Synthesis of Reviews on Teacher Professional Development in Sub-Saharan Africa

Agyei, D. D., & Voogt, J. (2011). ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana. Education and Information Technologies, 16(4), 423–439. https://doi.org/10.1007/s10639-010-9141-9

Bainton, D., Barrett, A. M., & Tikly, L. (2016). Improving Secondary School Teacher Quality in Sub-Saharan Africa: Framing the Issues. Bristol Working Papers in Education. https://www.bristol.ac.uk/media-library/sites/education/documents/bristol-working-papers-in-education/improving-secondary-school-teacher-quality-in-sub-saharan-africa.pdf

Bano, M., Zowghi, D., Kearney, M., Schuck, S., & Aubusson, P. (2018). Mobile learning for science and mathematics school education: A systematic review of empirical evidence. Computers & Education, 121, 30–58. https://doi.org/10.1016/j.compedu.2018.02.006

Bett, H. K. (2016). The cascade model of teachers’ continuing professional development in Kenya: A time for change? Cogent Education, 3(1), 1139439. https://doi.org/10.1080/2331186x.2016.1139439

Bloom, B., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain.

Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary Approaches to Teacher Professional Development. In International Encyclopedia of Education (pp. 548–556). Elsevier. http://linkinghub.elsevier.com/retrieve/pii/B9780080448947006540

Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research – A systematic review of recent trends. Computers & Education, 114, 255–273. https://doi.org/10.1016/j.compedu.2017.07.004

Cordingley, P., Huggins, S., Greany, T., Buckley, N., Coles-Jordan, D., Crisp, B., Saunders, L., & Coe, R. (2015). Developing Great Teaching: Lessons from the international reviews into effective professional development. Teacher Development Trust. https://tdtrust.org/about/dgt

Desimone, L. M. (2011). A Primer on Effective Professional Development. Phi Delta Kappan, 92(6), 68–71. https://doi.org/10.1177/003172171109200616

Dickerson, A., McIntosh, S., & Valente, C. (2015). Do the maths: An analysis of the gender gap in mathematics in Africa. Economics of Education Review, 46, 1–22. https://doi.org/10.1016/j.econedurev.2015.02.005

Education Review Office. (2018). Keeping children engaged and achieving in mathematics. https://www.ero.govt.nz/publications/teaching-strategies-that-work-mathematics/

Haji, abdoulai, Moluayonge, G. E., & Park, I. (2017). Teachers’ Use of Information and Communications Technology in Education: Cameroon Secondary Schools Perspectives. TOJET : The Turkish Online Journal of Educational Technology; Adapazari, 16(3). http://search.proquest.com/docview/1953141340/abstract/442669BF15EF46B3PQ/1

Hardman, F., Hardman, J., Dachi, H., Elliott, L., Ihebuzor, N., Ntekim, M., & Tibuhinda, A. (2015). Implementing school-based teacher development in Tanzania. Professional Development in Education, 41(4), 602–623. https://doi.org/10.1080/19415257.2015.1026453

Haßler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development. Journal of Learning for Development, 5(1). https://docs.opendeved.net/lib/D2GQYC5S

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., & Mays, T. (2015). Open Content. In P. Hwa Ang & R. Mansell (Eds.), International Encyclopedia of Digital Communication and Society. Wiley-Blackwell. http://bjohas.de/Publications/Hassler_Mays_OpenContent

Haßler, B., Neo, H., & Fraser, J. (2014). OER Guidance for Schools. Leicester City Council.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Henderson, P., Hodgen, J., Foster, C., & Kuchemann, D. (2017). Improving Mathematics in Key Stages 2 and 3. https://educationendowmentfoundation.org.uk/tools/guidance-reports/maths-ks-2-3

Hennessy, S., Haßler, B., & Hofmann, R. (2015). Challenges and opportunities for teacher professional development in interactive use of technology in African schools. Technology, Pedagogy and Education, 24(5), 1–28. https://doi.org/10.1080/1475939x.2015.1092466

Hoppers, W. (2009). Post-Primary Education in Africa: Challenges and Approaches for Expanding Learning Opportunities. Association for the Development of Education in Africa. https://reliefweb.int/sites/reliefweb.int/files/resources/C3D18352323FC4EC492577F200054B48-Full_Report.pdf

Howie, S. J. (2003). Language and other background factors affecting secondary pupils’ performance in Mathematics in South Africa. African Journal of Research in Mathematics, Science and Technology Education, 7(1), 1–20. https://doi.org/10.1080/10288457.2003.10740545

King, F. (2014). Evaluating the impact of teacher professional development: an evidence-based framework. Professional Development in Education, 40(1), 89–111. https://doi.org/10.1080/19415257.2013.823099

Lange, S. (2014). Learner orientation through professional development of teachers? Empirical results from cascade training in Anglophone Cameroon. Compare: A Journal of Comparative and International Education, 44(4), 587–612. https://doi.org/10.1080/03057925.2013.841027

Lumadi, M. W., & Len, K. E. (2013). The Role of E-Learning in the Professional Development of Student Teachers in Cameroon: A Discourse in Curriculum. Mediterranean Journal of Social Sciences, 4(13), 791. https://www.mcser.org/journal/index.php/mjss/article/view/1799

Moon, B., Dladla, N., Bird, L. S., A. Nordstrum, L. Hanbing, Y. McCormick, B. Banks, F. Dheram, P. Ibn Junaid, M. Wolfenden, F. Buckler, A. Gafar, A. Tao, S., Kirk, J., Azlam, M., Kingdon, G., Dembele, M., Miaro-II, B. A.-M., J. Power, T., & Umar, A. (2013). Teacher Education and the Challenge of Development: a global analysis (B. Moon, Ed.). Routledge.

Nag, S., Chiat, S., Torgerson, C., & Snowling, M. J. (2014). Literacy, Foundation Learning and Assessment in Developing Countries. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/305150/Literacy-foundation-learning-assessment.pdf

Ndongfack, M. N. (2016). Baseline Study on the Current State of Open and Distance Learning in Cameroon [Report]. Commonwealth of Learning (COL). http://oasis.col.org/handle/11599/2490

Ndongfack, M. N. (2015). Mastery of Active and Shared Learning Processes for Techno-Pedagogy (MASLEPT): A Model for Teacher Professional Development on Technology Integration. Creative Education, 06(01), 32–45. https://doi.org/10.4236/ce.2015.61003

Ndongfack, M. N. (2015). TPACK Constructs: A Sustainable Pathway for Teachers Professional Development on Technology Adoption. Creative Education, 06(16), 1697–1709. https://doi.org/10.4236/ce.2015.616171

Ngajie, B. N., & Ngo, M. M. C. (2016). Integration of ICTs into the Curriculum of Cameroon Primary and Secondary Schools: A Review of Current Status, Barriers and Proposed Strategies for Effective Integration. International Journal of Education and Development Using Information and Communication Technology, 12(1), 89–106. https://eric.ed.gov/?id=EJ1099586

Nganji, J. T., & Nggada, S. H. (2014). Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria: Challenges in Disability Inclusion. In N. P. Ololube (Ed.), Advancing Technology and Educational Development through Blended Learning in Emerging Economies: (pp. 159–173). IGI Global. https://doi.org/10.4018/978-1-4666-4574-5

Orr, D., Westbrook, J., Pryor, J., Durrani, N., Sebba, J., Adu-Yeboah, C., & others. (2013). What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?: systematic review. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. http://sro.sussex.ac.uk/43901/1/Undertrained_teachers_2013_Orr.pdf

Ottevanger, W., van den Akker, J., & de Feiter, L. (2007). Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa: Patterns and Promising Practices. The World Bank. https://doi.org/10.1596/978-0-8213-7070-4

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

Rakumako, A., & Laugksch, R. C. (2010). Demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province. https://doi.org/10.15700/saje.v30n1a319

RTI International. (2014). USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Final Report. RTI International.

Schleicher, A. (2011). Building a high-quality teaching profession: lessons from around the world. Organisation for Economic Co-operation and Development. http://www.oecd-ilibrary.org/content/book/9789264113046-en

Schweisfurth, M. (2011). Learner-centred education in developing country contexts: From solution to problem? International Journal of Educational Development, 31(5), 425–432. https://doi.org/10.1016/j.ijedudev.2011.03.005

Tchombe, T. M. (2014). Progressive Transformative Teacher Education in Cameroon. 33(1), 23–33. https://s3.amazonaws.com/academia.edu.documents/34649651/ELM_33_1_print.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1551742406&Signature=K5v950wx3V05uB3BhfjCP40La58%3D&response-content-disposition=inline%3B%20filename%3DEducational_Leadership_and_Management_St.pdf#page=27

Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Ministry of Education www.minedu.govt.nz/goto/bestevidencesynthesis. http://www.minedu.govt.nz/goto/bestevidencesynthesis

Unterhalter, E., North, A., Arnot, M., Lloyd, C., Moletsane, L., Murphy-Graham, E., Parkes, J., & Saito, M. (2014). Girls’ education and gender equality. Department for International development. http://r4d.dfid.gov.uk/pdf/outputs/HumanDev_evidence/Girls_Education_Literature_Review_2014_Unterhalter.pdf

Venkat, H., & Spaull, N. (2015). What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007. International Journal of Educational Development, 41, 121–130. https://doi.org/10.1016/j.ijedudev.2015.02.002

Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013). Pedagogy, curriculum, teaching practices and teacher education in developing countries: final report. (No. 2110). https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3433

Wolfenden, F., Buckler, A. S. H., & Keraro, F. (2012). OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa). Journal of Interactive Media in Education, 2012(1), 3. https://doi.org/10.5334/2012-03

World Bank. (2008). Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa. The World Bank. https://doi.org/10.1596/978-0-8213-7348-4

World Bank. (2016). Mathematics education in Sub-Saharan Africa : status, challenges, and opportunities (No. ACS19117; pp. 1–212). The World Bank. http://documents.worldbank.org/curated/en/538251476977591230/main-report