Some interesting papers on SEND

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Some interesting papers on SEND

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2020

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Some interesting papers on SEND. (2020).

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Open Development & Education

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https://docs.opendeved.net/lib/873M9YX7

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Cites

World Development Report 2015: Mind, Society, and Behavior. (2015). World Bank. http://www.worldbank.org/content/dam/Worldbank/Publications/WDR/WDR%202015/WDR-2015-Full-Report.pdf
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Bethell, G. (2016). Mathematics education in Sub-Saharan Africa : status, challenges, and opportunities (Vol. 2) : main report (English) (No. ACS19117). The World Bank Group. http://documents.worldbank.org/curated/en/538251476977591230/main-report
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Fishman, B. J., Penuel, W. R., Allen, A.-R., Cheng, B. H., & Sabelli, N. (2013). Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice. 21. https://doi.org/10.1177/016146811311501415
Getenet, S. (2019). Using design-based research to bring partnership between researchers and practitioners. Educational Research, 61(4), 482–494. https://doi.org/10.1080/00131881.2019.1677168
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Haßler, B., D’Angelo, S., Walker, H., & Marsden, M. (2019). Synthesis of Reviews on Teacher Professional Development in Sub-Saharan Africa. Open Development & Education. https://doi.org/10.5281/zenodo.3497271
Haßler, B., Hennessy, S., Hollow, D., Simpson, L., Carter, A., Kalifa Damani, Gill Francis, Katy Jordan, Nora McIntyre, & Joel Mitchell. (2019). Systemic Mixed-Methods Research — a conceptual framework for EdTech research along the IDIA scale (EdTech Hub Working Paper No. 1). EdTech Hub. https://doi.org/10.5281/zenodo.3377828
Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: a critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139–156. https://doi.org/10.1111/jcal.12123
Haßler, B., McIntyre, N., Jordan, K., Mitchell, J., Brugha, M., Martin, K., Nourie, K., & Damani, K. (2020). A scoping review of technology in education in LMICs - descriptive statistics and sample search results (EdTech Hub Working Paper No. 6). EdTech Hub. https://doi.org/10.5281/zenodo.3631588
Hennessy, S., Harrison, D., & Wamakote, L. (2010). Teacher factors influencing classroom use of ICT in sub-Saharan Africa. Itupale Online Journal of African Studies, 2, 39–54. https://pdfs.semanticscholar.org/56ec/8d2248a546352fed0f520972b57034334a45.pdf
Hennessy, S., Jordan, K., Haßler, B., Hollow, D., Brugha, M., Eberhardt, M. J., & Sabates, R. (2020). Technology in education in low-income countries: Problem analysis and focus of the Hub’s work (EdTech Hub Working Paper No. 5). EdTech Hub. https://doi.org/10.5281/zenodo.3352007
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Kyle, F. E., & Harris, M. (2010). Predictors of reading development in deaf children: A 3-year longitudinal study. Journal of Experimental Child Psychology, 107(3), 229–243. https://doi.org/10.1016/j.jecp.2010.04.011
Larsson, S. (1998). On quality in qualitative studies. http://www.leeds.ac.uk/educol/documents/000000821.htm
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Luckner, J. L., Sebald, A. M., Cooney, J., Young, J., & Muir, S. G. (2005). An Examination of the Evidence-Based Literacy Research in Deaf Education. American Annals of the Deaf, 150(5), 443–456. https://doi.org/10.1353/aad.2006.0008
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Molina, E., Melo Hurtado, C. E., Pushparatnam, A., & Wilichowski, T. M. (2019). Teach : Observer Manual (No. 132204; pp. 1–48). The World Bank. http://documents.worldbank.org/curated/en/949541542659103528/Teach-Observer-Manual
O’Sullivan, M. (2006). Lesson observation and quality in primary education as contextual teaching and learning processes. International Journal of Educational Development, 26(3), 246–260. https://doi.org/10.1016/j.ijedudev.2005.07.016
Pimperton, H., Kyle, F., Hulme, C., Harris, M., Beedie, I., Ralph-Lewis, A., Worster, E., Rees, R., Donlan, C., & MacSweeney, M. (2019). Computerized Speechreading Training for Deaf Children: A Randomized Controlled Trial. Journal of Speech, Language, and Hearing Research, 62(8), 2882–2894. https://doi.org/10.1044/2019_JSLHR-H-19-0073
Piper, B., Simmons Zuilkowski, S., Dubeck, M., Jepkemei, E., & King, S. J. (2018). Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides. World Development, 106, 324–336. https://doi.org/10.1016/j.worlddev.2018.01.018
Piper, B., Zuilkowski, S. S., Kwayumba, D., & Strigel, C. (2016). Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya. International Journal of Educational Development, 49, 204–214. https://doi.org/10.1016/j.ijedudev.2016.03.006
Sancho-Gil, J. M., Rivera-Vargas, P., & Miño-Puigcercós, R. (2019). Moving beyond the predictable failure of Ed-Tech initiatives. Learning, Media and Technology, 0(0), 1–15. https://doi.org/10.1080/17439884.2019.1666873
Selwyn, N. (2015). Technology and education – Why it’s crucial to be critical. In S. Bulfin, N. F. Johnson, & L. Rowan (Eds.), Critical Perspectives on Technology and Education (pp. 245–255). Palgrave Macmillan. https://www.academia.edu/7771394/Technology_and_education_-_why_its_crucial_to_be_critical
Silverman, D. (2015). Interpreting qualitative data (5th ed.). Sage. https://books.google.com/books?hl=en&lr=&id=Tp94BgAAQBAJ&oi=fnd&pg=PT18&dq=Interpreting+qualitative+data.&ots=-8nM3xS_x7&sig=4SJyBWeutT2qkOQc1Uoy-7a9Bc4
Singal, N. (2019). Education of Children with Disabilities in the South Asian Context. Handbook of Education Systems in South Asia, 1–23.
Singleton, J. L., Martin, A. J., & Morgan, G. (2015). Ethics, Deaf‐Friendly Research, and Good Practice When Studying Sign Languages. In E. Orfanidou, B. Woll, & G. Morgan (Eds.), Research Methods in Sign Language Studies (10.1002/9781118346013.ch1;503888:6SXCCAP5; 1st ed., pp. 5–20). Wiley. https://doi.org/10.1002/9781118346013.ch1
Swanwick, R., & Marschark, M. (2010). Enhancing Education for Deaf Children: Research into Practice and Back Again. Deafness & Education International, 12(4), 217–235. https://doi.org/10.1179/1557069X10Y.0000000002
Vrikki, M., Kershner, R., Calcagni, E., Hennessy, S., Lee, L., Hernández, F., Estrada, N., & Ahmed, F. (2018). The Teacher Scheme for Educational Dialogue Analysis (T-SEDA): Developing a research-based observation tool for supporting teacher inquiry into pupils’ participation in classroom dialogue. International Journal of Research and Methods in Education, 42(2), 185–203. Education Database. https://doi.org/10.1080/1743727X.2018.1467890