater women’s participation in decision-making have yet to translate into concrete changes. This report examines progress in promoting women’s meaningful participation in decision making processes in conflict prevention and peacebuilding, with a focus on changes since 2018. Evidence on women’s meaningful participation in decision-making tends to focus on a small range of measurable outcomes with some studies considering the outcomes of women’s involvement in those processes to determine the extent to which they might be ‘meaningful’. Few studies examine differential outcomes of such initiatives for different groups of women, and most data does not allow for the disaggregation of intersecting identities between gender, ethnicity, race, disability, migration status and other key factors. Evidence collected for this report suggests that policies and programmes seeking to support greater women’s participation in decision-making in conflict prevention and peacebuilding often struggle to address the broader structural factors that inhibit women’s empowerment. Tackling longstanding and often deeply embedded harmful social norms has proven challenging across sectors, and in conflict or post-conflict settings with highly complex social dynamics, this can be especially difficult. Many of the issues highlighted in the literature as hindering progress on the WPS agenda relate to cross-cutting issues at the heart of gender inequality. Multiple authors from within women’s movements in conflict and post-conflict settings emphasise the need for policies and programmes that support women to act as agents of change in their own communities and which amplify their voices rather than speak on their behalf. Recent achievements in South Sudan and the Pacific region are indicative of the potential of women’s movements to affect change in conflict prevention and peacebuilding and suggest progress is being made in some areas, though gender equality in these processes may be a long way off.

The evolution of systematic evidence reviews: Past and future developments and their implications for policy analysis - Lemire, Sebastian; Peck, Laura R.; Porowski, Allan (Politics & Policy, 2023)
Abstract Evidence reviews are widely used to summarize findings from existing studies and, as such, are an important base for policy analysis. Over the past 50 years, three waves of evidence reviews have emerged: (1) the meta‐analysis wave, (2) the mixed‐methods synthesis wave, and (3) the core components wave. The present article first describes these waves and reflects on the benefits and limitations of each wave in the context of policy analysis. Informed by this historical account, the article then identifies and discusses three trends that are likely to influence future directions of evidence reviews: (1) using data science tools, (2) embedding an equity focus, and (3) translating research into practice. The concluding discussion connects these developments to public policy, identifying how evidence from systematic evidence reviews informs—or could better inform—policy decisions. Related Articles Nunes Silva, Carlos. 2012. “Policy and Evidence in a Partisan Age: The Great Disconnect—By Paul Gary Wyckoff.” Politics & Policy 40(3): 541–43. https://doi.org/10.1111/j.1747‐1346.2012.00363.x . Sinclair, Thomas A. P. 2006. “Previewing Policy Sciences: Multiple Lenses and Segmented Visions.” Politics & Policy 34(3): 481–504. https://doi.org/10.1111/j.1747‐1346.2006.00025.x . Smith‐Walter, Aaron, Holly L. Peterson, Michael D. Jones, and Ashley Nicole Reynolds Marshall. 2016. “Gun Stories: How Evidence Shapes Firearm Policy in the United States.” Politics & Policy 44(6): 1053–88. https://doi.org/10.1111/polp.12187 . , La evolución de las revisiones sistemáticas de evidencia: Desarrollos pasados y futuros y sus implicaciones para el análisis de políticas Las revisiones de evidencia se utilizan ampliamente para resumir los hallazgos de estudios existentes y, como tales, son un tipo importante de análisis de políticas. En los últimos 50 años, han surgido tres oleadas de revisiones de evidencia: (1) la oleada de metanálisis, (2) la oleada de síntesis de métodos mixtos y (3) la oleada de componentes centrales. El presente artículo primero describe estas oleadas y reflexiona sobre los beneficios y limitaciones de cada oleada en el contexto del análisis de políticas. Basado en este relato histórico, el artículo luego identifica y analiza tres tendencias que probablemente influirán en las direcciones futuras de las revisiones de evidencia: (1) usar herramientas de ciencia de datos, (2) incorporar un enfoque de equidad y (3) traducir la investigación a la práctica. La discusión final conecta estos desarrollos con la política pública, identificando cómo la evidencia de las revisiones sistemáticas de evidencia informa, o podría informar mejor, las decisiones de política. , 系统性证据审查的演变:过去和未来的发展及其对政策分析的影响 证据审查被广泛用于总结现有研究结果，因此是一种重要的政策分析类型。过去50年里，出现了三次证据审查浪潮，即荟萃分析、混合方法综合、以及核心组分法。本文首先描述了这三种方法，并在政策分析情境下反思了每种方法的优势和局限性。根据这一历史叙述，本文随后识别并探讨了可能影响证据审查未来方向的三种趋势:(1)使用数据科学工具，(2)嵌入公平视角，(3)将研究转化为实践。结论将这些发展与公共政策相联系，识别了来自系统性证据审查的证据如何影响政策决策(或如何能更好地影响政策决策)。
Keywords: _Added-ailr-2024; análisis de políticas; componentes básicos; core components; evidence review; meta-analysis; metanálisis; mixed methods; métodos Mixtos; policy analysis; research synthesis; revisión de evidencia; revisión sistemática; systematic review; síntesis de Investigación; 政策分析; 核心组分; 混合方法; 研究综合; 系统性综述; 荟萃分析; 证据审查

Initial Impacts of the COVID-19 Pandemic on the Canadian Labour Market - Lemieux, Thomas; Milligan, Kevin; Schirle, Tammy; Skuterud, Mikal (Canadian Public Policy, 2020)
In this study, we review the initial impacts of the coronavirus disease 2019 (COVID-19) pandemic on the Canadian labour market. We focus on changes in employment and aggregate hours worked between February 2020 and April 2020 while accounting for normal monthly changes in these indicators. We find that COVID-19 induced a 32 percent decline in aggregate weekly work hours among workers aged 20–64 years, alongside a 15 percent decline in employment. We characterize the distribution of work lost, finding that nearly half of job losses are attributed to workers in the bottom earnings quartile. Those most affected by COVID-19 are in public-facing jobs in industries most affected by shutdowns (accommodation and food services), younger workers, paid hourly, and non-union. The results provide context for policy development, with both supply and demand sides of the labour market to consider.
Keywords: __C:filed:1

Quantifying segregation on a small scale: how and where locality determines student compositions and outcomes taking Hamburg, Germany, as an example - Leist, Sebastian A.; Perry, Laura B. (School Effectiveness and School Improvement, 2020)
Increased social and academic segregation are known side effects of school choice policies in market-driven environments that facilitate competition amongst schools. Aiming at complementing foundational knowledge in quantifying segregation, this study first defines school markets (i.e., geographical context) based on student transitions from primary school to secondary school in Hamburg, Germany. Second, genuine spatial measures of segregation are applied to generate differentiated in-situ insights. In general, social segregation appears evident between school markets, school types, and individual schools and, thus, shapes social compositions of secondary schools. The pattern of student transfers across the city confirms that parents are selecting particular schools for their children, resulting in different schools servicing different composition of students and so markets. Furthermore, the findings suggest that school markets in both very affluent and very deprived areas are spatially isolated and hence persistently reproduce wealth and affluence as well as poverty and disadvantage.
Keywords: Market models; _C:Australia AUS; _C:France FRA; _C:Germany DEU; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; school choice; segregation; socioeconomic status; student transitions

Recovering from school closures in Sierra Leone: Status of pupil learning outcomes in junior and senior secondary schools - Leh Wi Lan (2021)
Keywords: _C:Sierra Leone SLE

Relocating research on teacher learning: Toward pedagogically productive talk - Lefstein, Adam; Vedder-Weiss, Dana; Segal, Aliza (Educational researcher, 2020)

An Exploratory Study of Digital Literacy Frameworks: A Comparative Analysis - Lee, Yoo-Taek; Fanea-Ivanovici, Mina (SSRN, 2022)
Keywords: _z:no_pdf

Piloting Qatar’s First Edtech TestBed: The Journey Towards Best Practice, Sustainable Partnerships and Innovation - Lee, Seungah S.; Basma, Victoria (WISE, Qatar Foundation, 2021)
Keywords: Carmen

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

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

Review Finds States Slow to Give Guidance on How Teachers, Schools Should Use AI - Lee, Bree Dusseault & Justin (2023)
Dusseault & Lee: Other than Hawaii's, no education department has publicly focused on policies governing artificial intelligence in the classroom.

EDI WORKING PAPER SERIES - Leaver, Clare; Ozier, Owen; Serneels, Pieter; Zeitlin, Andrew (2021)
Keywords: ⛔ No DOI found

Recruitment, Effort, and Retention Effects of Performance Contracts for Civil Servants - Leaver, Clare; Ozier, Owen; Serneels, Pieter; Zeitlin, Andrew (2020)
Keywords: ⛔ No DOI found

Recruitment, effort, and retention effects of performance contracts for civil servants: Experimental evidence from Rwandan primary schools - Leaver, Clare; Ozier, Owen; Serneels, Pieter; Zeitlin, Andrew (American economic review, 2021)

National population mapping from sparse survey data: A hierarchical Bayesian modeling framework to account for uncertainty - Leasure, Douglas R.; Jochem, Warren C.; Weber, Eric M.; Seaman, Vincent; Tatem, Andrew J. (Proceedings of the National Academy of Sciences, 2020)
Population estimates are critical for government services, development projects, and public health campaigns. Such data are typically obtained through a national population and housing census. However, population estimates can quickly become inaccurate in localized areas, particularly where migration or displacement has occurred. Some conflict-affected and resource-poor countries have not conducted a census in over 10 y. We developed a hierarchical Bayesian model to estimate population numbers in small areas based on enumeration data from sample areas and nationwide information about administrative boundaries, building locations, settlement types, and other factors related to population density. We demonstrated this model by estimating population sizes in every 10- m grid cell in Nigeria with national coverage. These gridded population estimates and areal population totals derived from them are accompanied by estimates of uncertainty based on Bayesian posterior probabilities. The model had an overall error rate of 67 people per hectare (mean of absolute residuals) or 43% (using scaled residuals) for predictions in out-of-sample survey areas (approximately 3 ha each), with increased precision expected for aggregated population totals in larger areas. This statistical approach represents a significant step toward estimating populations at high resolution with national coverage in the absence of a complete and recent census, while also providing reliable estimates of uncertainty to support informed decision making.
Keywords: Bayesian statistics; demography; geographic information systems; international development; remote sensing

Deploying artificial intelligence for climate change adaptation - Leal Filho, Walter; Wall, Tony; Mucova, Serafino Afonso Rui; Nagy, Gustavo J.; Balogun, Abdul-Lateef; Luetz, Johannes M.; Ng, Artie W.; Kovaleva, Marina; Azam, Fardous Mohammad Safiul; Alves, Fátima (Technological Forecasting and Social Change, 2022)

Helping teachers to respond to COVID-19 in the Eastern Caribbean: issues of readiness, equity and care - Leacock, Coreen J.; Warrican, S. Joel (Journal of Education for Teaching, 2020)
Education in the Eastern Caribbean has been heavily influenced by the colonial history of the sub-region. In recent years though, in recognition of the fact that the traditional approaches to teaching and learning are no longer meeting the needs of present-day students, there have been calls for change to more student-friendly ones, with electronic technology playing a significant role. However, the resistance to certain types of devices in the classroom has contributed to the slow uptake of widespread use of electronic technology and the online environment as a mode for teaching and learning. The closure of schools due to the advent of COVID-19 pandemic forced education systems in the region to turn to the online environment to engage students in educational activities. Students, teachers and other education officials had to face their apprehensions and venture into this space for schooling. This paper describes actions taken by the Eastern Caribbean Joint Board of Teacher Education to help teachers cope with this different learning environment, guided by the concepts of teacher readiness, equity relating to access of resources and providing caring support for all affected.
Keywords: Covid-19; Eastern Caribbean; _Added to LR; _G:reviewed; equity; readiness; teacher education

Phone survey on the Covid crisis in Senegal - Le Nestour, Alexis; Moscoviz, Laura; Mbaye, Samba (Centre for Global Development, 2020)
Keywords: _COVID-Continuity-Blogpost-01

Five Findings from a New Phone Survey in Senegal - Le Nestour, Alexis; Moscoviz, Laura (Center For Global Development, 2020)
Better data can help us have a better response for COVID, so we piloted a mobile phone survey on 1,000+ respondents in Senegal in partnership with the Centre de Recherche pour le Développement Économique et Social. We published the results of the survey yesterday and we are now publishing some of the key findings.
Keywords: _COVID_DEAA-List

Enquête téléphonique sur la crise du Covid au Sénégal - Le Nestour, Alexis; Mbaye, Samba; Moscoviz, Laura (Center for Global Development, 2020)
Keywords: ⛔ No DOI found

Cambridge Lower Secondary Global Perspectives Stage 9 Learner's Skills Book - Laycock, Keely (Cambridge University Press, 2020)
This series has been developed for the Cambridge Lower Secondary Global Perspectives Curriculum Framework (1129). This Stage 9 learner's skills book helps students develop key 21st century skills, including research, analysis and more. Written by experienced teacher and author, Keely Laycock, learners are encouraged to reflect on your chosen topics – such as sport and recreation or language and communication – at a personal, national and global level. This series enables students to develop skills for their future in a scaffolded and measurable way, and has been produced with feedback from teachers and students all around the world.

Validity in design science research - Larsen, K.; Lukyanenko, R.; Muller, R. (2020)

Investigating the relation between electroencephalogram, thermal comfort, and cognitive performance in neutral to hot indoor environment - Lang, Xiaoyue; Wargocki, Pawel; Liu, Weiwei (Indoor Air, 2022)
The relation between electroencephalogram signals, thermal comfort, and cognitive performance in neutral to hot indoor environment was investigated. The experiments were carried out at four temperatures: 26ºC, 30ºC, 33ºC, and 37ºC, and two relative humidity levels: 50% and 70%. Thirty-two subjects were exposed for 175 min. The electroencephalogram signals were measured for 30 min 25 min after the onset of exposure while the recruited subjects performed neurobehavioral tests and rated their thermal comfort. The relative power of electroencephalogram signals has a significant correlation with thermal comfort and performance of neurobehavioral tests. The ratings of acceptability of thermal environment and thermal comfort, the speed, accuracy, and PI of completing the tests are negatively correlated with the relative power of δ-band, but positively correlated with θ-band, α-band, and β-band. The ratings of thermal sensation have a better correlation with the above four bands, but the correlation trend is opposite. A linear relation was found between electroencephalogram signals and the speed. The results showed that the relative power of P7 channel located in the occipital lobe is the most suitable as a single electroencephalogram channel to reflect joint thermal comfort and cognitive performance at high temperatures, especially its α-band.
Keywords: BE:RELEVANT; acceptability of thermal environment; cognitive performance; electroencephalogram; occipital lobe; thermal comfort; thermal sensation

Perceived air quality and cognitive performance decrease at moderately raised indoor temperatures even when clothed for comfort - Lan, Li; Xia, Lulu; Hejjo, Rihab; Wyon, David P.; Wargocki, Pawel (Indoor Air, 2020)
This study investigated whether adjusting clothing to remain in neutral thermal comfort at moderately elevated temperature is capable of avoiding negative effects on perceived acute subclinical health symptoms, comfort, and cognitive performance. Two temperatures were examined: 23°C and 27°C. Twelve subjects were able to remain thermally comfortable at both temperatures by adjusting their clothing. They rated the physical environment, their comfort, the intensity of acute subclinical health symptoms, and their mental load, and they performed a number of cognitive tasks. Their physiological reactions were monitored. Their performance of several tasks was significantly worse at 27°C, and they reported increased mental load at this temperature. Skin temperature and humidity and respiration rate were higher, while blood oxygen saturation (SpO2) and pNN50 were lower at this temperature, the latter indicating increased stress. It is inferred that the observed physiological responses were mainly responsible for the negative effects on performance, as the subjects did not indicate any increased intensity of acute subclinical health symptoms although perceived air quality was worse at the higher temperature. The present results suggest that moderately elevated temperatures should be avoided even if thermal comfort can be achieved, as it may lead to reduced performance.
Keywords: BE:RELEVANT

Cognitive performance was reduced by higher air temperature even when thermal comfort was maintained over the 24–28°C range - Lan, Li; Tang, Jieyu; Wargocki, Pawel; Wyon, David P; Lian, Zhiwei (Indoor Air, 2022)
This study managed to create thermal comfort conditions at three temperatures (24°C-T24, 26°C-T26, and 28°C-T28) by adjusting clothing and air velocity. Thirty- six subjects (18 males and 18 females) were exposed to each of the three conditions for 4.5 h in a design balanced for order of presentation of conditions. During each exposure, they rated the physical environment, their comfort, the intensity of acute subclinical health symptoms, and their mental load, and they performed a number of cognitive tasks. Their physiological reactions were monitored. The subjects rated T24 to be comfortably cool, T26 to be comfortably neutral, and T28 to be comfortably warm. Their self-estimated performance did not differ between conditions but 12 of 14 objective metrics of cognitive performance decreased significantly at the elevated temperatures: compared with T24, their average cognitive performance decreased by 10% at T26 and by 6% at T28. At the elevated temperatures, their parasympathetic nervous system activity (as indicated by PNN50) and their arterial blood oxygen saturation level (SpO2) were both lower, which would be expected to result in reduced cognitive performance. The subjects also rated their acute subclinical health symptoms as more intense and their workload as higher at the elevated temperatures. These results suggest that where cognitive performance is the priority, it is wise to ensure a comfortably cool environment. The present study also supports the use of fans or natural ventilation to reduce the need for mechanical cooling.
Keywords: BE:RELEVANT

the case of the ‘nasty trolley’or how mobile learning and tablets are influencing emotions and affects and shaping the constitution of the identity of teachers and students - Lameu, Paula (Technology, Knowledge and learning, 2020)
Keywords: __C:filed:1

Approaches to Open Education and Social Justice Research - Lambert, Sarah; Czerniewicz, Laura (Journal of Interactive Media in Education, 2020)
Article: Approaches to Open Education and Social Justice Research

Education continuity during the Coronavirus crisis: Sierra Leone and Liberia Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (Rising Academy Network, 2020)
Keywords: _C:Sierra Leone SLE

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (Education continuity during the Coronavirus crisis, 2020)
Keywords: Final_citation; cited; existing

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (Education continuity during the Coronavirus crisis, 2020)
Keywords: _C:Sierra Leone SLE

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (2020)
Keywords: _C:Sierra Leone SLE

Implementation of Problem Based Learning to Increase Scientific Explanation Skill in Biology Learning about the Environment - Laksmi, Monika Lintang; Sari, Dewi Puspita; Rinanto, Yudi; Sapartini, Raden Rara (Journal of Learning for Development, 2021)
This research aimed to describe and find out whether implementation of Problem-Based Learning can improve scientific explanation skills in biology learning about the environment. The research method was Classroom Action Research through the implementation of Problem-Based Learning. This classroom action research consisted of two cycles, which were concluded by planning, acting, observing and reflecting. The research subject was a natural science class consisting of thirty four students. Data were collected by essay test, observation method, interviews and documentation. Data were validated by the triangulation technique consisting of three components: data reduction, data presentation and conclusion. The research results showed improvement in the scientific explanation skills of students on the implementation of Problem Based Learning. The percentage improvement of students' scientific explanation was 61% in claim, 53% in evidence, and 51% in reasoning.
Keywords: Biology Education; Classroom Action Research; Problem Based Learning; Scientific Explanation; _genre:PR-primary_research; ⛔ No DOI found

A Meta-Study of the Evolutionary Transformative Academic Landscape by Artificial Intelligence and Machine Learning - Lainjo, Bongs; Tmouche, Hanan (International Journal of Education, Teaching, and Social Sciences, 2024)

Changing climate change: The carbon budget and the modifying-work of the IPCC - Lahn, Bard; Lahn, Bård (Social Studies of Science, 2021)
Over the last 10 years, the concept of a global ‘carbon budget’ of allowable CO 2 emissions has become ubiquitous in climate science and policy. Since it was brought to prominence by the Fifth Assessment Report of the IPCC, the carbon budget has changed how climate change is enacted as an issue of public concern, from determining the optimal rate of future emissions to establishing a fixed limit for how much emissions should be allowed before they must be stopped altogether. Exploring the emergence of the carbon budget concept, this article shows how the assessment process of the IPCC has offered scientific experts the means to modify how the climate issue is problematized, and discusses the implications of this ‘modifying-work’ for the politics of climate change. It finds that the ‘modified climate issue’ must be seen as an outcome of the ordinary work within established scientific and political institutions, and the agency these institutions afford scientists to enact the issue differently. On this basis, it argues that the case of the carbon budget holds important insights not only for the relationship between climate science and policy, but also for the pragmatist literature on ‘issue formation’ in STS.

Applications of machine learning and deep learning methods for climate change mitigation and adaptation - Ladi, Tahmineh; Jabalameli, Shaghayegh; Sharifi, Ayyoob (Environment and Planning B: Urban Analytics and City Science, 2022)
Climate change is a global issue that must be considered and addressed immediately. Many articles have been published on climate change mitigation and adaptation. However, new methods are required to explore the complexities of climate change and provide more efficient and effective adaptation and mitigation policies. With the advancement of technology, machine learning (ML) and deep learning (DL) methods have gained considerable popularity in many fields, including climate change. This paper aims to explore the most popular ML and DL methods that have been applied for climate change mitigation and adaptation. Another aim is to determine the most common mitigation and adaptation measures/actions in general, and in urban areas in particular, that have been studied using ML and DL methods. For this purpose, word frequency analysis and topic modeling, specifically the Latent Dirichlet allocation (LDA) as a ML algorithm, are used in this study. The results indicate that the most popular ML technique in both climate change mitigation and adaptation is the Artificial Neural Network. Moreover, among different research areas related to climate change mitigation and adaptation, geoengineering, and land surface temperature are the ones that have used ML and DL algorithms the most.

COVID-19 Preprints and Their Publishing Rate: An Improved Method - Lachapelle, Francois (2020)
Context As the COVID-19 pandemic persists around the world, the scientific community continues to produce and circulate knowledge on the deadly disease at an unprecedented rate. During the early stage of the pandemic, preprints represented nearly 40% of all English-language COVID-19 scientific corpus (6, 000+ preprints | 16, 000+ articles). As of mid-August 2020, that proportion dropped to around 28% (13, 000+ preprints | 49, 000+ articles). Nevertheless, preprint servers remain a key engine in the efficient dissemination of scientific work on this infectious disease. But, giving the ‘uncertified’ nature of the scientific manuscripts curated on preprint repositories, their integration to the global ecosystem of scientific communication is not without creating serious tensions. This is especially the case for biomedical knowledge since the dissemination of bad science can have widespread societal consequences. Scope In this paper, I propose a robust method that allows the repeated monitoring and measuring of COVID-19 preprints’ publication rate. I also introduce a new API called Upload-or-Publish. It is a free micro-API service that enables a client to query a specific preprint manuscript’s publication status and associated meta-data using a unique ID. The beta-version is currently working and deployed. Data I use Covid-19 Open Research Dataset (CORD-19) to calculate COVID-19 preprint corpus’ conversion rate to peer-reviewed articles. CORD-19 dataset includes 10,454 preprints from arXiv, bioRxiv, and medRxiv. Methods I utilize conditional fuzzy logic to link preprints with their published counterparts. My approach is an important departure from previous studies that rely exclusively on bio/medRxiv API to ascertain preprints’ publication status. This is problematic since the level of false negatives in bio/medRxiv non-COVID-19 metadata could be as high as 37%. My analysis suggests bio/medRxiv API accurately captures about only 50% of its published preprints. My improved method clocked an F1-score of 0.96. Findings My analysis reveals that 19.6% (n=2048) of COVID-19 preprint manuscripts in the CORD-19 dataset uploaded on arXiv, bioRxiv, and medRxiv between January and early September 2020 were published in peer-reviewed venues. When compared to the most recent measure available, this represents a two-fold increase in a period of two months. My discussion review and theorize on the potential explanations for COVID-19 preprints’ overall low conversion rate.

Fixing Ed-Tech’s Investment Model - Labun, Jakub (2023)
Keywords: Final_citation; anystyle; existing

Policy Response, Social Media and Science Journalism for the Sustainability of the Public Health System Amid the COVID-19 Outbreak: The Vietnam Lessons - La, Viet-Phuong; Pham, Thanh-Hang; Ho, Manh-Toan; Nguyen, Minh-Hoang; P. Nguyen, Khanh-Linh; Vuong, Thu-Trang; Nguyen, Hong-Kong T.; Tran, Trung; Khuc, Quy; Ho, Manh-Tung; Vuong, Quan-Hoang (Sustainability, 2020)
Having geographical proximity and a high volume of trade with China, the first country to record an outbreak of the new Coronavirus disease (COVID-19), Vietnam was expected to have a high risk of transmission. However, as of 4 April 2020, in comparison to attempts to containing the disease around the world, responses from Vietnam are seen as prompt and effective in protecting the interests of its citizens, with 239 confirmed cases and no fatalities. This study analyzes the situation in terms of Vietnam’s policy response, social media and science journalism. A self-made web crawl engine was used to scan and collect official media news related to COVID-19 between the beginning of January and April 4, yielding a comprehensive dataset of 14,952 news items. The findings shed light on how Vietnam—despite being under-resourced—has demonstrated political readiness to combat the emerging pandemic since the earliest days. Timely communication on any developments of the outbreak from the government and the media, combined with up-to-date research on the new virus by the Vietnamese science community, have altogether provided reliable sources of information. By emphasizing the need for immediate and genuine cooperation between government, civil society and private individuals, the case study offers valuable lessons for other nations concerning not only the concurrent fight against the COVID-19 pandemic but also the overall responses to a public health crisis.
Keywords: COVID-19; SARS-CoV-2; Vietnam; _C:Australia AUS; _C:Belgium BEL; _C:Brazil BRA; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Iran IRN; _C:Italy ITA; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Nigeria NGA; _C:Switzerland CHE; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; coronavirus; pandemic; policy response; public health system; science journalism; social media

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

Effect of design and operational strategies on thermal comfort and productivity in a multipurpose school building - Kükrer, Ergin; Eskin, Nurdil (Journal of Building Engineering, 2021)
Keywords: BE:RELEVANT

Open Praxis: Three Perspectives, One Vision - Kuhn, Caroline H.; Adam, Taskeen; Pete, Judith (Open at the Margins, 2020)
Keywords: Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Projecting the potential impacts of COVID-19 school closures on academic achievement - Kuhfeld, Megan; Soland, James; Tarasawa, Beth; Johnson, Angela; Ruzek, Erik; Liu, Jing (2020)
With 55 million students in the United States out of school due to the COVID-19 pandemic, education systems are scrambling to meet the needs of schools and families, including planning how best to approach instruction in the fall given students may be farther behind than in a typical year. Yet, education leaders have little data on how much learning has been impacted by school closures. While the COVID-19 learning interruptions are unprecedented in modern times, existing research on the impacts of missing school (due to absenteeism, regular summer breaks, and school closures) on learning can nonetheless inform projections of potential learning loss due to the pandemic. In this study, we produce a series of projections of COVID-19-related learning loss and its potential effect on test scores in the 2020-21 school year based on (a) estimates from prior literature and (b) analyses of typical summer learning patterns of five million students. Under these projections, students are likely to return in fall 2020 with approximately 63-68% of the learning gains in reading relative to a typical school year and with 37-50% of the learning gains in math. However, we estimate that losing ground during the COVID-19 school closures would not be universal, with the top third of students potentially making gains in reading. Thus, in preparing for fall 2020, educators will likely need to consider ways to support students who are academically behind and further differentiate instruction.
Keywords: __C:filed:1

Decentralized Information Platforms in Public Governance: Reconstruction of the Modern Democracy or Comfort Blinding? - Kud, Aleksandr (International Journal of Public Administration, 2023)
Keywords: Final_citation

Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence Evaluation Routine (EVER) - Kucirkova, Natalia; Brod, Garvin; Gaab, Nadine (npj Science of Learning, 2023)
Keywords: Education; Final_citation; Human behaviour; Policy; existing

EdTech Impact Evaluation Frameworks: Summary 2023 - Kucirkova, Natalia I.; Campbell, Janine; Cermakova, Anna Lindroos (WikIT, 2023)
Keywords: Final_citation; cited; existing

Understanding evidence: a brief guide for edtech produceers - Kucirkova, Natalia (2022)

Rethinking Problem-Solving Teaching Strategies in the Primary Sector for both Face-to-Face and Online Delivery - Kuboni, Olabisi (Journal of Learning for Development, 2021)
This paper reports on a review of a series of video tutorials that were developed for offering at a distance to primary school students of Trinidad and Tobago during the pandemic. The materials selected for the review focused on the teaching of problem-solving skills based on topics drawn from the mathematics curriculum.  The tutorials were developed and presented by primary school teachers with support from the Ministry of Education. The main purpose of this review was to assess the instructional strategies employed in the delivery of the video tutorials. An inductive-deductive approach was employed for this purpose. The review also sought to examine the effectiveness of video broadcast to support instructional delivery. The reviewer’s overall conclusion was that greater attention should be paid to formulating strategies specifically for the task of solving a given class of problems rather than simply relying on the procedures derived from the underpinning mathematical operations.  The reviewer made some brief recommendations about the development of a technology-use policy intended to deploy educationally-appropriate modern technology to support the learning of primary school students.
Keywords: _genre:PR-primary_research; primary school; problem-solving; teaching strategies; ⛔ No DOI found

Technology Enabled Delivery of Medical Programmes through ODL : A Case of Training Medical Doctors in Geriatric Medicine - Kuba, Ruchika (Journal of Learning for Development, 2021)
COVID-19 provided an opportunity to experiment with alternative delivery mechanisms for a medical education programme offered through open and distance learning with face-to-face training as an essential component of the programme. Non-availability of hard copies of the course material (92%) and lack of communication from the university (32%) as well as training centres (42%) were some of the challenges faced by students of the Geriatric Medicine programme of the Indira Gandhi National Open University (IGNOU) during the COVID pandemic. Around 90% were willing to attend online classes and 65% to 77% were willing to present cases online for discussion. A programme-specific web portal containing all resource material and information was visited by 85% of students. Most students attended the online classes and 68% attempted the formative assessments based on the online classes. Online classes were recorded and uploaded and were found useful by 90% of students. The experiment successfully demonstrated the feasibility and acceptance of delivering practical skills using online technological tools. Further integrating technology to complement some of the face-to-face component could be used as a permanent and effective delivery strategy, which could also reduce resource requirements.
Keywords: formative assessments; geriatric medicine; online classes; open and distance learning; ⛔ No DOI found

Free Education: Origins, Achievements, and Current Situation - Kretzer, Michael M. (Quality Education, 2020)

Demonstrating critically reflexive ICT4D project conduct in rural South Africa - Krauss, Kirstin EM (Information Technology for Development, 2021)

Artificial Intelligence Ethics from the Perspective of Educational Technology Companies and Schools - Kousa, Päivi; Niemi, Hannele (AI in Learning: Designing the Future, 2023)
This chapter discusses the ethical issues and solutions that educational technology (EdTech) companies and schools consider during their daily work. As an example, two Finnish cases are provided, in which companies and schools were interviewed about the problems they have experienced. The chapter first reviews the regulations and guidelines behind ethical AI. There are a vast number of guidelines, regulations, and principles for ethical AI, but implementation guidelines for how that knowledge should be put into practices are lacking. The problem is acute because, with the quick pace of technological development, schools are in danger of being left behind without sufficient education for effectively managing their uses of AI’s possibilities and coping with its challenges. Issues related to security and trustworthiness are also a growing concern. This chapter does not solve the ethical problems experienced by companies and schools but brings new perspectives into view in how they appear in the light of ethical principles such as beneficence, non-maleficence, autonomy, justice, and explicability. The aim is not only to continue the discussion in the field but to find ways to reduce the gap between decision-makers, businesses, and schools.
Keywords: Artificial intelligence; EdTech companies; Ethical challenges; Ethical principles; Schools

Introducing ChatGPT to a researcher’s toolkit: An empirical comparison between rule-based and large language model approach in the context of qualitative content analysis of political texts in Finnish - Kousa, Ilona (2023)
Keywords: ⛔ No DOI found

30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning - Koseoglu, Suzan; Ozturk, Tugba; Ucar, Hasan; Karahan, Engin; Bozkurt, Aras (Journal of Interactive Media in Education, 2020)
Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching empowerment as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women’s access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive curriculum design; and (3) Culturally relevant curriculum design. We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices.
Keywords: _C:Australia AUS; _C:Canada CAN; _C:China CHN; _C:Finland FIN; _C:Germany DEU; _C:Ghana GHA; _C:Guinea GIN; _C:Iceland ISL; _C:India IND; _C:Jordan JOR; _C:Korea, Republic KOR; _C:Malaysia MYS; _C:Mongolia MNG; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Saudi Arabia SAU; _C:State of Palestine PSE; _C:Sweden SWE; _C:Tanzania TZA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; distance education; gender inequality; gender studies; open and distance learning; social justice; women empowerment

Critical Questions for Open Educational Practices - Koseoglu, Suzan; Bozkurt, Aras; Havemann, Leo (Distance Education, 2020)

The impact of the digital revolution on human brain and behavior: where do we stand? - Korte, Martin (Dialogues in Clinical Neuroscience, 2020)
Keywords: Final_citation; anystyle; existing

Using EdTech to Support Learning Remotely in the Early Years. Rapid Literature Review of Evidence from the Global Response to Covid-19. - Korin, Astrid (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _genre:LR-literature_review; _r:AddedByZotZen; _zenodoETH

Training Hard Skills in Virtual Reality: Developing a Theoretical Framework for AI-Based Immersive Learning - Korhonen, Tiina; Lindqvist, Timo; Laine, Joakim; Hakkarainen, Kai (AI in Learning: Designing the Future, 2023)
Advances in virtual reality (VR) technology afford creation of immersive virtual learning environments that simulate real-life learning contexts with increasing fidelity. When supported by sufficiently advanced artificial intelligence (AI)-based tutoring software, such environments may facilitate asynchronous, embodied learning approaches for learning hard, procedural skills in industrial settings – addressing timeliness, accuracy, and scalability issues common in the industry.
Keywords: 4E cognition; AI; Artificial intelligence; Grounded cognition; Hard skills training; Intelligent tutoring system; Machine learning; Virtual reality

Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List - Koomar, Saalim; Moss Coflan, Caitlin; Kaye, Tom (EdTech Hub, 2020)
Keywords: C:Yemen; F: Helpdesk response; LP: English; W:Fragile and conflict affected contexts; _C:Afghanistan AFG; _C:Algeria DZA; _C:Bangladesh BGD; _C:Burkina Faso BFA; _C:Chad TCD; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Egypt EGY; _C:France FRA; _C:Iraq IRQ; _C:Jordan JOR; _C:Kuwait KWT; _C:Lebanon LBN; _C:Liberia LBR; _C:Netherlands NLD; _C:Nigeria NGA; _C:Sierra Leone SLE; _C:South Sudan SSD; _C:Sudan SDN; _C:Syrian Arab Republic SYR; _C:Turkey TUR; _C:Uganda UGA; _C:Yemen YEM; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

TCPD in Tanzania: Design-Based Implementation Research Cycle 1 Recommendations Policy Brief - Koomar, Saalim; Massam, Winston; Chachage, Kristeen; Anthony, Gervace; Mrope, Winifrida Jacob; Malibiche, Mustafa; Mutura, Emmanuel; Adam, Taskeen; Hennessy, Sara; Mtenzi, Frederick; Komba, Aneth; Mwakabungu, Fika; et al. (EdTech Hub, 2023)
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The current and ongoing research project, The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR), closely aligned with the Tanzania National TCPD implementation plan (TIE, 2021), evaluates the initial implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the first cycle of the DBIR carried out between September and December 2022. Keywords: TCPD; teacher professional development; design-based implementation research; primary education; tanzania; communities of learning An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Open Educational Resources in Africa: A Curated Resource List - Koomar, Saalim; Jull, Stephen (2020)
Keywords: C: Ghana; H: Open resources; LP: English; __C:filed:1

Reflections on Technology, Teaching, Learning, and Professional Development: Findings from a Teacher Survey in Tanzania. - Koomar, Saalim; Hennessy, Sara; Zubairi, Asma; Kindoli, Robert; Kreimeia, Adam (African Educational Research Journal, 2022)

Using EdTech to Support Effective Data Monitoring: A Curated Resource List. - Koomar, Saalim; Blest, Harriet (EdTech Hub, 2020)
Keywords: Final_citation

Effective teacher education in low-connectivity settings: a curated resource list - Koomar, Saalim; Allier-Gagneur, Zoé; McBurnie, Chris (2020)
Keywords: Author:OpenDevEd; __C:filed:1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Design-Based Implementation Research Baseline Data Collection: Technical report - Koomar, Saalim; Adam, Taskeen; Massam, Winston Edward; Anthony, Gervace; Mrope, Winifrida Jacob; Mtenzi, Fredrick; Mwakabungu, Fika; Komba, Aneth; Hennessy, Sara; Barretto, Johnpaul (EdTech Hub, 2022)

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

Konnect- My School - Konnect Portal (Konnect, 2020)

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

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

The Meaning of Contemplation for Social Qualitative Research: Applications and Examples - Konecki, Krzysztof T. (Routledge, 2021)
This book offers an account of contemplative reflection in qualitative social research. Focusing on the experiences of the researcher – including sensory and emotional experiences – and the work of the mind in the investigative process, it considers the means by which the researcher’s basic assumptions can be analyzed and bracketed, so as to shed light on the process by which knowledge is produced. Through an exploration of the methods of meditation, auto-observation and self-reports, epoché, "contemplative memo-ing," and the contemplative diary, the author explores the essential role of subjectivity in qualitative research, providing inspiration for more mindful research. As such, it will appeal to scholars of sociology, anthropology, and geography with interests in phenomenology, research methods, and the role of the mind in the research process.
Keywords: Social Science / Methodology; Social Science / Research

Transforming Africa into a single digital market - Kone, Lacina (https://www.broadbandcommission.org/, 2020)

Towards Improving the Accessibility and Usability of a Mobile-based Learning Management System for Blind Primary School Teachers - Kondoro, Aron; Maro, Salome; Mtebe, Joel; Proctor, Jamie; Komba, Aneth; Haßler, Björn (2023 IST-Africa Conference (IST-Africa), 2023)
Learning management systems (LMS) have been widely adopted to deliver learning materials for blended and online courses. Nonetheless, most of these systems suffer from accessibility and usability flaws that prevent visually impaired users from using them effectively. Despite existing studies evaluating the accessibility and usability of LMSs, very few of them have been done with actual visually impaired users. This study assessed the accessibility and usability of the Moodle LMS with 15 visually impaired teachers from 3 schools in 3 regions in Tanzania. The study used the Axe Dev automated tool and Concurrent Think Aloud Protocol usability testing in two phases. Results show that despite efforts of LMSs such as Moodle to follow accessibility and usability guidelines, the system still has problems such as insufficient colour contrast, links with indiscernible text, meaningless alternative texts, and invisible gaps in the content. Furthermore, this accessibility and usability can only be detected while testing with real users. Therefore, we recommend putting more effort into real-world user testing before such a system can be deployed to visually impaired school teachers.
Keywords: Accessibility.; Color; Learning Management System; Learning management systems; Object recognition; Protocols; Testing; Usability; User experience; Visually impaired

Developing evaluation tools for assessing the educational potential of apps for preschool children in the UK - Kolak, Joanna; Norgate, Sarah H.; Monaghan, Padraic; Taylor, Gemma (Journal of Children and Media, 2021)

Learning Clinical Reasoning Through Gaming in Nursing Education: Future Scenarios of Game Metrics and Artificial Intelligence - Koivisto, Jaana-Maija; Havola, Sara; Mäkinen, Henna; Haavisto, Elina (AI in Learning: Designing the Future, 2023)
The COVID-19 pandemic has challenged healthcare professionals’ clinical reasoning, which can have serious consequences for patients. So far, the use of artificial intelligence (AI) in nursing education has been limited. Artificial intelligence (AI) is one solution for ensuring quality decision-making in demanding clinical situations in two ways. First, AI applications can support healthcare professionals’ clinical decisions. Second, AI techniques can be used to support learning clinical reasoning (CR) in healthcare education and training. This chapter focuses on the potential of exploiting AI through game metrics in nursing education. Previously, simulation games have proven effective for learning clinical reasoning skills. However, game metrics have not been commonly utilized in nursing simulation games, although research in other disciplines has shown that game metrics are suitable for demonstrating the achievement of learning outcomes. This chapter discusses the possibilities of using game metrics to develop adaptive features for nursing simulation games. Personalization and adaptivity in simulation games can enable meaningful learning experiences and enable nursing students to achieve good CR skills for their future work in constantly challenging clinical situations.
Keywords: Artificial Intelligence; Clinical reasoning; Game metrics; Gaming; Nursing education

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

Using evidence to help build and evaluate good ideas in education technology - Knight, Simon; Moeini, Anissa; Clark-Wilson, Alison (EduResearch Matters, 2020)
As researchers, we care that our educational systems improve, support all learners, and are grounded solidly in research evidence. But how do we work with stakeholders like educational technology s…

School closure in response to epidemic outbreaks: Systems-based logic model of downstream impacts [version 1; peer review: awaiting peer review] - Kneale, D.; O'Mara-Eves, A.; Rees, R.; Thomas, J. (F1000Research, 2020)
Background: School closures have been a recommended non-pharmaceutical intervention in pandemic response owing to the potential to reduce transmission of infection between children, school staff and those that they contact. However, given the many roles that schools play in society, closure for any extended period is likely to have additional impacts. Literature reviews of research exploring school closure to date have focused upon epidemiological effects; there is an unmet need for research that considers the multiplicity of potential impacts of school closures. Methods: We used systematic searching, coding and synthesis techniques to develop a systems-based logic model. We included literature related to school closure planned in response to epidemics large and small, spanning the 1918-19 ‘flu pandemic through to the emerging literature on the 2019 novel coronavirus. We used over 170 research studies and a number of policy documents to inform our model. Results: The model organises the concepts used by authors into seven higher level domains: children’s health and wellbeing, children’s education, impacts on teachers and other school staff, the school organisation, considerations for parents and families, public health considerations, and broader economic impacts. The model also collates ideas about potential moderating factors and ethical considerations. While dependent upon the nature of epidemics experienced to date, we aim for the model to provide a starting point for theorising about school closures in general, and as part of a wider system that is influenced by contextual and population factors. Conclusions: The model highlights that the impacts of school closures are much broader than those related solely to health, and demonstrates that there is a need for further concerted work in this area. The publication of this logic model should help to frame future research in this area and aid decision-makers when considering future school closure policy and possible mitigation strategies.
Keywords: __C:filed:1

KS-TVET Life Skills Course: Project Brief - Klune, Christopher; El-Serafy, Yomna; Macharia, Grace (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/

KS-TVET Life Skills Course: Project Brief - Klune, Christopher; El-Serafy, Yomna; Macharia, Grace (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Preprints with The Lancet are here to stay - Kleinert, Sabine; Horton, Richard (The Lancet, 2020)
We started our collaboration with the freely accessible preprint platform SSRN in June, 2018.1 From then on, we asked all authors of research papers across Lancet journals at submission stage whether they would like to post their paper as a preprint. We started this as a trial to learn more about uptake and the perceptions of the medical and health community, particularly as a latecomer to the preprint concept.

Scaling up behavioral science interventions in online education - Kizilcec, René F.; Reich, Justin; Yeomans, Michael; Dann, Christoph; Brunskill, Emma; Lopez, Glenn; Turkay, Selen; Williams, Joseph Jay; Tingley, Dustin (Proceedings of the National Academy of Sciences, 2020)
Significance Low persistence in educational programs is a major obstacle to social mobility. Scientists have proposed many scalable interventions to support students learning online. In one of the largest international field experiments in education, we iteratively tested established behavioral science interventions and found small benefits depending on individual and contextual characteristics. Forecasting intervention efficacy using state-of-the-art methods yields limited improvements. Online education provides unprecedented access to learning opportunities, as evidenced by its role during the 2020 coronavirus pandemic, but adequately supporting diverse students will require more than a light-touch intervention. Our findings encourage funding agencies and researchers conducting large-scale field trials to consider dynamic investigations to uncover and design for contextual heterogeneity to complement static investigations of overall effects. , Online education is rapidly expanding in response to rising demand for higher and continuing education, but many online students struggle to achieve their educational goals. Several behavioral science interventions have shown promise in raising student persistence and completion rates in a handful of courses, but evidence of their effectiveness across diverse educational contexts is limited. In this study, we test a set of established interventions over 2.5 y, with one-quarter million students, from nearly every country, across 247 online courses offered by Harvard, the Massachusetts Institute of Technology, and Stanford. We hypothesized that the interventions would produce medium-to-large effects as in prior studies, but this is not supported by our results. Instead, using an iterative scientific process of cyclically preregistering new hypotheses in between waves of data collection, we identified individual, contextual, and temporal conditions under which the interventions benefit students. Self-regulation interventions raised student engagement in the first few weeks but not final completion rates. Value-relevance interventions raised completion rates in developing countries to close the global achievement gap, but only in courses with a global gap. We found minimal evidence that state-of-the-art machine learning methods can forecast the occurrence of a global gap or learn effective individualized intervention policies. Scaling behavioral science interventions across various online learning contexts can reduce their average effectiveness by an order-of-magnitude. However, iterative scientific investigations can uncover what works where for whom.

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

Actualizing children’s rights through early childhood care and education: A focus on the Caribbean - Kinkead-Clark, Zoyah; Burns, Sheron; Abdul-Majied, Sabeerah (Journal of Early Childhood Research, 2020)

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

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

Building effective COVID-19 Education Response Plans: Insights from Africa and Asia - Kimenyi, Eric; Otieno, Jennifer; Kaye, Tom (2020)
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _C:Afghanistan AFG; _C:Bhutan BTN; _C:Gambia GMB; _C:Ghana GHA; _C:Malawi MWI; _C:Nepal NPL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Rwanda RWA; _C:Somalia SOM; _C:South Sudan SSD; _C:Sudan SDN; _C:Uganda UGA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Expanding educational opportunities or widening learning inequalities? Evidence from national reform of pre-primary education in Ethiopia - Kim, Janice; Sabates, Ricardo (Oxford Review of Education, 2022)
Since a nationwide reform of pre-primary education in 2010, Ethiopia has experienced a massive expansion of pre-primary enrolment that increased tenfold in six years. Our paper aims to assess the distribution of early literacy outcomes between children who attended preschool and those who did not and explore how that distribution has changed throughout the reform and by factors such as gender, location, and parental literacy. We find an overall increase in the achievement gaps associated with pre-primary participation between 2010 and 2016. There are also differential patterns in the learning gaps over the reform, with a particular disadvantage for rural students and a relative advantage for students with parents who are not literate. This study suggests that understanding a fuller picture of learning inequality is critical to designing policy to leave no one behind aligned with the UN Sustainable Development Goals.
Keywords: Educational reform; Ethiopia; early childhood education; educational inequality; nonparametric statistics

Equity in Secondary Career and Technical Education in the United States: A Theoretical Framework and Systematic Literature Review - Kim, Elisabeth H.; Flack, Clare Buckley; Parham, Katharine; Wohlstetter, Priscilla (Review of Educational Research, 2021)
Career and technical education (CTE) has become increasingly popular in U.S. secondary schools, but equity has not always been a focus of federal legislation or state and local policies and programs. This literature review of trends in CTE research between 1998 and 2019 uses a novel equity framework to examine whether and how secondary CTE programs affect educational equity. A total of 123 sources were reviewed. Findings revealed that CTE research most commonly addresses access and participation, measured by high school graduation rates and GPA. Few studies disaggregate outcome measures by student subgroups to better assess equity. Furthermore, a dearth of large-scale, comparative, and longitudinal research limits generalizability. Most extant research on secondary CTE programs in the United States examines a single state, district, or school. This article identifies promising policies and practices for enhancing equity in CTE conveyed by extant literature and recommends important directions for future research.
Keywords: equity; high schools; vocational education

Bringing Out the Best of Leaders, Teachers, and Students in the midst of COVID-19: Lessons Learned from Russell County, Alabama - Kilcrease, Adam (Teaching/Writing: The Journal of Writing Teacher Education, 2020)
Keywords: ⛔ No DOI found

Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review - KIHWELE, JIMMY (African Journal of Teacher Education, 2020)
Keywords: _C:Australia AUS; _C:Canada CAN; _C:China CHN; _C:Ethiopia ETH; _C:Ghana GHA; _C:Indonesia IDN; _C:Ireland IRL; _C:Japan JPN; _C:Laos LAO; _C:Malawi MWI; _C:Netherlands NLD; _C:Pakistan PAK; _C:Rwanda RWA; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

The Lancet and Financial Times Commission on governing health futures 2030: growing up in a digital world - Kickbusch, Ilona; Piselli, Dario; Agrawal, Anurag; Balicer, Ran; Banner, Olivia; Adelhardt, Michael; Capobianco, Emanuele; Fabian, Christopher; Gill, Amandeep Singh; Lupton, Deborah; Medhora, Rohinton P.; Ndili, Njide; et al. (The Lancet, 2021)
Keywords: Final_citation

An Exploratory Qualitative Study of the Potential for Enhanced e-Learning in Public Higher Education in Afghanistan - Khalid, Abdul Habib (Indiana University of Pennsylvania, 2020)
Keywords: __C:filed:1

Characteristics of Effective Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; _yl:a

Final report - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:b

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

The use of technology to support teacher learning circles in crisis contexts: A rapid review of the literature - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
Keywords: Author:OpenDevEd; _genre:LR-literature_review

A Monitoring and Evaluation Framework for Blended Learning: Pakistan - Khalayleh, Abdullah; Baloch, ImdadAli; Dele-Ajayi, Opeyemi; Kaye, Tom (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen