OER4Schools Publications

Resource type
OER4Schools Publications

This is a list of OER4Schools-related publications. The order is in sequence, not necessary chronological!

Haßler, B., Hennessy, S., & Lubasi, B. (2011). Changing classroom practice using a school-based professional development approach to introducing digital resources in Zambia. Itupale Online Journal of African Studies, 3, 17–31. http://www.cambridgetoafrica.org/resources/Hassler__et_al__2011.pdf
Haßler, B., Hennessy, S., Lord, T., Cross, A., Jackson, A., & Simpson, M. (2011). An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). A joint report from Aptivate and the Centre for Commonwealth Education (University of Cambridge). Final Report to DfID. Aptivate and University of Cambridge. http://www.educ.cam.ac.uk/centres/archive/cce/initiatives/projects/antsit/DfIDANTSITReport_FINAL_2Mb-2.pdf
Hennessy, S., Haßler, B., & Mwewa, G. (2012). Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia. In J. MacBeath, M. Younger, & C. Sugrue (Eds.), Millennium Goals Revisited: A Common Wealth of Learning. Routledge.
Haßler, B., Hennessy, S., & Cross, A. (2014). School-based professional development in a developing context: Lessons learnt from a case study in Zambia. Professional Development in Education, 41(5), 1–20. https://doi.org/10/gfv5xw
(HHH1) Hennessy, Sara, Haßler, B., & Hofmann, R. (2015a). Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year. Research Papers in Education, 31(4), 399–427. https://doi.org/10/gftr46
(HHH2) Hennessy, Sara, Haßler, B., & Hofmann, R. (2015b). 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/gfv5xz
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
(HHH3A) Haßler, B, Hennessy, S., & Hofmann, R. (2020). OER4Schools: Outcomes of a Sustained Professional Development Intervention in Sub-Saharan Africa.
(HHH3B) Haßler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development. 5(1).
Haßler, B., Bennett, G., & Damani, K. (2020). Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] [Preprint]. Routledge. https://doi.org/10.5281/zenodo.3924551
Haßler, B., Bennett, G., & Damani, K. (forthcoming). Teacher professional development in sub-Saharan Africa: Equity and scale. In C. McNaught & S. Gravett (Eds.), Embedding Social Justice in Teacher Education and Development in Africa. Routledge. https://docs.opendeved.net/lib/E2Q73NBN
OER4Schools Publications. (n.d.).