@techreport{biscette_safe_2022, title = {Safe {Schools} course: {Assessment} materials for modules 1, 2, and 3}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/Q7INVXH7}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Biscette, Clendon and Vijil-Morin, Alejandra and Moustafa, Nariman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1056}, note = {ZenodoArchiveID: 10277852 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1056 ZenodoArchiveConcept: 10277851}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{teixeira_costed_2022, title = {Costed plan tool}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/VA89GNMC}, abstract = {An output of the Open Development \& Education, https://opendeved.net/}, language = {en}, institution = {Open Development \& Education}, author = {Teixeira, Beatriz and Vijil-Morin, Alejandra and Villavicencio, Xuzel and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/opendeved.1051}, note = {ZenodoArchiveID: 10265580 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1051 ZenodoArchiveConcept: 10265579}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{hasler_oecs_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {{OECS} {Academic} {Recovery} {Programme} - {Outputs} {Register}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/S8XPYA4I}, number = {7}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4743541}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743541 2129771:IVJXYC3E 2129771:S8XPYA4I}, keywords = {Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:o}, } @techreport{hasler_implementation_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {TPD} {Guidance}}, title = {Implementation {Guidance}: {Slide} {Deck} for {Teacher} {Professional} {Development}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/3TJE6CMI}, number = {3}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4603116}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4603116 2129771:3TJE6CMI Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia.}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_\_duplicate\_item, \_r:ImportedToMyEducationEvidence, \_yl:j}, } @techreport{hasler_implementation_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {TPD} {Guidance}}, title = {Implementation {Guidance}: {Teacher} {Professional} {Development} [{Teachers} {Version}]}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/P2D5IJBC}, number = {2}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4555960}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555960 2129771:P2D5IJBC Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia.}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:i}, } @techreport{hasler_implementation_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {TPD} {Guidance}}, title = {Implementation {Guidance}: {Teacher} {Professional} {Development} [{Facilitators} {Version}]}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/M9WXRHE7}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4555958}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555958 2129771:M9WXRHE7 2129771:TR2PTQAY}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_\_duplicate\_item, \_r:ImportedToMyEducationEvidence, \_yl:h}, } @techreport{hasler_implementation_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Implementation} {Planning} {Tool}}, title = {Implementation {Planning}: {Parental} {Support} for the {Academic} {Recovery} {Programme}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/VK5QH5Q7}, number = {2}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4555966}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555966 2129771:VK5QH5Q7}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_\_\_duplicate\_item, \_r:ImportedToMyEducationEvidence, \_yl:fb, \_zenodoETH:submitted}, } @techreport{hasler_implementation_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Implementation} {Planning} {Tool}}, title = {Implementation {Planning} {Tool}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/EM6IJ327}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4779907}, note = {previousDOI: 10.5281/zenodo.4726114 Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4779883 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4726114 10.5281/zenodo.4779907 2129771:EM6IJ327}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_r:ImportedToMyEducationEvidence, \_yl:fa, \_zenodo:submitted, \_zenodoETH:submitted}, } @techreport{hasler_final_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {Final {Report} and {Recommendations}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/TD6VRUSA}, number = {6}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4603101}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4603101 2129771:CVSJXA3I 2129771:TD6VRUSA previousDOI: 10.5281/zenodo.4780111}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_r:ImportedToMyEducationEvidence, \_yl:g, \_zenodo:submitted, \_zenodoETH:submitted}, } @techreport{hasler_concept_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {Concept {Note} for the {Implementation} of the {Academic} {Recovery} {Programme}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/FMVT2NIB}, number = {5}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4780110}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4779101 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4726106 10.5281/zenodo.4780110 2129771:FMVT2NIB}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_r:ImportedToMyEducationEvidence, \_yl:f, \_zenodo:submitted, \_zenodoETH:submitted}, } @techreport{hasler_academic_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {An {Academic} {Recovery} {Programme} for the {OECS} {Member} {States}: {Pitch} {Deck}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/XQCXWE7I}, number = {4}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4780107}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4555962 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555962 10.5281/zenodo.4780107 2129771:XQCXWE7I}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_DOILIVE, \_r:ImportedToMyEducationEvidence, \_yl:e, \_zenodo:submitted, \_zenodoETH:submitted}, } @techreport{hasler_academic_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {An {Academic} {Recovery} {Programme} for the {OECS} {Member} {States}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/P2D5IJBC}, number = {3}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = mar, year = {2021}, doi = {10.5281/zenodo.4780102}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4555952 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555952 10.5281/zenodo.4780102 2129771:QM6J57C9 2129771:X3PR76VM}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Dominica DMA, \_C:Grenada GRD, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_DOILIVE, \_r:ImportedToMyEducationEvidence, \_yl:d, \_zenodo:submitted, \_zenodoETH:submitted}, } @techreport{hasler_academic_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {Academic {Recovery} {Programme}: {Synthesis} of {Qualitative} {Data} and {High}-level {Overview}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendevd.net/lib/XAMQ949U}, number = {2}, institution = {Open Development \& Education}, author = {Haßler, Björn and Blower, Thomas and Megha-Bongnkar, Ghislaine and Regis, Callista}, month = mar, year = {2021}, doi = {10.5281/zenodo.4780099}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4555874 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555874 10.5281/zenodo.4780099 2129771:XAMQ949U 2405685:I9KQL5GV}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Dominica DMA, \_C:Grenada GRD, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_DOILIVE, \_r:ImportedToMyEducationEvidence, \_yl:c, \_zenodo:submitted, \_zenodoETH:submitted}, } @techreport{hasler_academic_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {Academic {Recovery} {Programmes} in the {Eastern} {Caribbean} — {Literature} {Review}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/DZA3GVBD}, abstract = {This report was commissioned by the Organization of the Eastern Caribbean states. It reviews the literature on Academic Recovery Programmes with view to applicability in the Eastern Caribbean, and particularly Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Adam, Taskeen and Blower, Thomas and Megha-Bongnkar, Ghislaine}, month = jan, year = {2021}, doi = {10.5281/zenodo.4780577}, note = {previousDOI: 10.5281/zenodo.4780096 previousDOI: 10.5281/zenodo.4555872 Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555872 10.5281/zenodo.4780096 10.5281/zenodo.4780577 2129771:4QYUIYNJ 2129771:DZA3GVBD 2405685:MNS7ECK7}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Dominica DMA, \_C:Grenada GRD, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_DOILIVE, \_r:ImportedToMyEducationEvidence, \_yl:b, \_zenodo:submitted, \_zenodoETH:submitted}, } @article{mzuza_inclusion_2020, title = {Inclusion of {GIS} in student teacher training and its significance in higher education in southern {African} countries}, volume = {29}, issn = {1038-2046}, url = {https://doi.org/10.1080/10382046.2019.1684660}, doi = {10.1080/10382046.2019.1684660}, abstract = {Studies have been carried out on the use of geographical information systems (GIS) in teacher training, especially in the developed countries. In southern African countries, nevertheless, the scenario is different because GIS education appears to be a rather new field of study. This study therefore used systematic review to collect data. This method assists in finding and understanding the outcomes of other research conducted within the same field of study. The results reveal that only three countries (South Africa, Botswana and Malawi) teach GIS at their teacher-training universities and secondary schools. In Lesotho, GIS are only taught in secondary schools. In other countries, such as Zambia, Namibia and Zimbabwe, GIS are not taught at all at teacher-training universities and secondary schools but only at universities or departments that do not train teachers. There is no inclusion of GIS at the universities in Angola, Mozambique, Swaziland and Lesotho. Countries that use GIS have demonstrated that the course helps with decision-making, critical thinking and inquiry-based and learner-centred learning, which have the ability to improve the quality of education. Educators and policy-makers are encouraged to reinforce the inclusion of GIS and use of relevant pedagogical skills in teacher-training universities.}, number = {4}, urldate = {2021-03-07}, journal = {International Research in Geographical and Environmental Education}, author = {Mzuza, Maureen Kapute and Westhuizen, Christo Van der}, month = oct, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/10382046.2019.1684660}, keywords = {Southern Africa, \_C:Angola AGO, \_C:Botswana BWA, \_C:Canada CAN, \_C:Finland FIN, \_C:India IND, \_C:Italy ITA, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, geographical information systems (GIS), geography, motivation tool, technology}, pages = {332--346}, } @book{adam_open_2020, title = {Open at the {Margins}}, copyright = {Creative Commons Attribution ShareAlike}, isbn = {978-1-989014-22-6}, url = {https://press.rebus.community/openatthemargins/}, language = {en}, urldate = {2020-08-17}, publisher = {Rebus Community}, author = {Adam, Taskeen and Allen, Nicole and Amiel, Tel and Asino, Tutaleni and Atenas, Javiera and Bali, Maha and Barnes, Naomi and Bourg, Chris and Bouterse, Siko and Caines, Autumm and Campbell, Lorna M. and Cangialosi, Karen and Collier, Amy and Cronin, Catherine and Czerniewicz, Laura and DeRosa, Robin and Ensor, Simon and Friedrich, Christian and Gilliard, Chris and Hare, Sarah and Hendricks, Christina and Hodgkinson-Williams, Cheryl and Jhangiani, Rajiv and Mattson, Rachel Jurinich and Koseoglu, Suzan and H, Caroline Kuhn and Luke, Jim and Marsh, Jaime and Meinke-Lau, Billy and Mitchell, Jess and Moore, Matthew and Morgan, Tannis and Pete, Judith and Prinsloo, Paul and Robertson, Tara and Singh, Sava Saheli and Spelic, Sherri and Stewart, Bonnie and Stommel, Jesse and Veneruso, Samantha Streamer and Vrana, Adele and Walji, Sukaina and Watters, Audrey}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8Q7MBRTS}, keywords = {Author:OpenDevEd, \_C:Austria AUT, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Cuba CUB, \_C:Egypt EGY, \_C:Finland FIN, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Greece GRC, \_C:India IND, \_C:Iran IRN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Jordan JOR, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Spain ESP, \_C:State of Palestine PSE, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Venezuela VEN, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence}, } @techreport{allier-gagneur_using_2020, type = {Helpdesk {Response}}, title = {Using blended learning to support marginalised adolescent girls’ education: a review of the evidence}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/H3AI5F3C}, language = {English}, number = {25}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoé and Chuang, Rachel and McBurnie, Chris and Haßler, Björn}, month = jul, year = {2020}, doi = {10.5281/zenodo.3952069}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3952069 2129771:9Q4PMCJN 2129771:FX6TFDPQ 2339240:ENEKVCE3 2405685:7PYD5JNV 2405685:H3AI5F3C 2486141:TE93MW3V}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, F: Helpdesk response, H:Blended learning, L:Gender and education, LP: English, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:China CHN, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Nigeria NGA, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United States USA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_genre:LR-literature\_review, \_r:ImportedToMyEducationEvidence}, } @article{leist_quantifying_2020, title = {Quantifying segregation on a small scale: how and where locality determines student compositions and outcomes taking {Hamburg}, {Germany}, as an example}, volume = {31}, issn = {0924-3453}, shorttitle = {Quantifying segregation on a small scale}, url = {https://doi.org/10.1080/09243453.2019.1688845}, doi = {10.1080/09243453.2019.1688845}, abstract = {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.}, number = {3}, urldate = {2021-03-07}, journal = {School Effectiveness and School Improvement}, author = {Leist, Sebastian A. and Perry, Laura B.}, month = jul, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/09243453.2019.1688845}, 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}, pages = {356--380}, } @techreport{baloch_pakistan_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Pakistan {Topic} {Brief}: {Providing} {Distance} {Learning} to {Hard}-to-reach {Children}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Pakistan {Topic} {Brief}}, url = {https://docs.edtechhub.org/lib/8IJT433J}, language = {EN}, number = {17}, institution = {EdTech Hub}, author = {Baloch, Imdad and Kaye, Tom and Koomar, Saalim and McBurnie, Chris}, month = jun, year = {2020}, doi = {10.5281/zenodo.3885606}, note = {EdTechHub.Source: 2405685:9TKV7H6E KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3885606 10.5281/zenodo.3885606 10/ghgnfw 2129771:IK97VLY8 2129771:MXTVUGAA 2129771:VAP9K6BW 2339240:2ZVLRPTQ 2339240:7PXTZ2FQ 2339240:ZE9V9N4R 2405685:8IJT433J 2405685:9TKV7H6E 2405685:BBLQFJKE 2405685:Z2VNN7ER}, keywords = {Author:OpenDevEd, F: Helpdesk response, L:Out-of-school populations, LP: English, \_C:Bangladesh BGD, \_C:China CHN, \_C:India IND, \_C:Kenya KEN, \_C:Liberia LBR, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mexico MEX, \_C:Mongolia MNG, \_C:Nepal NPL, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Sri Lanka LKA, \_C:Tanzania TZA, \_EdTechHub\_Output, \_GS:indexed, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:CopiedFromEvLib, \_r:ImportedToMyEducationEvidence, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{lynch_pakistan_2020, type = {Helpdesk {Response}}, title = {Pakistan {Distance}-{Learning} {Topic} {Brief}: {Primary}-level {Deaf} {Children}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Pakistan {Distance}-{Learning} {Topic} {Brief}}, url = {https://docs.edtechhub.org/lib/4PAZ4ZQH}, abstract = {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.}, language = {eng}, number = {16}, institution = {EdTech Hub}, author = {Lynch, Paul and Kaye, Tom and Terlektsi, Emmanouela}, month = jun, year = {2020}, doi = {10.5281/zenodo.3891379}, note = {EdTechHub.Source: 2405685:LP4PGMNA KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3891379 2129771:3YH4WC8N 2129771:7J2S7YUK 2129771:J35ZR45N 2339240:CUSR6ZBJ 2339240:FS3CFIBL 2339240:N7RDGZGY 2339240:V229A7WT 2405685:4PAZ4ZQH 2405685:LP4PGMNA 2405685:XIQ5CL9B 2405685:YY4LI6EI}, 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}, } @techreport{allier-gagneur_your_2020, address = {Cambridge, UK; Washington D.C.}, title = {Your {Questions} {Answered}: {Using} {Technology} to {Support} {Gender} {Equity}, {Social} {Inclusion} and {Out}-{Of}-{School} {Learning}}, copyright = {Creative Commons Attribution 4.0 International}, number = {14}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoé and Moss Coflan, Caitlin}, month = jun, year = {2020}, doi = {10.5281/zenodo.3874247}, note = {EdTechHub.Source: 2405685:VX7UW757 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3874247 2129771:LBII97HZ 2339240:FT2TLP7Q 2339240:J7DSQVEZ 2405685:TP5CQYPQ 2405685:VX7UW757 2405685:YEVYTSJA}, keywords = {F: Helpdesk response, L:Gender and education, L:Out-of-school populations, LP: English, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Bhutan BTN, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Colombia COL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Congo, Republic COG, \_C:El Salvador SLV, \_C:France FRA, \_C:Kenya KEN, \_C:Kyrgyzstan KGZ, \_C:Lebanon LBN, \_C:Maldives MDV, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Peru PER, \_C:Sierra Leone SLE, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Spain ESP, \_C:Sudan SDN, \_C:Zimbabwe ZWE, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-dode}, } @article{bozkurt_global_2020, title = {A global outlook to the interruption of education due to {COVID}-19 pandemic: {Navigating} in a time of uncertainty and crisis}, volume = {15}, copyright = {Copyright (c) 2020 Asian Journal of Distance Education}, issn = {1347-9008}, shorttitle = {A global outlook to the interruption of education due to {COVID}-19 pandemic}, url = {http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462}, language = {en}, number = {1}, urldate = {2020-06-07}, journal = {Asian Journal of Distance Education}, author = {Bozkurt, Aras and Jung, Insung and Xiao, Junhong and Vladimirschi, Viviane and Schuwer, Robert and Egorov, Gennady and Lambert, Sarah and Al-Freih, Maha and Pete, Judith and Don Olcott, Jr and Rodes, Virginia and Aranciaga, Ignacio and Bali, Maha and Alvarez, Abel Jr and Roberts, Jennifer and Pazurek, Angelica and Raffaghelli, Juliana Elisa and Panagiotou, Nikos and Coëtlogon, Perrine de and Shahadu, Sadik and Brown, Mark and Asino, Tutaleni I. and Tumwesige, Josephine and Reyes, Tzinti Ramírez and Ipenza, Emma Barrios and Ossiannilsson, Ebba and Bond, Melissa and Belhamel, Kamel and Irvine, Valerie and Sharma, Ramesh C. and Adam, Taskeen and Janssen, Ben and Sklyarova, Tatiana and Olcott, Nicoleta and Ambrosino, Alejandra and Lazou, Chrysoula and Mocquet, Bertrand and Mano, Mattias and Paskevicius, Michael}, month = jun, year = {2020}, note = {Number: 1 EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:QXHI373Z EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:QXHI373Z KerkoCite.ItemAlsoKnownAs: 2129771:QXHI373Z 2129771:R99FXCAA 2405685:CFE5CVWB}, keywords = {Author:OpenDevEd, COVID-19, Coronavirus Pandemic, \_C:Algeria DZA, \_C:Argentina ARG, \_C:Australia AUS, \_C:Belize BLZ, \_C:Brazil BRA, \_C:Canada CAN, \_C:China CHN, \_C:Congo, Democratic Republic COD, \_C:Egypt EGY, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Guatemala GTM, \_C:India IND, \_C:Ireland IRL, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea (Republic of) KOR, \_C:Korea XKOR, \_C:Mexico MEX, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Peru PER, \_C:Philippines PHL, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1, \_genre:LR-literature\_review, \_r:ImportedToMyEducationEvidence, distance education, docs.opendeved.net, emergency remote education, online learning, ⛔ No DOI found}, pages = {1--126}, } @techreport{chuang_back--school_2020, address = {Nairobi, Kenya, Washington D.C., USA, and Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Back-to-{School} {Campaigns} {Following} {Disruptions} to {Education}}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, author = {Chuang, Rachel and Kaye, Tom and Moss Coflan, Caitlin and Haßler, Björn}, month = jun, year = {2020}, doi = {10.5281/zenodo.3878423}, note = {EdTechHub.Source: 2405685:DS66UGW4 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3878423 2129771:GKIQY5RP 2339240:29BIZJM5 2339240:WSA5X76N 2405685:DS66UGW4 2405685:IS587WTH}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Bolivia BOL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Ghana GHA, \_C:Guinea GIN, \_C:India IND, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Zambia ZMB, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{adam_between_2020, title = {Between {Social} {Justice} and {Decolonisation}: {Exploring} {South} {African} {MOOC} {Designers}’ {Conceptualisations} and {Approaches} to {Addressing} {Injustices} [journal article]}, volume = {2020}, copyright = {Creative Commons Attribution http://creativecommons.org/licenses/by/4.0}, issn = {1365-893X}, shorttitle = {Between {Social} {Justice} and {Decolonisation}}, url = {http://jime.open.ac.uk/articles/10.5334/jime.557/}, doi = {10.5334/jime.557}, abstract = {As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.}, language = {en}, number = {1}, urldate = {2020-05-31}, journal = {Journal of Interactive Media in Education}, author = {Adam, Taskeen}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:TMULW29L KerkoCite.ItemAlsoKnownAs: 10.5334/jime.557 2129771:AYIPTCYC 2129771:TMULW29L 2405685:UBRAD3MS 2447227:5ZYAXQAX}, keywords = {Author:OpenDevEd, MOOC designers, \_C:Albania ALB, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, cultural-epistemic injustice, decolonisation, docs.opendeved.net, geopolitical injustice, material injustice, social justice}, pages = {7}, } @article{koseoglu_30_2020, title = {30 {Years} of {Gender} {Inequality} and {Implications} on {Curriculum} {Design} in {Open} and {Distance} {Learning}}, volume = {2020}, copyright = {Creative Commons Attribution http://creativecommons.org/licenses/by/4.0}, issn = {1365-893X}, url = {http://jime.open.ac.uk/articles/10.5334/jime.553/}, doi = {10.5334/jime.553}, abstract = {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.}, language = {en}, number = {1}, urldate = {2020-07-11}, journal = {Journal of Interactive Media in Education}, author = {Koseoglu, Suzan and Ozturk, Tugba and Ucar, Hasan and Karahan, Engin and Bozkurt, Aras}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.553 2129771:KR3WWGKU 2447227:4E8PTHWF}, 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}, pages = {5}, } @techreport{allier-gagneur_characteristics_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: {What} are they and what role can {EdTech} play?}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Characteristics of effective teacher education in low- and middle-income countries}, url = {https://docs.edtechhub.org/lib/R9VVKUH5}, language = {EN}, number = {10B}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoe and McBurnie, Chris and Haßler, Björn and Chuang, Rachel}, month = may, year = {2020}, doi = {10.5281/zenodo.4762301}, note = {EdTechHub.Source: 2405685:R9VVKUH5 EdTechHub.Source: 2405685:R9VVKUH5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873462 2129771:237CSM4W 2129771:IGN2QCEN 2129771:RMWSKUI5 2129771:TAFSP89V 2339240:4P99D7MN 2339240:5P9STQIK 2339240:K3RVT7JU 2339240:WP59YJ57 2405685:3TKLS2TH 2405685:BHY8AJBY 2405685:I62EYSDT 2405685:R9VVKUH5 2486141:IX4B74H9 10.5281/zenodo.3873462}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Benin BEN, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burundi BDI, \_C:China CHN, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Myanmar MMR, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Paraguay PRY, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_forthcoming, \_r:ImportedToMyEducationEvidence, \_yl:h, \_zenodoODE, docs.opendeved.net}, } @techreport{mcburnie_use_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {The use of virtual learning environments and learning management systems during the {COVID}-19 pandemic}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {7}, author = {McBurnie, Chris}, month = may, year = {2020}, doi = {10.5281/zenodo.3805843}, note = {EdTechHub.Source: 2405685:53YEZE6A KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3805843 2129771:DQLDNQGU 2339240:IWW8CJZN 2339240:N5RG3WT2 2405685:53YEZE6A 2405685:WBNK52L7}, keywords = {Author:OpenDevEd, COV:COVID and reopening of schools, COVID-19, Distance learning, EdTech, F: Helpdesk response, H: Distance education, LP: English, Learning management system, Remote learning, Virtual learning environment, \_C:Afghanistan AFG, \_C:Armenia ARM, \_C:Bangladesh BGD, \_C:China CHN, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:France FRA, \_C:Germany DEU, \_C:Greece GRC, \_C:Hungary HUN, \_C:India IND, \_C:Indonesia IDN, \_C:Iraq IRQ, \_C:Italy ITA, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Kyrgyzstan KGZ, \_C:Mexico MEX, \_C:Myanmar MMR, \_C:Nigeria NGA, \_C:Poland POL, \_C:Portugal PRT, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Spain ESP, \_C:Syrian Arab Republic SYR, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United States USA, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_duplicate\_item, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mcburnie_zero-rating_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Zero-rating educational content in low- and middle-income countries}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {8}, author = {McBurnie, Chris and Adam, Taskeen and Kaye, Thomas and Haßler, Björn}, month = may, year = {2020}, doi = {10.5281/zenodo.3784940}, note = {EdTechHub.Source: 2405685:F4PCMTZB EdTechHub.Source: 2405685:F4PCMTZB KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3784940 2129771:4W3D35BT 2339240:7VJMDZGM 2339240:RSJNXIC6 2405685:DX5RMV6U 2405685:F4PCMTZB}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, LP: English, \_C:Afghanistan AFG, \_C:Benin BEN, \_C:Botswana BWA, \_C:Burkina Faso BFA, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Egypt EGY, \_C:Ghana GHA, \_C:India IND, \_C:Jamaica JAM, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea (Republic of) KOR, \_C:Korea XKOR, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nigeria NGA, \_C:Paraguay PRY, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{coflan_using_2020, address = {Washington, D.C., USA}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries}, copyright = {Creative Commons Attribution 4.0 International}, number = {4}, institution = {EdTech Hub}, author = {Coflan, Caitlin Moss and Kaye, Thomas}, month = mar, year = {2020}, doi = {10.5281/zenodo.3744581}, note = {EdTechHub.Source: 2405685:2WY8H4WW KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3744581 2129771:QEIBUIQH 2405685:2WY8H4WW 2339240:Z7XXM8CG 2339240:ZZ8ISXSK 2405685:GG9HHSDL}, keywords = {L:Special education needs and disabilities (SEND), LP: English, \_C:Brazil BRA, \_C:Ghana GHA, \_C:India IND, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Pakistan PAK, \_C:Portugal PRT, \_C:South Africa ZAF, \_C:Spain ESP, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-dode}, } @article{milliken_education_2020, title = {Education {Policies} and {Teacher} {Deployment} in {Northern} {Ireland}: {Ethnic} {Separation}, {Cultural} {Encapsulation} and {Community} {Cross}-{Over}}, volume = {68}, issn = {0007-1005}, shorttitle = {Education {Policies} and {Teacher} {Deployment} in {Northern} {Ireland}}, url = {https://doi.org/10.1080/00071005.2019.1666083}, doi = {10.1080/00071005.2019.1666083}, abstract = {Education is a key mechanism for the restoration of inter-community relations in post-conflict societies. The Northern Ireland school system remains divided along sectarian lines. Much research has been conducted into the efficacy of initiatives developed to bring children together across this divide but there has been an absence of studies into the impact of educational division on teachers. A number of policies, separately and in combination, restrict teachers’ options to move across and between the divided school sectors. The recruitment of teachers is excepted from fair employment legislation; details of teachers’ community identity are consequently not collected, and little is known about the impact that ethnic identity, educational policies and sectoral practices have had on teacher deployment. This quantitative project investigates the extent to which the deployment of teachers in mainstream schools in Northern Ireland reflects the enduring community divide. It is observed that, whilst primary schools are staffed mainly by community-consistent teachers, there has been an increase in cross-over teachers in post-primary schools – particularly in the grammar sector. Around one-in-five teachers have had no educational experience outside of their community of origin; this cultural encapsulation may contribute to a reluctance to engage with contentious issues in reconciliation programmes.}, number = {2}, urldate = {2021-03-07}, journal = {British Journal of Educational Studies}, author = {Milliken, Matthew and Bates, Jessica and Smith, Alan}, month = mar, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00071005.2019.1666083}, keywords = {Northern Ireland, \_C:Ireland IRL, \_C:Poland POL, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, community division, cultural encapsulation, post-conflict education, teacher identity}, pages = {139--160}, } @article{cobb_geospatial_2020, title = {Geospatial {Analysis}: {A} {New} {Window} {Into} {Educational} {Equity}, {Access}, and {Opportunity}}, volume = {44}, issn = {0091-732X}, shorttitle = {Geospatial {Analysis}}, url = {https://doi.org/10.3102/0091732X20907362}, doi = {10.3102/0091732X20907362}, abstract = {A robust body of geographic education policy research has been amassing over the past 25 years, as researchers from a variety of disciplinary backgrounds have recognized the value of examining education phenomena from a spatial perspective. In this chapter, I synthesize 42 studies that examine education issues using a geographic information system, or GIS. The review is framed by the major thread that runs through this body of research: educational equity, access, and opportunity. I summarize the research within seven theme-based research topics and offer examples of geospatial analysis as applied to education. The chapter includes a discussion of the major barriers and limitation facing GIS researchers and offers thoughts about the future.}, language = {en}, number = {1}, urldate = {2021-03-07}, journal = {Review of Research in Education}, author = {Cobb, Casey D.}, month = mar, year = {2020}, note = {Publisher: American Educational Research Association}, keywords = {Lebanon\_event\_2021, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:Japan JPN, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {97--129}, } @techreport{hasler_teacher_2020, address = {Cambridge, UK, and Washington, USA}, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {Teacher professional development and coaching in low-income countries: {Practical} considerations for the use of technology.}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/VM6NXYF3}, number = {3}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jan, year = {2020}, doi = {10.5281/zenodo.3631749}, note = {EdTechHub.Source: 2405685:VM6NXYF3 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631749 2129771:5EWDQDIA 2339240:4KQKED7R 2339240:94ZP3EK4 2405685:VM6NXYF3}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_C:Bangladesh BGD, \_C:Ghana GHA, \_C:India IND, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Liberia LBR, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:o}, } @article{zhang_contemporary_2020, title = {Contemporary patterns and issues of school segregation and white flight in {U}.{S}. metropolitan areas: towards spatial inquiries}, issn = {0343-2521, 1572-9893}, shorttitle = {Contemporary patterns and issues of school segregation and white flight in {U}.{S}. metropolitan areas}, url = {http://link.springer.com/10.1007/s10708-019-10122-1}, doi = {10.1007/s10708-019-10122-1}, language = {en}, urldate = {2021-03-07}, journal = {GeoJournal}, author = {Zhang, Charlie H. and Ruther, Matt}, month = jan, year = {2020}, keywords = {Lebanon\_event\_2021, \_C:Chile CHL, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{la_policy_2020, title = {Policy {Response}, {Social} {Media} and {Science} {Journalism} for the {Sustainability} of the {Public} {Health} {System} {Amid} the {COVID}-19 {Outbreak}: {The} {Vietnam} {Lessons}}, volume = {12}, copyright = {http://creativecommons.org/licenses/by/3.0/}, shorttitle = {Policy {Response}, {Social} {Media} and {Science} {Journalism} for the {Sustainability} of the {Public} {Health} {System} {Amid} the {COVID}-19 {Outbreak}}, url = {https://www.mdpi.com/2071-1050/12/7/2931}, doi = {10.3390/su12072931}, abstract = {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.}, language = {en}, number = {7}, urldate = {2020-08-12}, journal = {Sustainability}, author = {La, Viet-Phuong and Pham, Thanh-Hang and Ho, Manh-Toan and Nguyen, Minh-Hoang and P. Nguyen, Khanh-Linh and Vuong, Thu-Trang and Nguyen, Hong-Kong T. and Tran, Trung and Khuc, Quy and Ho, Manh-Tung and Vuong, Quan-Hoang}, month = jan, year = {2020}, note = {Number: 7 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su12072931 2129771:QKI33LFP}, 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}, pages = {2931}, } @article{tran_toward_2020, title = {Toward {Sustainable} {Learning} during {School} {Suspension}: {Socioeconomic}, {Occupational} {Aspirations}, and {Learning} {Behavior} of {Vietnamese} {Students} during {COVID}-19}, volume = {12}, copyright = {http://creativecommons.org/licenses/by/3.0/}, shorttitle = {Toward {Sustainable} {Learning} during {School} {Suspension}}, url = {https://www.mdpi.com/2071-1050/12/10/4195}, doi = {10.3390/su12104195}, abstract = {The overspread of the novel coronavirus\—SARS-CoV-2\—over the globe has caused significant damage to manufacturing and service businesses, regardless of whether they are commercial, public, or not-for-profit sectors. While both the short-term and long-term impacts of most companies can be approximately measured or estimated, it is challenging to address the enduring effects of COVID-19 on teaching and learning activities. The target of this research is to investigate students\’ manners of studying at home during the school suspension time as a result of COVID-19. Through analyzing original survey data from 420 K6\–12 students in Hanoi, Vietnam, this work demonstrates the different learning habits of students with different socioeconomic statuses and occupational aspirations during the disease\’s outbreak. In particular, we featured the differences in students\’ learning behaviors between private schools and public schools, as well as between students who plan to follow STEM-related careers and those who intend to engage in social science-related careers. The empirical evidence of this study can be used for the consideration of the local government to increase the sustainability of coming policies and regulations to boost students\’ self-efficacy, as it will affect 1.4 million students in Hanoi, as well as the larger population of nearly 10 million Vietnamese students. These results can also be the foundation for future investigations on how to elevate students\’ learning habits toward Sustainable Development Goal 4 (SDG4)\—Quality Education\—especially in fanciful situations in which the regular school operation has been disrupted, counting with limited observation and support from teachers and parents.}, language = {en}, number = {10}, urldate = {2020-08-12}, journal = {Sustainability}, author = {Tran, Trung and Hoang, Anh-Duc and Nguyen, Yen-Chi and Nguyen, Linh-Chi and Ta, Ngoc-Thuy and Pham, Quang-Hong and Pham, Chung-Xuan and Le, Quynh-Anh and Dinh, Viet-Hung and Nguyen, Tien-Trung}, month = jan, year = {2020}, note = {Number: 10 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su12104195 2129771:ZPR8JBDE}, keywords = {COVID-19, SDG4, Vietnam, \_C:Australia AUS, \_C:Canada CAN, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:India IND, \_C:Iran IRN, \_C:Italy ITA, \_C:Japan JPN, \_C:Korea XKOR, \_C:Korea, Democratic People's Republic PRK, \_C:Korea, Republic KOR, \_C:Netherlands NLD, \_C:Poland POL, \_C:Singapore SGP, \_C:Switzerland CHE, \_C:Thailand THA, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1, learning habit, occupational aspiration, school closure, secondary school, socioeconomic, sustainable education}, pages = {4195}, } @article{basnet_earthquake_2020, title = {Earthquake and {Its} {Impacts} on {Education}: {Aftermath} {Nepal} {Quake} 2015}, volume = {3}, issn = {2517-6323}, shorttitle = {Earthquake and {Its} {Impacts} on {Education}}, url = {https://eric.ed.gov/?q=%22teacher+development%22+with+%22natural+disaster%22&id=EJ1272439}, doi = {10.31757/euer.332}, abstract = {Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and English.}, language = {en}, number = {3}, urldate = {2021-02-12}, journal = {European Educational Researcher}, author = {Basnet, Bal Krishna}, year = {2020}, note = {Publisher: The European Educational Researcher KerkoCite.ItemAlsoKnownAs: 10.31757/euer.332 2129771:Y49STNFM}, keywords = {Administrator Attitudes, Content Analysis, Counseling Services, Emergency Programs, Faculty Development, Foreign Countries, Futures (of Society), Grade 10, Grade 9, Multilingualism, Natural Disasters, Nongovernmental Organizations, Prevention, Program Descriptions, Resilience (Psychology), Risk, Safety, Secondary School Curriculum, Simulation, Student Attitudes, Teacher Attitudes, Textbooks, Trauma, \_C:Bangladesh BGD, \_C:Cambodia KHM, \_C:Chile CHL, \_C:China CHN, \_C:Egypt EGY, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Japan JPN, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Nepal NPL, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Philippines PHL, \_C:Sri Lanka LKA, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {101--118}, } @inproceedings{bengoetxea_laguntest_2020, title = {{LagunTest}: {A} {NLP} {Based} {Application} to {Enhance} {Reading} {Comprehension}}, shorttitle = {{LagunTest}}, booktitle = {Proceedings of the 1st {Workshop} on {Tools} and {Resources} to {Empower} {People} with {REAding} {DIfficulties} ({READI})}, author = {Bengoetxea, Kepa and Gonzalez-Dios, Itziar and Aguirregoitia, Amaia}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:USC7Z59C}, keywords = {\_C:Belgium BEL, \_C:Catalan Republic XCATA, \_C:France FRA, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {63--69}, } @article{bengtsson_teacher_2020, title = {Teacher {Management} in {Refugee} {Settings}: {Ethiopia}.}, journal = {Education Development Trust}, author = {Bengtsson, Stephanie and Fitzpatrick, Rachael and Hinz, Katja and MacEwen, Leonora and Naylor, Ruth and Riggall, Anna and West, Helen}, year = {2020}, note = {ISBN: 1912610035 Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:KJE7FC2F}, keywords = {\_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Chad TCD, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Cuba CUB, \_C:Djibouti DJI, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:France FRA, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea, Republic KOR, \_C:Lebanon LBN, \_C:Norway NOR, \_C:Rwanda RWA, \_C:Somalia SOM, \_C:South Sudan SSD, \_C:Sudan SDN, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Yemen YEM, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @phdthesis{budhwani_school_2020, address = {United States -- Colorado}, type = {Ph.{D}.}, title = {School {Facet} {Through} {Surrounding} {Factors}: {A} {Geospatial} {Analysis} of {Community} {Social} {Capital} {Impacting} {Elementary} {Schools}}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, shorttitle = {School {Facet} {Through} {Surrounding} {Factors}}, url = {https://search.proquest.com/docview/2454186222/abstract/C39A9C5A11D34179PQ/1}, abstract = {School performance rating is an important factor which not only provides a quick snapshot of how the students are performing on various measurement indicators but also decides a school’s future course of actions, strategies, resources, and its existence. Despite its significant importance, the school performance framework does not consider where the schools are geographically located and the surrounding factors within which they operate. The researcher of this study presented a landscape of the surrounding factors and its impact on the elementary schools within Denver Public Schools district. In this study, the surrounding factors are geospatially analyzed to determine the extent of spatial variation in the availability and accessibility of community social capital resources to the elementary schools. Using geospatial research methods, the researcher created three service area models for each elementary school to access community social capital resources that are available within its surrounding environment. Spatial concepts, tools, and inferential statistics were used to analyze spatial pattern and the relationship between the forms of community social capital resources and the elementary schools. As a result of this relationship analysis, a new term was conceptualized: School Facet through Surrounding Factors [SF]2.}, language = {English}, urldate = {2021-03-07}, school = {University of Denver}, author = {Budhwani, Sajjid}, year = {2020}, note = {ISBN: 9798678177995}, keywords = {Community resources, Community social captial, Education and GIS, School surrounding, Social capital, Spatial equity, \_C:Canada CAN, \_C:China CHN, \_C:Finland FIN, \_C:France FRA, \_C:India IND, \_C:Israel ISR, \_C:Jordan JOR, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:Philippines PHL, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{cary_learning_2020, title = {Learning {Gains} {From} the {KinderTEK}® {iPad} {Math} {Program}: {Does} {Timing} of a {Preventative} {Intervention} {Matter}?}, shorttitle = {Learning {Gains} {From} the {KinderTEK}® {iPad} {Math} {Program}}, doi = {10.1177/0162643420928336}, journal = {Journal of Special Education Technology}, author = {Cary, Mari Strand and Kennedy, Patrick C. and Shanley, Lina and Clarke, Ben}, year = {2020}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0162643420928336 2129771:ULAQGLAI}, keywords = {\_C:Jordan JOR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {0162643420928336}, } @phdthesis{chamout_improving_2020, type = {{PhD} {Thesis}}, title = {Improving {Motivation} in {Arabic} {Language} {Arts} {Classrooms} {Through} {Technology} {Integration}}, school = {Walden University}, author = {Chamout, Rima}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WRYY9UFL}, keywords = {\_C:Algeria DZA, \_C:China CHN, \_C:Croatia HRV, \_C:France FRA, \_C:Indonesia IDN, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kurdistan XKRDN, \_C:Lebanon LBN, \_C:Malaysia MYS, \_C:Nigeria NGA, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Saudi Arabia SAU, \_C:Spain ESP, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:Turkey TUR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{combe_design_2020, title = {The {Design} of {Teacher} {Assignment}: {Theory} and {Evidence}.}, url = {https://www.dropbox.com/s/92xsi3rg1jx1pzc/CTT.pdf?dl=0}, abstract = {To assign teachers to schools, a modified version of the well-known deferred acceptance mechanism has been proposed in the literature and is used in practice. We show that this mechanism fails to be fair and efficient for both teachers and schools. We identify a class of strategyproof mechanisms that cannot be improved upon in terms of both efficiency and fairness. Using a rich dataset on teachers’ applications in France, we estimate teachers preferences and perform a counterfactual analysis. The results show that these mechanisms perform much better than the modified version of deferred acceptance. For instance, the number of teachers moving from their positions more than triples under our mechanism.}, language = {en}, author = {Combe, Julien and Tercieux, Olivier and Terrier, Camille}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NBGHXE2S}, keywords = {Lebanon\_event\_2021, \_C:Czech Republic CZE, \_C:France FRA, \_C:Germany DEU, \_C:Ireland IRL, \_C:Italy ITA, \_C:Mexico MEX, \_C:Peru PER, \_C:Portugal PRT, \_C:Spain ESP, \_C:Turkey TUR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {88}, } @inproceedings{da_silva_support_2020, title = {Support for teachers in challenging situations as a factor of change: reflections from a continuing professional development programme in {Guinea}-{Bissau}}, volume = {6}, shorttitle = {Support for teachers in challenging situations as a factor of change}, doi = {10.32865/fire202062181}, booktitle = {{FIRE}: {Forum} for {International} {Research} in {Education}}, author = {da Silva, Rui and Oliveira, Joana}, year = {2020}, note = {Issue: 2 KerkoCite.ItemAlsoKnownAs: 10.32865/fire202062181 2129771:Y7BYB9WA}, keywords = {\_C:Angola AGO, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Guinea-Bissau GNB, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Portugal PRT, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @article{deguzman_evaluation_2020, title = {Evaluation of {Rural} {Public} {Libraries} to {Address} {Telemedicine} {Inequities}}, journal = {medRxiv}, author = {DeGuzman, Pamela B. and Siegfried, Zack C. and Leimkuhler, Megan E.}, year = {2020}, note = {Publisher: Cold Spring Harbor Laboratory Press KerkoCite.ItemAlsoKnownAs: 2129771:TUSSACP3}, keywords = {\_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @phdthesis{harrison_evidence-based_2020, type = {{PhD} {Thesis}}, title = {Evidence-based {Education}: {The} development of a model to use protocols and small-scale aggregated trials to create a prospective cumulative meta-analysis as an evidence base for interventions.}, shorttitle = {Evidence-based {Education}}, school = {Durham University}, author = {Harrison, Wayne}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HFF7IVU9}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:China CHN, \_C:Denmark DNK, \_C:France FRA, \_C:India IND, \_C:New Zealand NZL, \_C:Norway NOR, \_C:Sri Lanka LKA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{hemminki_ipadien_2020, title = {{IPadien} opetuskäytön yhteys kolmannen luokan oppilaiden motivaatioon ja itseohjautuvuuteen käsityön opetuskokeilussa}, author = {Hemminki, Anni and Lummelahti, Miina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6U4HDHRN}, keywords = {\_C:Finland FIN, \_C:Malaysia MYS, \_C:Oman OMN, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{ishmael_attitude_2020, title = {Attitude towards {One}-to-{One} {Technology} among {Student} {Academic} {Achievement} in {Ninth} {Grade} {STEM} {Classes}}, author = {Ishmael, Brenda Patterson}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NU2YQGJU}, keywords = {\_C:Austria AUT, \_C:Greece GRC, \_C:India IND, \_C:Korea, Republic KOR, \_C:Netherlands NLD, \_C:Peru PER, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{kayal_moocs_2020, title = {{MOOCs} for {Professional} {Development} of {Teachers} through {E}-{Learning} {System}: {The} {Indian} {Scenario}}, volume = {57}, shorttitle = {{MOOCs} for {Professional} {Development} of {Teachers} through {E}-{Learning} {System}}, doi = {10.17821/srels/2020/v57i2/151966}, number = {2}, journal = {SRELS Journal of Information Management}, author = {Kayal, Soumen and Kayal, Baisakhi Das}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17821/srels/2020/v57i2/151966 2129771:3DTBRMRT}, keywords = {\_C:France FRA, \_C:India IND, \_C:Kenya KEN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {107--112}, } @techreport{khalayleh_edtech_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Country} {Scan}}, title = {{EdTech} in {Jordan}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {{EdTech} in {Jordan}}, url = {https://docs.edtechhub.org/lib/NB8YWJYP}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, institution = {EdTech Hub}, author = {Khalayleh, A. and Taddese, A.}, year = {2020}, doi = {10.5281/zenodo.3911128}, note = {EdTechHub.Source: 2405685:XCMYPX8N KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3911128 10.5281/zenodo.3911128 2129771:2T8DG8CP 2129771:8L3DWY74 2339240:DN2PWAGF 2405685:NB8YWJYP 2405685:XCMYPX8N 2339240:C6U7EP9U}, keywords = {C:Jordan, \_C:Jordan JOR, \_C:Nepal NPL, \_C:State of Palestine PSE, \_C:Syrian Arab Republic SYR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{kihwele_affordances_2020, title = {Affordances and {Constraints} of {Implementing} {Lesson} {Study} for {Teachers}’ {Professional} {Development}: {A} {Review}}, volume = {9}, shorttitle = {Affordances and {Constraints} of {Implementing} {Lesson} {Study} for {Teachers}’ {Professional} {Development}}, doi = {10.21083/ajote.v9i0.5731}, journal = {African Journal of Teacher Education}, author = {KIHWELE, JIMMY}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.21083/ajote.v9i0.5731 2129771:ZX8WS6TF}, 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}, pages = {49--69}, } @phdthesis{letsie_influence_2020, type = {{PhD} {Thesis}}, title = {The influence of generational differences on the integration of educational technology in higher learning institutions}, school = {University of Pretoria}, author = {Letsie, Likeleli}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4UJF7HR4}, 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}, } @article{lund_continuous_2020, title = {Continuous {Teacher} {Learning} {Circles} in {Learner}-{Centered} {Pedagogy}: {A} {Case} {Study} in the {Democratic} {Republic} of the {Congo}}, shorttitle = {Continuous {Teacher} {Learning} {Circles} in {Learner}-{Centered} {Pedagogy}}, url = {https://search.proquest.com/openview/a953e7f330384e6531912f3dc927f71d/1?pq-origsite=gscholar&cbl=18750&diss=y}, abstract = {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.}, language = {en}, urldate = {2021-02-11}, author = {Lund, Jennifer Anne}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HKKSKFMH}, 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}, } @techreport{mackintosh_education_2020, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Management} in {Sierra} {Leone}}, language = {en}, institution = {Education Commission}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2U4XHCEW 2129771:4JVXKYSH 2129771:8GWCPEXT 2129771:C4BFMJUQ 2339240:28FQ3DS8 2405685:QEWLRFDX 2601447:YEE5ED32}, 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}, pages = {32}, } @techreport{mackintosh_education_2020, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Recruitment} and {Matching} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf}, language = {en}, urldate = {2021-01-30}, institution = {Education Commission}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CW55SAM3 2129771:SLC5ADTU 2339240:8YVNU64V 2405685:KZBP674C}, 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}, pages = {32}, } @techreport{mackintosh_education_2020, address = {New York, NY}, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Supply} and {Needs} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf}, language = {en}, number = {3}, institution = {Education Workforce Initiative}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:23HCCGWI 2129771:6QUWDNYH 2129771:8MNC2N4I 2129771:NVEG4QQ7 2129771:X4L45EA5 2339240:2KB28MDX 2405685:52ZGRDGR 2405685:8MIWRFD2 2486141:SXAGH5JI 2601447:ZQXDP3AD 4556019:J9ZYVZC6}, 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}, pages = {41}, } @phdthesis{mccarthy_digital_2020, type = {{PhD} {Thesis}}, title = {Digital transformation in education: {A} mixed methods study of teachers and systems}, shorttitle = {Digital transformation in education}, school = {Murdoch University}, author = {McCarthy, Aidan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YRGITEBS}, keywords = {\_C:Australia AUS, \_C:Finland FIN, \_C:Malaysia MYS, \_C:Myanmar MMR, \_C:New Zealand NZL, \_C:Singapore SGP, \_C:Spain ESP, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{mehri_ghahfarokhi_effect_2020, title = {The {Effect} of {Technology}-mediated {Reading} {Comprehension} {Tasks} on {Autonomy} and {Metacognitive} {Strategy} {Use} by {Iranian} {EFL} {Intermediate} {Learners}}, volume = {7}, number = {3}, journal = {Journal of Modern Research in English Language Studies}, author = {Mehri Ghahfarokhi, Marzieh and Tavakoli, Mansoor}, year = {2020}, note = {Publisher: Imam Khomeini International University KerkoCite.ItemAlsoKnownAs: 2129771:M2ANPNEQ}, keywords = {\_C:Canada CAN, \_C:China CHN, \_C:Iran IRN, \_C:Turkey TUR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {45--69}, } @phdthesis{prendergast_lived_2020, type = {{PhD} {Thesis}}, title = {The lived experience of undergraduate students using tablet devices}, school = {Durham University}, author = {Prendergast, Trevor}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LW9KBBSE}, keywords = {\_C:Canada CAN, \_C:Czech Republic CZE, \_C:France FRA, \_C:Germany DEU, \_C:Greece GRC, \_C:Ireland IRL, \_C:Malaysia MYS, \_C:Slovakia SVK, \_C:Spain ESP, \_C:Trinidad and Tobago TTO, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{samsonova_educational_2020, title = {Educational technology in {Abu} {Dhabi} public schools: teaching with interactive whiteboards ({IWBs})}, shorttitle = {Educational technology in {Abu} {Dhabi} public schools}, author = {Samsonova, Olga}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:69SFGJ7H}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Cyprus CYP, \_C:Jordan JOR, \_C:Sweden SWE, \_C:Turkey TUR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{scalf_exploring_2020, title = {Exploring {How} {Preschoolers} {Use} {IPads} to {Develop} {Phonemic} {Awareness}: {A} {Case} {Study}}, shorttitle = {Exploring {How} {Preschoolers} {Use} {IPads} to {Develop} {Phonemic} {Awareness}}, author = {Scalf, Patricia Pounds}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7JRLN7CC}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Croatia HRV, \_C:Germany DEU, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Norway NOR, \_C:Sweden SWE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @phdthesis{wafelaar_multilevel_2020, type = {B.{S}. thesis}, title = {A multilevel study into the effect of tablet use in {Dutch} primary schools on reading achievements}, author = {Wafelaar, F. D.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FH24K3TC}, keywords = {\_C:Australia AUS, \_C:Finland FIN, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Norway NOR, \_C:Russian Federation RUS, \_C:Switzerland CHE, \_C:Thailand THA, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{walker_inclusion_2020, type = {{PhD} {Thesis}}, title = {Inclusion in {Practice}: {An} explanatory study of how patterns of classroom discourse shape processes of educational inclusion in {Tanzanian} secondary school classrooms}, shorttitle = {Inclusion in {Practice}}, school = {University of Cambridge}, author = {Walker, Lisa Beth}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MK7VDX9J 2129771:PHE2UR36}, keywords = {\_C:Albania ALB, \_C:Australia AUS, \_C:Austria AUT, \_C:Botswana BWA, \_C:Brunei Darussalam BRN, \_C:Germany DEU, \_C:India IND, \_C:Israel ISR, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Malaysia MYS, \_C:Malta MLT, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Netherlands NLD, \_C:Peru PER, \_C:Russian Federation RUS, \_C:Seychelles SYC, \_C:South Africa ZAF, \_C:Syrian Arab Republic SYR, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{zubairi_district_2020, title = {A district level study on the deployment, allocation and utilisation of teachers between and within {Malawi}’s primary schools: an accountability and political settlements approach}, url = {https://www.repository.cam.ac.uk/bitstream/handle/1810/316497/Asma%20Zubairi_Thesis_January%202021_Confidential_Size.pdf?sequence=5&isAllowed=y}, urldate = {2021-02-12}, school = {University of Cambridge}, author = {Zubairi, Asma}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CSX7CQWJ}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Cambodia KHM, \_C:Chile CHL, \_C:China CHN, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Peru PER, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @article{__2020, title = {指尖上的学习: 触屏学习的作用}, shorttitle = {指尖上的学习}, number = {1}, journal = {心理科学}, author = {{谢和平} and {周宗奎} and {黄勖喆} and {朱晓伟} and {范翠英}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:84EXI53B}, keywords = {\_C:Greece GRC, \_C:New Zealand NZL, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {60--67}, } @article{tieken_rethinking_2019, title = {Rethinking the {School} {Closure} {Research}: {School} {Closure} as {Spatial} {Injustice}}, volume = {89}, issn = {0034-6543}, shorttitle = {Rethinking the {School} {Closure} {Research}}, url = {https://doi.org/10.3102/0034654319877151}, doi = {10.3102/0034654319877151}, abstract = {Recent mass closings of schools have rocked cities across the United States. Though these urban closures—and widespread community protests—have made headlines, rural schools have also long experienced and opposed the closure of their schools. A large body of research examines these urban and rural closures from a variety of perspectives, including their economic motivations and policy implications. This review reexamines this literature, looking across context to show how school closure can produce spatial injustice. Advocates argue that closures further academic opportunity, efficiency, and equality. But our analysis shows that closures are unevenly distributed, disproportionately affecting places where poor communities and communities of color live, and they can bring negative effects, harming students and adults and reducing their access to an important educational and community institution. We conclude with recommendations for research and practice.}, language = {en}, number = {6}, urldate = {2021-03-07}, journal = {Review of Educational Research}, author = {Tieken, Mara Casey and Auldridge-Reveles, Trevor Ray}, month = dec, year = {2019}, note = {Publisher: American Educational Research Association}, keywords = {Lebanon\_event\_2021, \_C:Georgia GEO, \_C:Germany DEU, \_C:Mexico MEX, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, rural, school closure, spatial injustice, urban}, pages = {917--953}, } @book{bradley_mobile_2019, title = {Mobile {Literacy} among {Syrian} {Refugee} {Women} {Teachers}}, url = {https://eric.ed.gov/?q=teacher+learning+circles+refugee&id=ED600884}, abstract = {This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]}, language = {en}, urldate = {2021-02-11}, publisher = {Research-publishing}, author = {Bradley, Linda and Bahous, Rima and Albasa, Ali}, month = dec, year = {2019}, note = {Publication Title: Research-publishing.net KerkoCite.ItemAlsoKnownAs: 2129771:NU7RBXMI}, keywords = {Career Development, Cross Cultural Studies, Faculty Development, Females, Foreign Countries, Handheld Devices, Informal Education, Information Technology, Land Settlement, Literacy, Occupational Aspiration, Refugees, Second Language Instruction, Second Language Learning, Teacher Attitudes, Telecommunications, Videoconferencing, \_C:Australia AUS, \_C:Dominica DMA, \_C:France FRA, \_C:Jordan JOR, \_C:Lebanon LBN, \_C:Sweden SWE, \_C:Syrian Arab Republic SYR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{plessis_teachers_2019, title = {Teachers for rural schools – a challenge for {South} {Africa}}, volume = {39}, copyright = {Copyright (c)}, issn = {2076-3433}, url = {https://www.ajol.info/index.php/saje/article/view/190868}, doi = {10.4314/saje.v39i4.}, abstract = {Poverty is rife in many African countries and this has serious implications for the provision of quality education. Rural schools face severe challenges that are unique to their environment. A lack of parental interest in children’s education, insufficient funding from the state, a lack of resources, underqualified teachers, and multi-grade teaching are some of the barriers to effective education. These challenges can be attributed to numerous sources, from within school structures and from the external environment, including local communities and education authorities. After 25 years of democracy, educational standards and learner performance in rural schooling has shown little improvement. This study illustrates the complexity and inter-connectedness of the problems faced by teachers in South African rural schools. Using qualitative research within the interpretivist paradigm, this article explores the perceptions and experiences of teachers in rural schools located in White River in the Mpumalanga province. This grounded-theory research focuses on effective teaching and learning. The findings reveal that most rural schools do not have water, sanitation, or electricity, and classrooms are in a terrible state. These issues have serious implications for effective teaching and learning.Keywords: deployment; education level; education quality; recruitment; rural schools}, language = {en}, urldate = {2021-03-07}, journal = {South African Journal of Education}, author = {Plessis, Pierre du and Mestry, Raj}, month = nov, year = {2019}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:France FRA, \_C:Ghana GHA, \_C:Malaysia MYS, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, deployment, education level, education quality, recruitment, rural schools, ⚠️ Invalid DOI}, } @article{yin_relationships_2019, title = {The relationships between teachers’ emotional labor and their burnout and satisfaction: {A} meta-analytic review}, volume = {28}, issn = {1747-938X}, shorttitle = {The relationships between teachers’ emotional labor and their burnout and satisfaction}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X18302458}, doi = {10.1016/j.edurev.2019.100283}, abstract = {Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development.}, language = {en}, urldate = {2021-03-07}, journal = {Educational Research Review}, author = {Yin, Hongbiao and Huang, Shenghua and Chen, Gaowei}, month = nov, year = {2019}, keywords = {Burnout, Emotional labor, Lebanon\_event\_2021, Meta-analysis, Satisfaction, Teacher, \_C:Australia AUS, \_C:Belgium BEL, \_C:Canada CAN, \_C:China CHN, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:Germany DEU, \_C:Greece GRC, \_C:Iran IRN, \_C:Italy ITA, \_C:Korea, Republic KOR, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:Oman OMN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {100283}, } @article{adam_digital_2019, title = {Digital neocolonialism and massive open online courses ({MOOCs}): colonial pasts and neoliberal futures}, volume = {44}, issn = {1743-9884}, shorttitle = {Digital neocolonialism and massive open online courses ({MOOCs})}, url = {https://doi.org/10.1080/17439884.2019.1640740}, doi = {10.1080/17439884.2019.1640740}, abstract = {Through evaluating dominant MOOC platforms created by Western universities, I argue that MOOCs on such platforms tend to embed Western-centric epistemologies and propagate this without questioning their global relevance. Consequently, such MOOCs can be detrimental when educating diverse and complex participants as they erode local and indigenous knowledge systems. Arguing that the digital divide is an exacerbation of historical inequalities, I draw parallels between colonial education, specifically across Sub-Saharan Africa, and ‘digital neocolonialism’ through Western MOOC platforms. I analyse similarities in ideology, assumptions, and methods of control. Highlighting evolving forms of coloniality, I include contemporary problems created by neoliberal techno-capitalist agendas, such as the commodification of education. Balance is needed between the opportunities offered through MOOCs and the harms they cause through overshadowing marginalised knowledges and framing disruptive technologies as the saviour. While recommending solutions for inclusion of marginalised voices, further problems such as adverse incorporation are raised.}, number = {3}, urldate = {2019-09-28}, journal = {Learning, Media and Technology}, author = {Adam, Taskeen}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1640740 2129771:GICLIPT3 4804264:5D2NHMP4}, keywords = {Author:OpenDevEd, Decolonising education, \_C:Canada CAN, \_C:China CHN, \_C:Cuba CUB, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Italy ITA, \_C:Jordan JOR, \_C:Korea, Democratic People's Republic PRK, \_C:Mexico MEX, \_C:Nigeria NGA, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sudan SDN, \_C:Syrian Arab Republic SYR, \_C:Thailand THA, \_C:Tonga TON, \_C:Turkey TUR, \_\_C:filed:1, \_\_C:scheme:1, decolonising technology, digital neocolonialism, epistemic injustice, neoliberal education}, pages = {365--380}, } @article{mann_role_2019, title = {The {Role} of {Place}, {Geography}, and {Geographic} {Information} {Systems} in {Educational} {Research}}, volume = {5}, issn = {2332-8584}, url = {https://doi.org/10.1177/2332858419869340}, doi = {10.1177/2332858419869340}, abstract = {Despite the strong relationship between geography and education policy, educational research tends to draw from other fields of inquiry such as economics, political science, and history. This special topics collection centers the usefulness of geography and place in educational policy research. The introduction explains the rationale for the collection and discusses the themes and articles in the collection. We conclude with a call for researchers, policy makers, and colleges of education to enhance their capacity in incorporating geographic thinking into educational policy research.}, language = {en}, number = {3}, urldate = {2021-03-07}, journal = {AERA Open}, author = {Mann, Bryan and Saultz, Andrew}, month = jul, year = {2019}, note = {Publisher: SAGE Publications Inc}, keywords = {Lebanon\_event\_2021, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, geographic information systems, geography}, pages = {2332858419869340}, } @article{asim_moving_2019, title = {Moving teachers to {Malawi}’s remote communities: {A} data-driven approach to teacher deployment}, volume = {65}, issn = {0738-0593}, shorttitle = {Moving teachers to {Malawi}’s remote communities}, url = {https://www.sciencedirect.com/science/article/pii/S0738059318300555}, doi = {10.1016/j.ijedudev.2018.12.002}, abstract = {There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.}, language = {en}, urldate = {2021-03-07}, journal = {International Journal of Educational Development}, author = {Asim, Salman and Chimombo, Joseph and Chugunov, Dmitry and Gera, Ravinder}, month = mar, year = {2019}, keywords = {Data-driven model, Deployments, Lebanon\_event\_2021, Malawi, Political economy, Schools, Teachers, \_C:Brazil BRA, \_C:Gambia GMB, \_C:India IND, \_C:Indonesia IDN, \_C:Italy ITA, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Norway NOR, \_C:Philippines PHL, \_C:Singapore SGP, \_\_C:filed:1, \_\_C:scheme:1}, pages = {26--43}, } @techreport{hasler_keyword_2019, address = {Cambridge and London, UK}, type = {{EdTech} {Hub} research instruments}, title = {Keyword inventory}, copyright = {Creative Commons Attribution 4.0 International}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoé and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = jan, year = {2019}, doi = {10.5281/zenodo.3523935}, note = {EdTechHub.Source: 2405685:LSEETV6K KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523935 2129771:NB3WMPDJ 2339240:B5AIHWDZ 2405685:LSEETV6K}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Abkhazia XABKH, \_C:Afghanistan AFG, \_C:Albania ALB, \_C:Algeria DZA, \_C:Andorra AND, \_C:Angola AGO, \_C:Antigua and Barbuda ATG, \_C:Argentina ARG, \_C:Armenia ARM, \_C:Artsakh XARTH, \_C:Australia AUS, \_C:Austria AUT, \_C:Azerbaijan AZE, \_C:Bahamas BHS, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belarus BLR, \_C:Belgium BEL, \_C:Belize BLZ, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Brunei Darussalam BRN, \_C:Bulgaria BGR, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Catalan Republic XCATA, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Congo, Republic COG, \_C:Costa Rica CRI, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Equatorial Guinea GNQ, \_C:Eritrea ERI, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Federated States of Micronesia FSM, \_C:Fiji FJI, \_C:Finland FIN, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Grenada GRD, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:Guyana GUY, \_C:Haiti HTI, \_C:Holy See VAT, \_C:Honduras HND, \_C:Hungary HUN, \_C:Iceland ISL, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Korea, Democratic People's Republic PRK, \_C:Korea, Republic KOR, \_C:Kosovo XKSVO, \_C:Kurdistan XKRDN, \_C:Kuwait KWT, \_C:Kyrgyzstan KGZ, \_C:Laos LAO, \_C:Latvia LVA, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Liechtenstein LIE, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Malta MLT, \_C:Marshall Islands MHL, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Monaco MCO, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nauru NRU, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:North Cyprus XNCYP, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Palau PLW, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Pridnestrovian Moldovan Republic XPRMR, \_C:Puntland XPTLD, \_C:Qatar QAT, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Sahrawi Arab Democratic Republic XSADR, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:San Marino SMR, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Serbia SRB, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:Solomon Islands SLB, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:South Ossetia XOSSA, \_C:South Sudan SSD, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Suriname SUR, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tibet XTIBT, \_C:Timor-L'este TLS, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:Tuvalu TUV, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Uzbekistan UZB, \_C:Vanuatu VUT, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:p}, } @phdthesis{correa_incompatibilidade_2019, address = {São Paulo}, type = {Mestrado em {Administração}}, title = {A incompatibilidade entre os atributos dos recursos educacionais abertos e as preferências dos usuários como barreira à difusão de inovação}, url = {http://www.teses.usp.br/teses/disponiveis/12/12139/tde-20122018-174850/}, language = {pt}, urldate = {2020-08-12}, school = {Universidade de São Paulo}, author = {Correa, Juliana Nelia do Nascimento}, month = jan, year = {2019}, doi = {10.11606/D.12.2019.tde-20122018-174850}, note = {KerkoCite.ItemAlsoKnownAs: 10.11606/D.12.2019.tde-20122018-174850 2129771:67HFPAHX 2129771:ESYSVDIA 2129771:FISSENID 2129771:JDI67S4E 2129771:Z6EDAH7Q}, keywords = {\_C:Australia AUS, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Germany DEU, \_C:Iceland ISL, \_C:India IND, \_C:Ireland IRL, \_C:Korea XKOR, \_C:Luxembourg LUX, \_C:Mauritius MUS, \_C:Montenegro MNE, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Peru PER, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Venezuela VEN, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @article{francis_teacher_2019, title = {Teacher ‘quality’ and attainment grouping: {The} role of within-school teacher deployment in social and educational inequality}, volume = {77}, issn = {0742-051X}, shorttitle = {Teacher ‘quality’ and attainment grouping}, url = {https://www.sciencedirect.com/science/article/pii/S0742051X18300854}, doi = {10.1016/j.tate.2018.10.001}, abstract = {Prior research suggests that where pupils are 'tracked', better qualified, more experienced teachers tend to be deployed to higher attainment groups, at the expense of pupils in lower tracks. This is especially pertinent from a social justice perspective, given consistent findings in the UK that pupils from socially-disadvantaged backgrounds are over-represented in low attainment groups. This article draws on data from 380 teachers, drawn from 126 secondary schools in England, and interviews with 118 Year 7 students, to examine whether these findings from prior research in the US and elsewhere extend to the case of England in the present day. Findings show some evidence of these inequitable tendencies: those teachers highly qualified in their taught subject were less likely to be allocated to low sets. We also examine whether an intervention designed to encourage more equitable distribution had any impact on practice, and find tentative evidence that deployment in intervention schools had been impacted in relation to teacher subject qualifications. Pupils believed that teachers of higher sets had higher expectations and standards of behaviour, whereas those for low sets were seen to be unhelpfully indulgent, indicating a need for research attention to pedagogy and tracking. Findings are analysed from a social justice perspective, with interest in the consequences of inequitable distribution of teachers for the reproduction of social inequality.}, language = {en}, urldate = {2021-03-07}, journal = {Teaching and Teacher Education}, author = {Francis, Becky and Hodgen, Jeremy and Craig, Nicole and Taylor, Becky and Archer, Louise and Mazenod, Anna and Tereshchenko, Antonina and Connolly, Paul}, month = jan, year = {2019}, keywords = {\_C:Ireland IRL, \_C:Pakistan PAK, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {183--192}, } @article{acheampong_teacher_2019, title = {Teacher {Retention}: {A} {Review} of {Policies} for {Motivating} {Rural} {Basic} {School} {Teachers} in {Ghana}}, volume = {5}, issn = {2519-5387}, shorttitle = {Teacher {Retention}}, url = {https://eric.ed.gov/?id=EJ1203657}, doi = {10.20448/journal.522.2019.51.86.92}, abstract = {The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate installation of lighting facility, potable drinking water, and transport facilities such as a vehicle, motorbike and bicycle to ease the living constraints of teachers who serve in underprivileged learning communities. Again, professional development programs were found relevant to encourage and promote teachers working in remote areas. Results of the study shown that rural basic school teachers do not see why they should receive equivalent conditions of service as their peers who teach in urban schools. It is therefore recommended that, about one-third of teachers? salary should be apportioned as additional incentive to motivate teachers who serve in rural basic schools. Again, special student-trainees recruitment strategies should be adopted to recruit potential teachers from underprivileged communities to receive training and serve their people. This can effectively be implemented when the District Sponsorship Scheme Project is restored to enhance better deployment of teachers in underserved schools.}, language = {en}, number = {1}, urldate = {2021-03-07}, journal = {Asian Journal of Education and Training}, author = {Acheampong, Phinihas and Gyasi, Juliana Fosua}, year = {2019}, note = {Publisher: Asian Online Journal Publishing Group}, keywords = {Administrator Attitudes, Disadvantaged, Educational Facilities, Faculty Development, Faculty Mobility, Foreign Countries, Housing, Incentives, Rural Schools, School Districts, Student Recruitment, Teacher Education, Teacher Motivation, Teacher Persistence, Teacher Salaries, Transportation, Water Quality, \_C:Botswana BWA, \_C:Canada CAN, \_C:China CHN, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {86--92}, } @article{alhumaid_four_2019, title = {Four {Ways} {Technology} {Has} {Negatively} {Changed} {Education}}, volume = {9}, number = {4}, journal = {Journal of Educational and Social Research}, author = {Alhumaid, Khadija}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BDVMUL5N}, keywords = {\_C:Bulgaria BGR, \_C:Canada CAN, \_C:China CHN, \_C:Egypt EGY, \_C:Iran IRN, \_C:Poland POL, \_C:Romania ROU, \_C:Saudi Arabia SAU, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ❓ Multiple DOI}, pages = {10}, } @article{alonso-martinez_taking_2019, title = {Taking {Advantage} of {Students}’ {Passion} for {Apps} in {Sustainability} and {CSR} {Teaching}}, volume = {11}, doi = {10.3390/su11030779}, number = {3}, journal = {Sustainability}, author = {Alonso-Martínez, Daniel and Jiménez-Parra, Beatriz and González-Álvarez, Nuria and Godos-Díez, José-Luis and Cabeza-García, Laura}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su11030779 10/gf62gp 2129771:I22RXHJK 2129771:SIRIY4P4}, keywords = {\_C:Brazil BRA, \_C:Israel ISR, \_C:Japan JPN, \_C:Netherlands NLD, \_C:Spain ESP, \_C:Switzerland CHE, \_\_C:filed:1, \_\_C:scheme:1}, pages = {779}, } @article{amadieu_acceptabilite_2019, title = {Acceptabilité des technologies d'apprentissage mobile: le cas des tablettes}, shorttitle = {Acceptabilité des technologies d'apprentissage mobile}, author = {Amadieu, Franck and Mulet, Julie and Van der Linden, Jan and Lombard, Jordan and Van De Leemput, Cécile}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SK384VSY}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Cyprus CYP, \_C:France FRA, \_C:Jordan JOR, \_C:Malaysia MYS, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{bagui_understanding_2019, title = {Understanding {Sub}-{Saharan} {African} {Learners} {Informal} {Learning} {Using} {Mobile} {Devices}: {A} {Case} of {Tanzania}}, volume = {11}, shorttitle = {Understanding {Sub}-{Saharan} {African} {Learners} {Informal} {Learning} {Using} {Mobile} {Devices}}, number = {2}, journal = {The African Journal of Information Systems}, author = {Bagui, Laban and Mwapwele, Samwel Dick}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BSNGFZWN 2129771:G9MGFU35}, keywords = {HDR25, \_C:Australia AUS, \_C:Botswana BWA, \_C:Cameroon CMR, \_C:Dominican Republic DOM, \_C:Eritrea ERI, \_C:Gambia GMB, \_C:Malaysia MYS, \_C:New Zealand NZL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Togo TGO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {1}, } @article{biazus_uso_2019, title = {Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares: revisão sistemática}, volume = {32}, shorttitle = {Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares}, doi = {10.5902/1984686X33317}, journal = {Revista Educação Especial}, author = {Biazus, Graziela Ferreira and Rieder, Carlos Roberto Mello}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.5902/1984686X33317 2129771:BFN8WIS7}, keywords = {\_C:Austria AUT, \_C:South Africa ZAF, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {69--1}, } @inproceedings{bogusevschi_water_2019, title = {Water {Cycle} in {Nature}-{An} {Innovative} {Virtual} {Reality} and {Virtual} {Lab}: {Improving} {Learning} {Experience} of {Primary} {School} {Students}.}, shorttitle = {Water {Cycle} in {Nature}-{An} {Innovative} {Virtual} {Reality} and {Virtual} {Lab}}, booktitle = {{CSEDU} (1)}, author = {Bogusevschi, Diana and Muntean, Gabriel-Miro}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CU5YIY4Q}, keywords = {\_C:Dominican Republic DOM, \_C:Greece GRC, \_C:Ireland IRL, \_C:Netherlands NLD, \_C:Portugal PRT, \_C:Romania ROU, \_C:Slovakia SVK, \_C:Spain ESP, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {304--309}, } @mastersthesis{boughey_developing_2019, address = {United States -- California}, title = {Developing a {Rubric} to {Assess} 3rd-5th {Grade} {Student} {Understanding} of {Science} {Concepts} via {Screencast} {Models}}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, url = {https://search.proquest.com/docview/2269356320/abstract/8066445A03524543PQ/1}, abstract = {The purpose of this project was to develop a rubric to assess third through fifth grade students’ scientific understanding through NGSS modeling created via screencasts. Scientific modeling can better capture student understanding through screencasts because it shows student thinking through drawing, labeling, writing, and explaining verbally in recordings. It is easier for young children and English leaners to express their thinking by talking than by writing. This project utilized research on science rubric creation, and NGSS modeling to help develop a rubric. Expert reviewer feedback was utilized to revise the rubric into its final version.}, language = {English}, urldate = {2020-08-12}, school = {California State University, Long Beach}, author = {Boughey, Sarah}, year = {2019}, note = {ISBN: 9781085561761 KerkoCite.ItemAlsoKnownAs: 2129771:X82TKH3J}, keywords = {Models, Rubric, Screencast, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{cele_exploring_2019, type = {{PhD} {Thesis}}, title = {Exploring first-year students’ experiences of using {Moodle} in learning an accounting undergraduate module at a {South} {African} {University}}, author = {Cele, Siyabonga Alpheos}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P5CDJ2SU}, keywords = {\_C:Australia AUS, \_C:Georgia GEO, \_C:Greece GRC, \_C:India IND, \_C:Korea XKOR, \_C:Malawi MWI, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Poland POL, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{dube_exploring_2019, type = {{PhD} {Thesis}}, title = {Exploring {Business} {Studies} teachers’ perspectives on teaching {Grade} 12 learners for {Entrepreneurship}.}, author = {Dube, Zinhle Thabisile Angeline}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9R4Z7MW4}, keywords = {\_C:Australia AUS, \_C:Botswana BWA, \_C:China CHN, \_C:Finland FIN, \_C:India IND, \_C:Kenya KEN, \_C:Mozambique MOZ, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Portugal PRT, \_C:Serbia SRB, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{durley_social_2019, title = {Social {Discourse} {Influencing} {Elementary} {Teachers}' {Cognition} and {Metacognition} for {Problem} {Solving} in {Open}-{Ended} {Professional} {Development}.}, volume = {22}, number = {1}, journal = {New Waves-Educational Research and Development Journal}, author = {Durley, Hui-Chen K. and Ge, Xun}, year = {2019}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:FU3RQMRM}, keywords = {\_C:Mexico MEX, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {55--71}, } @article{erbil_sinif_2019, title = {Sınıf Öğretmenlerinin {Eğitimde} {Teknoloji} {Kullanımı}, {Tersine} Çevrilmiş {Sınıf} ve İşbirlikli Öğrenme {Hakkındaki} {Görüşleri} ({Primary} {Teachers}’ {Views} on {Using} {Technology} in {Education}, {Flipped} {Classroom} and {Cooperative} {Learning})}, volume = {18}, doi = {10.17051/ilkonline.2019.527150}, number = {1}, journal = {İlköğretim Online}, author = {Erbil, Deniz Gökçe and Kocabaş, Ayfer}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.17051/ilkonline.2019.527150 10/gf62jm 2129771:5NI8K99P 2129771:8GM28AHV 2129771:CTV6DZ4F 2129771:E8RACHNH 2129771:NAR6ZPPY 2129771:VTFNPSZ5}, keywords = {\_C:Australia AUS, \_C:Hungary HUN, \_C:Spain ESP, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {31--51}, } @book{fraillon_iea_2019, title = {{IEA} international computer and information literacy study 2018 assessment framework}, publisher = {Springer Nature}, author = {Fraillon, Julian and Ainley, John and Schulz, Wolfram and Duckworth, Daniel and Friedman, Tim}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JS6XPGKA}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Chile CHL, \_C:Cuba CUB, \_C:Denmark DNK, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Italy ITA, \_C:Kazakhstan KAZ, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Norway NOR, \_C:Portugal PRT, \_C:Russian Federation RUS, \_C:Spain ESP, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Trinidad and Tobago TTO, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1}, } @article{fraillon_international_2019, title = {International {Computer} and {Information} {Literacy} {Study} 2018: {Assessment} {Framework}}, shorttitle = {International {Computer} and {Information} {Literacy} {Study} 2018}, doi = {10.1007/978-3-030-19389-8}, author = {Fraillon, Julian and Ainley, John and Schulz, Wolfram and Duckworth, Daniel and Friedman, Tim}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-19389-8 10/gf62jk 2129771:SIC7S8P2}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Chile CHL, \_C:Cuba CUB, \_C:Denmark DNK, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Italy ITA, \_C:Kazakhstan KAZ, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Norway NOR, \_C:Portugal PRT, \_C:Russian Federation RUS, \_C:Spain ESP, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Trinidad and Tobago TTO, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1}, } @article{garcia_technology_2019, title = {Technology and {Language} {Learning}: {Assessing} the {Influence} of {Prior} {iPad} {Experience}}, shorttitle = {Technology and {Language} {Learning}}, author = {Garcia, Jazmynn}, year = {2019}, note = {Publisher: The University of Arizona. KerkoCite.ItemAlsoKnownAs: 2129771:YBK96IVF}, keywords = {\_C:Australia AUS, \_C:Denmark DNK, \_C:Korea, Republic KOR, \_C:Poland POL, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{hart_role_2019, title = {The role that access and attitudes toward tablets have on learners’ achievement in a {Johannesburg} school}, volume = {39}, number = {3}, journal = {South African Journal of Education}, author = {Hart, Samantha Anne and Laher, Sumaya}, year = {2019}, note = {Publisher: Education Association of South Africa KerkoCite.ItemAlsoKnownAs: 2129771:T7BCUMAC}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Korea, Republic KOR, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Syrian Arab Republic SYR, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{ifinedo_technology_2019, title = {On {Technology} {Integration}: {Perspective} from {Nigeria}}, shorttitle = {On {Technology} {Integration}}, journal = {JYU dissertations}, author = {Ifinedo, Eloho}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2V2PSB3B}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Egypt EGY, \_C:Estonia EST, \_C:Finland FIN, \_C:France FRA, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Israel ISR, \_C:Italy ITA, \_C:Kenya KEN, \_C:Korea, Republic KOR, \_C:Luxembourg LUX, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Netherlands NLD, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{kim_teacher_2019, title = {Teacher {Experience} of {Integrating} {Tablets} in {One}-to-{One} {Environments}: {Implications} for {Orchestrating} {Learning}}, volume = {9}, shorttitle = {Teacher {Experience} of {Integrating} {Tablets} in {One}-to-{One} {Environments}}, doi = {10.3390/educsci9020087}, number = {2}, journal = {Education Sciences}, author = {Kim, Hye Jeong and Choi, Jiyoung and Lee, Suyoun}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/educsci9020087 10/gf62hh 2129771:8DHWXGFS 2129771:M6FZTK9A}, keywords = {\_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {87}, } @mastersthesis{kleiberg_relevance_2019, title = {The {Relevance} of {Teacher} {Autonomy}-{A} {Qualitative} {Case}-{Study} of {Malawi} {Unlocking} {Talent}: {Learning} {Through} {Technology}}, shorttitle = {The {Relevance} of {Teacher} {Autonomy}-{A} {Qualitative} {Case}-{Study} of {Malawi} {Unlocking} {Talent}}, author = {Kleiberg, Elisabeth Vestvik}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WVEDPC5F}, keywords = {\_C:Botswana BWA, \_C:Ethiopia ETH, \_C:Greece GRC, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Norway NOR, \_C:Portugal PRT, \_C:Senegal SEN, \_C:Singapore SGP, \_C:South Africa ZAF, \_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}, } @incollection{lai_assess_2019, title = {To {Assess} a {Gamified} {5E} {Flipped} {Learning} {Platform}’s {Effectiveness} in {Promoting} {Student} {Learning} and {Achievement} in {Physics}: {A} {Design}-{Based} {Research}}, shorttitle = {To {Assess} a {Gamified} {5E} {Flipped} {Learning} {Platform}’s {Effectiveness} in {Promoting} {Student} {Learning} and {Achievement} in {Physics}}, booktitle = {Shaping the {Future} of {Education}, {Communication} and {Technology}}, publisher = {Springer}, author = {Lai, Kar Hei and Foon, Hew Khe}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G94Y9CKC 2129771:ST2TH3QX}, keywords = {\_C:Canada CAN, \_C:China CHN, \_C:Singapore SGP, \_C:Turkey TUR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {91--106}, } @article{mccarthy_transforming_2019, title = {Transforming mobile learning and digital pedagogies: {An} investigation of a customized professional development program for teachers in a hospital school}, volume = {19}, shorttitle = {Transforming mobile learning and digital pedagogies}, number = {3}, journal = {Contemporary Issues in Technology and Teacher Education}, author = {McCarthy, Aidan and Maor, Dorit and McConney, Andrew}, year = {2019}, note = {Publisher: Society for Information Technology \& Teacher Education KerkoCite.ItemAlsoKnownAs: 2129771:IZF5ZNRB}, keywords = {\_C:Australia AUS, \_C:New Zealand NZL, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {498--528}, } @article{oatis_digital_2019, title = {Digital {Literacy} {Among} {Teachers}: {Identifying} {Digital} {Divide} {Among} {Interactive} {Whiteboard} {Users} in {Public} {High} {Schools}}, shorttitle = {Digital {Literacy} {Among} {Teachers}}, author = {Oatis, Tammy}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RYULW4BI}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Canada CAN, \_C:China CHN, \_C:Georgia GEO, \_C:Greece GRC, \_C:Jordan JOR, \_C:Korea, Republic KOR, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{pitchford_interactive_2019, title = {Interactive apps prevent gender discrepancies in early grade mathematics in a low-income country in {Sub}-{Sahara} {Africa}}, volume = {22}, doi = {10.1111/desc.12864}, number = {5}, journal = {Developmental Science}, author = {Pitchford, Nicola J. and Chigeda, Antonie and Hubber, Paula J.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/desc.12864 10/gf62gt 2129771:DMDYK6Z2 2129771:VXRGS3KV}, keywords = {\_C:Belgium BEL, \_C:France FRA, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Myanmar MMR, \_C:Netherlands NLD, \_C:Seychelles SYC, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {e12864}, } @article{raymond_high_2019, title = {High {School} {Teacher} {Perceptions} of {Blended} {Learning}}, author = {Raymond, Stephen}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ITZPK2IN}, keywords = {\_C:France FRA, \_C:Greece GRC, \_C:Kuwait KWT, \_C:Malaysia MYS, \_C:Namibia NAM, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{rodriguez_tablet_2019, title = {La {Tablet} en la escuela: {Revisión} bibliográfica en {Scopus}}, volume = {6}, shorttitle = {La {Tablet} en la escuela}, doi = {10.21503/hamu.v6i1.1579}, number = {1}, journal = {Hamut{\textbackslash}' ay}, author = {Rodríguez, María Montserrat Castro and Suárez, Óscar Mallón}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.21503/hamu.v6i1.1579 10/gf62gd 2129771:6WIRJVSN 2129771:NY65TXXB 2129771:TCZDYJM9 2129771:VC8RK2UT}, keywords = {\_C:Australia AUS, \_C:China CHN, \_C:Costa Rica CRI, \_C:Ghana GHA, \_C:Guatemala GTM, \_C:India IND, \_C:Norway NOR, \_C:Spain ESP, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, literature / systematic review}, pages = {124--139}, } @phdthesis{stutchbury_teacher_2019, type = {{PhD} {Thesis}}, title = {Teacher educators as agents of change? {A} critical realist study of a group of teacher educators in a {Kenyan} university}, shorttitle = {Teacher educators as agents of change?}, school = {The Open University}, author = {Stutchbury, Kristina}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J4QKGXE7 2129771:UYJHRF48}, keywords = {\_C:Australia AUS, \_C:Botswana BWA, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Mauritius MUS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Togo TGO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @inproceedings{terashima_professional_2019, title = {Professional {Development} for {Middle} {Leader} {Teachers}: {ICT} {Integration} in {Schools} in {Japan}}, shorttitle = {Professional {Development} for {Middle} {Leader} {Teachers}}, booktitle = {Society for {Information} {Technology} \& {Teacher} {Education} {International} {Conference}}, publisher = {Association for the Advancement of Computing in Education (AACE)}, author = {Terashima, Kosuke}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:97NGG3CK 2129771:I8JKDWIX}, keywords = {\_C:Canada CAN, \_C:Japan JPN, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {2543--2548}, } @phdthesis{valentyn_integrating_2019, type = {{PhD} {Thesis}}, title = {Integrating new technology in the language classroom: innovative teacher identities}, shorttitle = {Integrating new technology in the language classroom}, school = {Stellenbosch: Stellenbosch University}, author = {Valentyn, Gail}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:48JWYMGW}, keywords = {\_C:Australia AUS, \_C:China CHN, \_C:Estonia EST, \_C:Finland FIN, \_C:Mauritius MUS, \_C:Namibia NAM, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{wang_antecedents_2019, title = {Antecedents and {Consequences} of {Teachers}’ {Emotional} {Labor}: a {Systematic} {Review} and {Meta}-analytic {Investigation}}, volume = {31}, issn = {1040-726X, 1573-336X}, shorttitle = {Antecedents and {Consequences} of {Teachers}’ {Emotional} {Labor}}, url = {http://link.springer.com/10.1007/s10648-019-09475-3}, doi = {10.1007/s10648-019-09475-3}, abstract = {Emotional labor represents a long-standing area of research that since its initial development by Hochschild (1983) has been increasingly explored to understand why and how teachers manage and express their emotions in class. However, previous studies investigating teachers’ emotional labor have utilized varying conceptual frameworks and have often shown inconsistent effects, particularly concerning deep acting (i.e., the internalization of desired emotions such that expressed emotions are more consistent with experienced emotions). The current systematic review aimed to outline and summarize existing research findings on teachers’ emotional labor and is supplemented by a meta-analytic investigation on the connection between teachers’ emotional labor and psychological well-being. Practical implications, limitations, and directions for future research are discussed.}, language = {en}, number = {3}, urldate = {2021-03-07}, journal = {Educational Psychology Review}, author = {Wang, Hui and Hall, Nathan C. and Taxer, Jamie L.}, month = sep, year = {2019}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Canada CAN, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Poland POL, \_C:Romania ROU, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {663--698}, } @inproceedings{xu_talent_2019, title = {Talent leadership strategies enhance teacher’s professional competencies in 21st century education for sustainable development}, volume = {373}, doi = {10.1088/1755-1315/373/1/012003}, booktitle = {{IOP} {Conference} {Series}: {Earth} and {Environmental} {Science}}, publisher = {IOP Publishing}, author = {Xu, Ping and Yue, Xiaoyao}, year = {2019}, note = {Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1755-1315/373/1/012003 2129771:BNSNYXS8}, keywords = {\_C:Canada CAN, \_C:Norway NOR, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {012003}, } @article{bond_digital_2018, title = {Digital transformation in {German} higher education: student and teacher perceptions and usage of digital media}, volume = {15}, issn = {2365-9440}, shorttitle = {Digital transformation in {German} higher education}, url = {https://doi.org/10.1186/s41239-018-0130-1}, doi = {10.1186/s41239-018-0130-1}, abstract = {Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set. Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools. Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.}, number = {1}, urldate = {2021-03-07}, journal = {International Journal of Educational Technology in Higher Education}, author = {Bond, Melissa and Marín, Victoria I. and Dolch, Carina and Bedenlier, Svenja and Zawacki-Richter, Olaf}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s41239-018-0130-1 2129771:WU3RAAUR}, keywords = {Digital media usage, Digitalization, Educational technology, Germany, Higher education, Student perceptions, Teacher perceptions, University professors, University students, \_C:Australia AUS, \_C:Canada CAN, \_C:Finland FIN, \_C:Germany DEU, \_C:Israel ISR, \_C:Luxembourg LUX, \_C:New Zealand NZL, \_C:Spain ESP, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, \_genre:LR-literature\_review}, pages = {48}, } @article{powers_interdistrict_2018, title = {Interdistrict mobility and charter schools in {Arizona}: {Understanding} the dynamics of public school choice.}, volume = {25}, shorttitle = {Interdistrict mobility and charter schools in {Arizona}}, abstract = {This paper investigates the mobility patterns of elementary students enrolled in Arizona’s traditional public school districts and charter schools. We address movement related to two forms of public school choice simultaneously: interdistrict choice and charter schools. Most student movement is interdistrict or between school districts. In Arizona, interdistrict mobility has played a greater role in creating and sustaining an educational market than charter schools. There is also a substantial amount of student movement from charter schools to school districts. Regression analyses suggested that the relationships between different types of student mobility and school characteristics varied across the two sectors. We also document regional differences in mobility patterns, which indicate that education markets vary considerably across and within local contexts.}, author = {Powers, Jeanne and Topper, Amy Marcetti and Potterton, Amanda}, month = dec, year = {2018}, keywords = {\_C:India IND, \_C:Jordan JOR, \_C:Sweden SWE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {56--87}, } @article{corry_teacher_2018, title = {Teacher self-efficacy in online education: a review of the literature}, copyright = {http://creativecommons.org/licenses/by/3.0/us/}, shorttitle = {Teacher self-efficacy in online education}, url = {https://scholarworks.iupui.edu/handle/1805/21251}, doi = {10.25304/rlt.v26.2047}, abstract = {Although empirical validation of teacher self-efficacy in face-to-face environments continues, it remains a relatively new construct in online education. This literature review, which was conducted over academic databases and which examined work published in the past 15 years, explores three areas of research about teacher self-efficacy in online education: (1) ease of adopting online teaching, (2) online teaching self-efficacy in comparison to demographic and experience variables and (3) changes in teacher self-efficacy in professional development scenarios where self-efficacy was measured before and after treatment. Research studies demonstrate agreement (or no discernible disagreement) in the importance of system/curriculum quality in the implementation of online learning and the recognition that a measure of self-efficacy in online pedagogy has not yet been empirically derived. Researchers continue to examine the balance of technological and pedagogical knowledge that supports the development of teacher self-efficacy, the role of learner self-efficacy in teacher self-efficacy and whether teacher self-efficacy differs fundamentally in online education. In addition, it seems clear that empirical validation of the association of teacher self-efficacy and student success has yet to occur in online education with the rigour seen in face-to-face modes of delivery.}, language = {en\_US}, urldate = {2021-03-07}, journal = {Publisher}, author = {Corry, Michael and Stella, Julie}, month = oct, year = {2018}, note = {Accepted: 2019-10-24T21:25:08Z Publisher: Association for Learning Technology KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v26.2047 2129771:AEFZ3LCT 2129771:BAZAG7DZ 2129771:RRNDFXUH}, keywords = {\_C:State of Palestine PSE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @book{pouezevara_cultivating_2018, title = {Cultivating {Dynamic} {Educators}: {Case} {Studies} in {Teacher} {Behavior} {Change} in {Africa} and {Asia}}, isbn = {978-1-934831-22-9}, shorttitle = {Cultivating {Dynamic} {Educators}}, url = {https://www.rti.org/rti-press-publication/cultivating-dynamic-educators}, language = {en}, urldate = {2020-08-12}, publisher = {RTI Press}, editor = {Pouezevara, Sarah}, month = sep, year = {2018}, doi = {10.3768/rtipress.2018.bk.0022.1809}, note = {KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.bk.0022.1809 2129771:69X6P654}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Belgium BEL, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Congo XCO, \_C:Cuba CUB, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gambia GMB, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Haiti HTI, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea, Republic KOR, \_C:Liberia LBR, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Morocco MAR, \_C:Namibia NAM, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Singapore SGP, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tuvalu TUV, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{cilliers_how_2018, title = {How to {Improve} {Teaching} {Practice}? {Experimental} {Comparison} of {Centralized} {Training} and {In}-classroom {Coaching}}, shorttitle = {How to {Improve} {Teaching} {Practice}?}, url = {https://www.riseprogramme.org/publications/rise-working-paper-18024-how-improve-teaching-practice-experimental-comparison}, abstract = {We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the official literacy curriculum. Pupils exposed to two years of the program improved their reading proficiency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proficiency.}, language = {en}, urldate = {2020-05-16}, institution = {Research on Improving Systems of Education (RISE)}, author = {Cilliers, Jacobus and Fleisch, Brahm and Prinsloo, Cas and Taylor, Stephen}, month = sep, year = {2018}, doi = {10.35489/BSG-RISE-WP_2018/024}, note = {shortDOI: 10/ghgnff KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2018/024 10/ghgnff 2129771:8TR54IFM 2405685:WYIY3SSM}, keywords = {C: South Africa, \_C:South Africa ZAF, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{beckett_location_2018, title = {Location {Matters}: {A} {Geospatial} {Analysis} of {Principal} {Turnover} in the {Denver} {Metropolitan} {Area}}, shorttitle = {Location {Matters}}, url = {https://digitalcommons.du.edu/etd/1507}, author = {Beckett, Lorna}, month = aug, year = {2018}, keywords = {\_C:India IND, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{schilhab_contrasting_2018, title = {Contrasting {Screen}-{Time} and {Green}-{Time}: {A} {Case} for {Using} {Smart} {Technology} and {Nature} to {Optimize} {Learning} {Processes}}, volume = {9}, issn = {1664-1078}, shorttitle = {Contrasting {Screen}-{Time} and {Green}-{Time}}, url = {https://www.frontiersin.org/article/10.3389/fpsyg.2018.00773/full}, doi = {10.3389/fpsyg.2018.00773}, language = {en}, urldate = {2018-06-08}, journal = {Frontiers in Psychology}, author = {Schilhab, Theresa S. S. and Stevenson, Matt P. and Bentsen, Peter}, month = jun, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2018.00773 10/gf62g7 2129771:J527PZUV}, keywords = {\_C:Denmark DNK, \_C:Norway NOR, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{dogan_meeting_2018, title = {Meeting agenda matters: promoting reflective dialogue in teacher communities}, issn = {10.1080/19415257.2018.1474484}, shorttitle = {Meeting agenda matters}, url = {https://www.tandfonline.com/doi/abs/10.1080/19415257.2018.1474484}, abstract = {(2018). Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education. Ahead of Print.}, language = {en}, urldate = {2018-06-08}, journal = {Professional Development in Education}, author = {Dogan, Selcuk and Yurtseven, Nihal and Tatık, Ramazan Şamil}, month = may, year = {2018}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:ZJJHS979}, keywords = {\_C:Australia AUS, \_C:Lebanon LBN, \_C:Pakistan PAK, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{perry_building_2018, title = {Building capacity for professional development: the development of teachers as facilitators in {Ghana}}, volume = {0}, issn = {1941-5257}, shorttitle = {Building capacity for professional development}, url = {https://doi.org/10.1080/19415257.2018.1474489}, doi = {10.1080/19415257.2018.1474489}, abstract = {In low- and middle-income countries, cascade models of teacher professional development are often used as routes to educational reform. In these models, external agents deliver professional development, which is then disseminated by in-country facilitators. However, little is known about how to support facilitators of professional development, particularly in low- and middle-income countries. In this study, we report on a model of capacity building for professional development in Ghana. In the context of a large-scale programme of science teacher professional development, a group of Ghanaian teachers gradually assumed responsibility for professional development facilitation, working alongside experienced facilitators from the UK. Using interviews focussed on a storyline technique, we explore the experiences of the Ghanaian teachers as they reflected on their roles. We found the teachers’ epistemological beliefs about teaching were coherent with those of the programme and suggest that this may be an important factor in the success of cascade models of professional development. The teachers gained self-confidence and improved their knowledge and skills of teaching and of professional development facilitation. We propose that this is useful learning for all facilitators and that the model described here is one which is potentially useful for capacity building in other contexts.}, number = {0}, urldate = {2018-06-08}, journal = {Professional Development in Education}, author = {Perry, Emily and Bevins, Stuart}, month = may, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2018.1474489 10/gf62g8 2129771:ZSW9GMBF}, keywords = {CPD, Ghana, Professional development, \_C:Benin BEN, \_C:Ghana GHA, \_C:India IND, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Singapore SGP, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, capacity building, facilitation, professional learning, science education}, pages = {1--15}, } @article{paskevicius_student_2018, title = {Student {Perceptions} of the {Creation} and {Reuse} of {Digital} {Educational} {Resources} in a {Community} {Development}-{Oriented} {Organisation}}, copyright = {https://creativecommons.org/licenses/by-sa/4.0/}, issn = {2311-1550}, url = {http://oasis.col.org/handle/11599/2950}, abstract = {This case study explores students’ perceptions of the creation and reuse of digital teaching and learning resources in their work as tutors as part of a volunteer community development organisation at a large South African University. Through a series of semi-structured interviews, student-tutors reflect on their use and reuse of digital educational resources, and identify the challenges they experience in curating, adapting, and reusing educational resources for use in their teaching activities. The data is analysed qualitatively within the framework of an activity system (Engeström, 1987) to surface the primary systemic tensions that student-tutors face in the reuse of resources found online as well as open educational resources (OER). This study found that student-tutors sourced and used educational materials from the Internet, largely irrespective of their licensing conditions, while also creating and remixing a substantial number of educational materials to make them suitable for use in their context. We conclude that greater awareness of the availability of OER and explicit open licencing for works sourced and created within community development organisations could enhance sharing, collaboration, and help sustain high impact resources.}, language = {en}, urldate = {2018-06-09}, journal = {http://jl4d.org/index.php/ejl4d/article/view/253/284}, author = {Paskevicius, Michael and Hodgkinson-Williams, Cheryl}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2P7QUS2Z 2129771:U4HBXTYW 2129771:YXSZD8F3}, keywords = {\_C:Canada CAN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{hasler_donor_2018, type = {Principles for {Digital} {Development} — {Resource} {Development} {Program} {Asset}}, title = {Donor {Organizations} and the {Principles} for {Digital} {Development}: {A} {Landscape} {Assessment} and {Gap} {Analysis}}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International License (CC-BY-SA)}, shorttitle = {Donor {Organizations} \& the {Principles} for {Digital} {Development}}, url = {https://zenodo.org/record/1204703#.XgqAyMb7Qeo}, abstract = {Donor Organizations \& the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1)   Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018\_interactive.pdf}, number = {1}, urldate = {2019-12-30}, institution = {Digital Impact Alliance}, author = {Haßler, Björn and Brugha, Meaghan and Muyoya, Chisenga and Mitchell, Joel and Hollow, David and Jackson, Alan}, month = mar, year = {2018}, doi = {10.5281/zenodo.1204703}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:I2CG3TP3 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1204703 2129771:I2CG3TP3 2129771:SI7RBL6P 2405685:46SDL9HI}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Australia AUS, \_C:Belgium BEL, \_C:Cambodia KHM, \_C:Canada CAN, \_C:China CHN, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Liberia LBR, \_C:Norway NOR, \_C:Philippines PHL, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:Spain ESP, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:c, docs.opendeved.net}, } @article{major_classroom_2018, title = {Classroom dialogue and digital technologies: {A} scoping review}, issn = {1360-2357, 1573-7608}, shorttitle = {Classroom dialogue and digital technologies}, url = {https://link.springer.com/article/10.1007/s10639-018-9701-y}, doi = {10.1007/s10639-018-9701-y}, abstract = {This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.}, language = {en}, urldate = {2018-06-09}, journal = {Education and Information Technologies}, author = {Major, L. and Warwick, P. and Rasmussen, I. and Ludvigsen, S. and Cook, V.}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9701-y 10/gdm2tx 2129771:FDF826ZS 2129771:J9CF7AAC}, keywords = {\_C:Australia AUS, \_C:Denmark DNK, \_C:Finland FIN, \_C:France FRA, \_C:Greece GRC, \_C:Israel ISR, \_C:Korea XKOR, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Norway NOR, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, literature / systematic review}, pages = {1--34}, } @article{altan_how_2018, title = {How students digitally age: by gaining or losing?}, volume = {17}, shorttitle = {How students digitally age}, number = {2}, journal = {İlköğretim Online}, author = {Altan, Bilge Aslan and Karalar, Halit}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:6MRPU5FG 2129771:TQBPFUXP}, keywords = {\_C:Iceland ISL, \_C:India IND, \_C:Iran IRN, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{altan_how_2018, title = {How students digitally age: by gaining or losing? Öğrenciler teknoloji ile nasıl büyüyor: kazanarak mı kaybederek mi?}, volume = {17}, shorttitle = {How students digitally age}, number = {2}, journal = {Elementary Education Online}, author = {Altan, Bilge Aslan and Karalar, Halit}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:GR8TMIQD}, keywords = {\_C:Iceland ISL, \_C:India IND, \_C:Iran IRN, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {738--749}, } @article{ballesta_pagan_internet_2018, title = {Internet {Use} by {Secondary} {School} {Students}: {A} {Digital} {Divide} in {Sustainable} {Societies}?}, volume = {10}, shorttitle = {Internet {Use} by {Secondary} {School} {Students}}, doi = {10.3390/su10103703}, number = {10}, journal = {Sustainability}, author = {Ballesta Pagán, Francisco and Lozano Martínez, Josefina and Cerezo Máiquez, Mari}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su10103703 10/gf62gx 2129771:Z6I3P3JZ}, keywords = {\_C:Ecuador ECU, \_C:France FRA, \_C:Spain ESP, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {3703}, } @article{bruns_through_2018, title = {Through the {Looking} {Glass}: {Can} {Classroom} {Observation} and {Coaching} {Improve} {Teacher} {Performance} in {Brazil}?}, doi = {10.1016/j.econedurev.2018.03.003}, language = {en}, author = {Bruns, Barbara and Costa, Leandro and Cunha, Nina}, year = {2018}, note = {shortDOI: 10/ggft3x KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2018.03.003 10/ggft3x 2129771:PXEQ493U 2405685:7A2ZCMGH}, keywords = {\_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Ethiopia ETH, \_C:Guatemala GTM, \_C:Honduras HND, \_C:India IND, \_C:Japan JPN, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Nepal NPL, \_C:Peru PER, \_C:Philippines PHL, \_C:Portugal PRT, \_C:Singapore SGP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, \_yl:a}, pages = {44}, } @article{camacho_marti_uso_2018, title = {El uso de las tabletas y su impacto en el aprendizaje. {Una} investigación nacional en centros de {Educación} {Primaria}}, author = {Camacho Martí, Mar and Esteve-Mon, Francesc M.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6UCM6PMS 2129771:JQ3P5ULL 2129771:ZZLWABGH}, keywords = {\_C:Dominican Republic DOM, \_C:Finland FIN, \_C:France FRA, \_C:India IND, \_C:Iran IRN, \_C:Lebanon LBN, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:Spain ESP, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{cornelisz_student_2018, title = {Student engagement with computerized practising: {Ability}, task value, and difficulty perceptions}, volume = {34}, shorttitle = {Student engagement with computerized practising}, doi = {10.1111/jcal.12292}, number = {6}, journal = {Journal of Computer Assisted Learning}, author = {Cornelisz, Ilja and Van Klaveren, Chris}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12292 10/gfnwf7 2129771:KIP5C8KW}, keywords = {\_C:Netherlands NLD, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {828--842}, } @phdthesis{dauve-raeis_etude_2018, type = {{PhD} {Thesis}}, title = {Etude de cas sur l'intégration des tablettes et du tableau blanc interactif dans un établissement primaire genevois: facteurs d'appropriation chez les enseignants}, shorttitle = {Etude de cas sur l'intégration des tablettes et du tableau blanc interactif dans un établissement primaire genevois}, school = {University of Geneva}, author = {Dauve-Raeis, Véronique Evelyne Célia}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:GTCTBUVG}, keywords = {\_C:Canada CAN, \_C:France FRA, \_C:Georgia GEO, \_C:Portugal PRT, \_C:Saudi Arabia SAU, \_C:Sweden SWE, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{dreyer_impact_2018, title = {The {Impact} of {Using} {Geography} {Open} {Education} {Resources} ({OER}) to {Capacitate} {Natural} {Science} {Teachers} {Teaching} the {Earth} and {Beyond} {Strand} in {South} {African} {Schools}}, volume = {SP}, issn = {10231757, 25195476}, shorttitle = {{AlternationSpecial} {Edition} 21 (2018) 159–{184159Print} {ISSN} 1023-1757; {Electronic} {ISSN}}, url = {http://alternation.ukzn.ac.za/Files/articles/volume-25/special-edition/21/08-Dreyer-F.pdf}, doi = {10.29086/2519-5476/2018/sp21a8}, number = {21}, urldate = {2021-05-08}, journal = {Alternation Journal}, author = {Dreyer, J. M. and Dreyer, J.M.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.29086/2519-5476/2018/sp21a8 2129771:57HG7SR2 2129771:VMT75YCL 2129771:YDKM3FPZ}, keywords = {\_C:Australia AUS, \_C:China CHN, \_C:India IND, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {159--184}, } @article{dulandas_description_2018, title = {A description of the self-perceived educational needs of emergency nurses in {Durban}, {KwaZulu}-{Natal}, {South} {Africa}}, doi = {10.1016/j.afjem.2018.03.001}, abstract = {© 2018 African Federation for Emergency Medicine Introduction: Emergency nurses are usually the first to interact with critically ill patients and victims of violence and injuries, and require advanced skills and knowledge to manage such patients. Inadequate training prevents nurses from providing optimal emergency care, and it is important to investigate if there are any skills and competencies lacking in these emergency nurses. We sought to describe the self-perceived educational needs of emergency nurses in Durban, South Africa. Methods: A descriptive quantitative survey was conducted with nurses working in four emergency centres (two state, and two privately funded hospitals) in Durban, South Africa. Results: The survey questionnaire was distributed with a response rate of 79\% (n = 128). Almost half the respondents (48\%, n = 61) scored less than the mean score of 29, thus indicating lower competency levels. The majority of respondents (67\%, n = 85) perceived themselves as highly competent in basic skills (e.g. assess breathing, administer oxygen, assess circulation). Less than half the respondents (45\%, n = 57) perceived themselves as highly competent in the intermediate skills (e.g. control haemorrhage, assist with endotracheal intubation, manage shock). A large number of respondents (46\%, n = 59) perceived themselves as least competent in advanced skills (e.g. defibrillation/cardioversion, interpreting an echocardiogram [ECG]). The mean score obtained for educational need was 100, thus reflecting a high educational need, and more than half the respondents (62\%, n = 79) scored higher than the mean score of 100 for educational needs. The lowest score was 41. Thirty percent (n = 38) of the respondents scored 117, indicating educational needs for all the competencies listed. Overall, 72\% (n = 92) agreed that emergency education was a need. Discussion: The study emphasises the need for support systems for educational development of emergency nurses. Further training in specific skills and competencies may enhance emergency care provided. There is a growing need for ongoing educational development of emergency nurses in South Africa.}, language = {en}, journal = {African Journal of Emergency Medicine}, author = {Dulandas, Reka and Brysiewicz, Petra}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.afjem.2018.03.001 10/gf62nv 2129771:RG8A9AFE 2317526:PYTR6KRL}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CCZ:South Africa, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:media, P:nurse, R:quantitative, R:questionnaire, R:survey, T:Training, Z:Competency needs, Z:Educational needs, Z:Emergency nurses, \_C:Australia AUS, \_C:Botswana BWA, \_C:Ghana GHA, \_C:Pakistan PAK, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @article{fokides_results_2018, title = {Results from a {Study} for {Teaching} {Human} {Body} {Systems} to {Primary} {School} {Students} {Using} {Tablets}}, volume = {9}, doi = {10.30935/cet.414808}, number = {2}, journal = {Contemporary Educational Technology}, author = {Fokides, Emmanuel and Mastrokoukou, Aikaterini}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.30935/cet.414808 10/gf62g3 2129771:CQS9KRSX 2129771:QBFK3ZID}, keywords = {\_C:Canada CAN, \_C:Dominican Republic DOM, \_C:Greece GRC, \_C:Singapore SGP, \_C:Sweden SWE, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {154--170}, } @article{fraillon_international_2018, title = {International large-scale computer-based studies on information technology literacy in education}, doi = {10.1007/978-3-319-53803-7_80-1}, journal = {Second Handbook of Information Technology in Primary and Secondary Education}, author = {Fraillon, Julian}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-53803-7\_80-1 10/gf62jg 2129771:28II9WVM}, keywords = {\_C:Australia AUS, \_C:Japan JPN, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {1--19}, } @article{ganapathi_open_2018, title = {Open {Educational} {Resources}: {Challenges} and {Opportunities} in {Indian} {Primary} {Education}}, volume = {19}, shorttitle = {Open {Educational} {Resources}}, doi = {10.19173/irrodl.v19i3.3662}, number = {3}, journal = {International Review of Research in Open and Distributed Learning}, author = {Ganapathi, Janani}, year = {2018}, note = {Publisher: Athabasca University KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v19i3.3662 2129771:R5XYHP56 2129771:SF383X85}, keywords = {\_C:Australia AUS, \_C:India IND, \_C:Kenya KEN, \_C:New Zealand NZL, \_C:Poland POL, \_C:South Africa ZAF, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{ganapathi_role_2018, type = {{PhD} {Thesis}}, title = {The role of open educational resources ({OERs}) in primary education in developing nations: {A} case study of {India}}, shorttitle = {The role of open educational resources ({OERs}) in primary education in developing nations}, school = {Queensland University of Technology}, author = {Ganapathi, Janani}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DE9Z22PQ 2129771:JFPVTIE8}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Eritrea ERI, \_C:Finland FIN, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Ireland IRL, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Nepal NPL, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Poland POL, \_C:Russian Federation RUS, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Tibet XTIBT, \_C:Togo TGO, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{goldie-scot_sustainable_2018, address = {London}, title = {Sustainable {Development} {Goal} 4 in the {Commonwealth} - {Status} {Update} {Report}}, url = {http://www.20ccem.gov.fj/images/CCEM_TAB/17022018/CCEM(20)SDG4%20RPT.pdf}, urldate = {2020-07-23}, institution = {Commonwealth Secretariat}, author = {Goldie-Scot, Matthew and Hollows, Sophie and Hennessy, Sara and Mathew, Primrose and Delbridge-Smith, Paul and Haßler, Björn}, year = {2018}, doi = {10.5281/zenodo.3958259}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3958259 2129771:3I3WZ9D9}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Antigua and Barbuda ATG, \_C:Australia AUS, \_C:Bahamas BHS, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belize BLZ, \_C:Botswana BWA, \_C:Brunei Darussalam BRN, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cyprus CYP, \_C:Dominica DMA, \_C:Fiji FJI, \_C:Ghana GHA, \_C:Grenada GRD, \_C:Guinea GIN, \_C:Guyana GUY, \_C:India IND, \_C:Jamaica JAM, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Malta MLT, \_C:Mauritius MUS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nauru NRU, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Rwanda RWA, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Solomon Islands SLB, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Tanzania TZA, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tuvalu TUV, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Vanuatu VUT, \_C:Zambia ZMB, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, } @mastersthesis{guldvik_smarter_2018, title = {Smarter without smartphones?: effects of mobile phone bans in schools on academic performance, well-being, and bullying}, shorttitle = {Smarter without smartphones?}, author = {Guldvik, Maria Køber and Kvinnsland, Ingvild}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:C7NSYWY7}, keywords = {\_C:Colombia COL, \_C:France FRA, \_C:Norway NOR, \_C:Romania ROU, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} {For} {Teacher} {Professional} {Development}}, volume = {5}, shorttitle = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}}, url = {https://docs.opendeved.net/lib/D2GQYC5S}, abstract = {Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.}, number = {1}, journal = {Journal of Learning for Development}, author = {Haßler, Björn and Hennessy, Sara and Hofmann, Riikka}, year = {2018}, note = {00000 EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:65GDUID3 2129771:AAT7FR3H 2129771:AS7MJJEC 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2129771:NITLC7K7 2129771:ULKWW8ZY 2249382:CS9PALG8 2292090:LR6L7S7U 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:HGHAYJ5G 2339240:HR2YGWX3 2405685:NZ3GKZCR 2405685:ZFJ79LQS 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI}, keywords = {AWP2, Active Learning, Africa, Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, CitedIn:DFID\_SRF, CitedIn:OER4S-TPE-Anon, CitedIn:OER4Schools-2012-HHH1-anon, CitedIn:PhD\_Thesis, DIAL-RDO, Developing Nations, Educational Technology, Elementary Secondary Education, Faculty Development, Foreign Countries, Handheld Devices, IMPORT\_FROM\_DFID\_RITE, InPrep, Inservice Teacher Education, Low Income Groups, Monday, Motivation, OER4Schools, Open Educational Resources, Peer Teaching, RPF-May-2016, Resource Allocation, Rural Schools, STC-TLC, Scaffolding (Teaching Technique), Scheduling, Shared Resources and Services, Sustainable Development, Sustainable Development Goal 4, TL:Arabic, TL:English, TL:Translated, Teacher Professional Development, Technology Uses in Education, Telecommunications, TranslationGoingAhead, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:China CHN, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:India IND, \_C:Japan JPN, \_C:Kenya KEN, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:a, missingHU, peer-facilitation, school-based active learning, sub-Saharan Africa, ⛔ No DOI found}, } @article{heinrich_potential_2018, title = {The {Potential} and {Prerequisites} of {Effective} {Tablet} {Integration} in {Rural} {Kenya}}, author = {Heinrich, Carolyn J. and Darling-Aduana, Jennifer and Martin, Caroline}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:39LUB5JZ}, keywords = {\_C:Cambodia KHM, \_C:China CHN, \_C:Cuba CUB, \_C:Ghana GHA, \_C:Kenya KEN, \_C:South Africa ZAF, \_C:United States USA, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @inproceedings{ivaniushina_school_2018, address = {Cham}, series = {Communications in {Computer} and {Information} {Science}}, title = {School {Choice}: {Digital} {Prints} and {Network} {Analysis}}, isbn = {978-3-030-02843-5}, shorttitle = {School {Choice}}, doi = {10.1007/978-3-030-02843-5_33}, abstract = {We apply social network analysis to examine school choice in the second-largest Russian city Saint-Petersburg. We use online data (“digital footprints”) of between-schools comparisons on a large school information resource shkola-spb.ru. This resource allows to identify clusters of city schools that have been compared to each other more often and thus reflect choice preferences of students and parents looking for a school. Network analysis is conducted in R (‘igraph’ package). For community detection, we employed fast-greedy clustering algorithm (Good et al. 2010). The resulting communities (school clusters) have been placed on a city map to identify territorial patterns formed according to choice preferences.Network analysis of the district school networks based on between-schools online comparisons reveals two main factors for community formation. The first factor is territorial proximity: users compare schools that are relatively close to each other and not separated by wide streets, parks, industrial areas, rivers, etc. The second grouping principle is the type of school: private schools always form a separate cluster which shows that they are not being compared with public schools. In one district there was also a cluster of elite or academically challenging public schools grouped together.}, language = {en}, booktitle = {Digital {Transformation} and {Global} {Society}}, publisher = {Springer International Publishing}, author = {Ivaniushina, Valeria and Williams, Elena}, editor = {Alexandrov, Daniel A. and Boukhanovsky, Alexander V. and Chugunov, Andrei V. and Kabanov, Yury and Koltsova, Olessia}, year = {2018}, keywords = {Digital prints, Network analysis, School choice, \_C:Germany DEU, \_C:Russian Federation RUS, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {417--426}, } @article{jagust_review_2018, title = {A review of research on bridging the gap between formal and informal learning with technology in primary school contexts}, doi = {10.1111/jcal.12252}, journal = {Journal of Computer Assisted Learning}, author = {Jagušt, Tomislav and Botički, Ivica and So, H.-J.}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12252 10/gdm2tr 2129771:3NP5TUGQ 2129771:NWC649MA}, keywords = {\_C:China CHN, \_C:Croatia HRV, \_C:France FRA, \_C:Korea XKOR, \_C:Singapore SGP, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, literature / systematic review}, } @article{johansen_infointernet_2018, title = {{InfoInternet} for {Education} in the {Global} {South}: {A} {Study} of {Applications} {Enabled} by {Free} {Information}-only {Internet} {Access} in {Technologically} {Disadvantaged} {Areas} (authors' version)}, shorttitle = {{InfoInternet} for {Education} in the {Global} {South}}, journal = {arXiv preprint arXiv:1808.09496}, author = {Johansen, Johanna and Johansen, Christian and Noll, Josef}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:LTN7QU6X}, keywords = {\_C:Bangladesh BGD, \_C:Congo, Democratic Republic COD, \_C:Congo, Republic COG, \_C:Finland FIN, \_C:Germany DEU, \_C:India IND, \_C:Namibia NAM, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Peru PER, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{juma_developing_2018, title = {Developing inclusive education policy and practice in {Zanzibar} : collaborative action research}, copyright = {openAccess}, shorttitle = {Developing inclusive education policy and practice in {Zanzibar}}, url = {https://jyx.jyu.fi/handle/123456789/57790}, abstract = {This doctoral dissertation, which consists of three interrelated sub-studies and an overarching summary, explores the inclusive education development process in Zanzibar, Tanzania. The purpose of the research is to contribute to the development of inclusive policies and practices in order to increase the presence, participation and achievement of all learners. The overarching research question investigated in this research was as follows: How is inclusive education developed in Zanzibar, and how can it be better integrated into the education system? This question was divided into six sub-questions. Each of the three interrelated sub-studies in this dissertation focused on specific sub-questions. The data included several documents related to inclusive education development; interviews conducted with 20 teachers from two primary schools; these teachers’ reflective diaries, which were kept during their action research projects, and the researcher’s reflective diary. The data were analysed using qualitative content analysis and thematic analysis. The findings revealed that Zanzibar has taken several measures to make its education system more inclusive. These measures include acknowledging inclusive education in its 2006 education policy, drafting an inclusive education policy, introducing a re-entry policy for school girls who become pregnant, increasing the number of years of compulsory education from 10 to 12, removing school fees for both primary and secondary schools, providing in-service teacher training for inclusive education, recruiting inclusive education and life skills advisors and resource teachers, and introducing inclusive education courses in teacher training colleges. It is also worth noting that the teachers in this research experienced collaborative action research as valuable in developing their inclusive practices, despite the challenges they encounter in the course of conducting their projects. Despite its advantages, collaborative action research demands additional time from the teachers beyond their teaching responsibilities. The research participants found the teacher resource centres to be key in enhancing their professional development. This research shows the need to review the teaching methods and materials used in schools. Reforms in teacher education curricula are also needed in response to increasingly diverse learning needs and educational changes. In addition, this research emphasises the integration of inclusive education and collaborative action research into teacher education so that all teachers can teach inclusively. Both school-based organisational learning and school–community and school–university collaborations can foster collaborative school cultures and inclusive teacher education.}, language = {eng}, number = {611}, urldate = {2018-06-09}, journal = {Jyväskylä studies in education, psychology and social research}, author = {Juma, Said}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5SMNLRN4 2129771:95RCWSF9 2129771:HE6NVBQE}, keywords = {\_C:Argentina ARG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Central African Republic CAF, \_C:China CHN, \_C:Finland FIN, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Ireland IRL, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Mongolia MNG, \_C:Namibia NAM, \_C:Nepal NPL, \_C:New Zealand NZL, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Russian Federation RUS, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{kayapinar_tablet_2018, title = {Tablet {Use} in {Teaching}: {A} {Study} on {Developing} an {Attitude} {Scale} for {Academics}.}, volume = {78}, shorttitle = {Tablet {Use} in {Teaching}}, journal = {Eurasian Journal of Educational Research}, author = {Kayapinar, Ulas and Spathopoulou, Filomachi and Safieddine, Fadi and Nakhoul, Imad and Kadry, Seifedine}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:76X8A39V}, keywords = {\_C:Belgium BEL, \_C:Brazil BRA, \_C:Canada CAN, \_C:Denmark DNK, \_C:France FRA, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Kuwait KWT, \_C:Lebanon LBN, \_C:Malawi MWI, \_C:Nigeria NGA, \_C:Romania ROU, \_C:Saudi Arabia SAU, \_C:Spain ESP, \_C:Turkey TUR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {219--234}, } @phdthesis{kraft_academic_2018, type = {{PhD} {Thesis}}, title = {{ACADEMIC} {USE} {OF} {MOBILE} {TECHNOLOGY} {BY} {STUDENT} {ATHLETES} {AT} {A} {LARGE} {DIVISION} {I} {MIDWESTERN} {UNIVERSITY}: {A} {GROUNDED} {THEORY} {STUDY}}, shorttitle = {{ACADEMIC} {USE} {OF} {MOBILE} {TECHNOLOGY} {BY} {STUDENT} {ATHLETES} {AT} {A} {LARGE} {DIVISION} {I} {MIDWESTERN} {UNIVERSITY}}, author = {Kraft, Nicole}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:5V26P7PE 2129771:97RJVUH6}, keywords = {\_C:Cyprus CYP, \_C:Estonia EST, \_C:Ireland IRL, \_C:Italy ITA, \_C:Kuwait KWT, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{kumpulainen_understanding_2018, title = {Understanding educational change: {Agency}-structure dynamics in a novel design and making environment}, shorttitle = {Understanding educational change}, doi = {10.1344/der.2018.33.26-38}, number = {33}, journal = {Digital Education Review}, author = {Kumpulainen, Kristiina and Kajamaa, Anu and Rajala, Antti}, year = {2018}, note = {Publisher: Digital Education Observatory (OED) KerkoCite.ItemAlsoKnownAs: 2129771:PXX37I3D 2129771:UJPWGVCU}, keywords = {\_C:Finland FIN, \_C:Jordan JOR, \_C:Netherlands NLD, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {26--38}, } @phdthesis{langer_rethinking_2018, type = {{PhD} {Thesis}}, title = {Rethinking mobile learning for development: {Using} the {Capability} {Approach} and a mixed-methods systematic review to conceptualise the application of mobile technologies as an educational tool in {Low}-and {Middle}-{Income} {Countries}}, shorttitle = {Rethinking mobile learning for development}, school = {UCL (University College London)}, author = {Langer, Laurenz}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BG4ZYAUR 2129771:CJXZIALC 2129771:RS4CDYDC 2129771:SATN7D48 2129771:XTA3NAN5}, keywords = {\_C:Afghanistan AFG, \_C:Albania ALB, \_C:Algeria DZA, \_C:Angola AGO, \_C:Antigua and Barbuda ATG, \_C:Argentina ARG, \_C:Armenia ARM, \_C:Australia AUS, \_C:Azerbaijan AZE, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belarus BLR, \_C:Belize BLZ, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Bulgaria BGR, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Czech Republic CZE, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Eritrea ERI, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Federated States of Micronesia FSM, \_C:Fiji FJI, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Grenada GRD, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guyana GUY, \_C:Haiti HTI, \_C:Honduras HND, \_C:Hungary HUN, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Kosovo XKSVO, \_C:Kyrgyzstan KGZ, \_C:Laos LAO, \_C:Latvia LVA, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Lithuania LTU, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Malta MLT, \_C:Marshall Islands MHL, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:North Macedonia MKD, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Palau PLW, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Serbia SRB, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:Solomon Islands SLB, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Suriname SUR, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Timor-L'este TLS, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Uzbekistan UZB, \_C:Vanuatu VUT, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, literature / systematic review}, } @phdthesis{lawrent_secondary_2018, type = {{PhD} {Thesis}}, title = {Secondary education expansion in {Tanzania}: {Policy} and practice implications for teachers’ sense of efficacy}, shorttitle = {Secondary education expansion in {Tanzania}}, school = {The University of Waikato}, author = {Lawrent, Godlove}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H62WXHNT}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Belgium BEL, \_C:Belize BLZ, \_C:Benin BEN, \_C:Burundi BDI, \_C:Canada CAN, \_C:China CHN, \_C:Congo XCO, \_C:Czech Republic CZE, \_C:Dominican Republic DOM, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Singapore SGP, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Switzerland CHE, \_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:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{mansour_travel_2018, type = {{PhD} {Thesis}}, title = {Travel without visas: teacher perception of a technology intervention in the {Dadaab} refugee camp}, shorttitle = {Travel without visas}, school = {University of Leicester}, author = {Mansour, Rebecca Grace Telford}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SEYEF9IQ}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Cuba CUB, \_C:Djibouti DJI, \_C:Ethiopia ETH, \_C:Germany DEU, \_C:Greece GRC, \_C:Guinea GIN, \_C:India IND, \_C:Indonesia IDN, \_C:Israel ISR, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Myanmar MMR, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Portugal PRT, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Singapore SGP, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Sudan SSD, \_C:Spain ESP, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Yemen YEM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @article{marti_use_2018, title = {The use of tablets and their impact on learning. {A} national research in {Primary} {Education} schools1 {El} uso de las tabletas y su impacto en el aprendizaje. {Una} investigación nacional en centros de {Educación} {Primaria}}, volume = {379}, journal = {Revista de Educación}, author = {Martí, Mar Camacho and Mon, Francesc Marc Esteve}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:DHNWR326 2129771:Z4GRPID4}, keywords = {\_C:Dominican Republic DOM, \_C:Finland FIN, \_C:France FRA, \_C:India IND, \_C:Iran IRN, \_C:Lebanon LBN, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:Spain ESP, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {160--180}, } @techreport{mcaleavy_technology-supported_2018, title = {Technology-{Supported} {Professional} {Development} for {Teachers}: {Lessons} from {Developing} {Countries}.}, shorttitle = {Technology-{Supported} {Professional} {Development} for {Teachers}}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for-}, institution = {Education Development Trust}, author = {McAleavy, Tony and Hall-Chen, Alex and Horrocks, Sarah and Riggall, Anna}, year = {2018}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:3ME55RD5 2129771:AFSMJQ39 2129771:EMRI49IG 2129771:FBX8S8GL 2129771:P7FKHCWL 2339240:CNU2GKRL 2405685:FXXS4882}, keywords = {C:Low- and middle-income countries, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:China CHN, \_C:France FRA, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Russian Federation RUS, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @phdthesis{minaz_effect_2018, type = {{PhD} {Thesis}}, title = {Effect of {Flipped} {Classroom} {Strategy} on {The} {Performance} of {Prospective} {Teachers} of {Khyber} {Pakhtunkhwa}}, school = {Northern University Nowshera}, author = {Minaz, Maksal}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JJ33TDMP}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Canada CAN, \_C:China CHN, \_C:Egypt EGY, \_C:Finland FIN, \_C:Greece GRC, \_C:India IND, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Saudi Arabia SAU, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{miranda_ensenar_2018, title = {{ENSEÑAR} {Y} {APRENDER} {CON} {ESCHOLARIUM}: {UN} {ESTUDIO} {DE} {CASO} {SOBRE} {LA} {IMPLEMENTACIÓN} {DEL} {PROYECTO} {EN} {UN} {CEIP} {DE} {LA} {COMUNIDAD} {DE} {EXTREMADURA}.}, volume = {37}, shorttitle = {{ENSEÑAR} {Y} {APRENDER} {CON} {ESCHOLARIUM}}, number = {2}, journal = {Campo Abierto. Revista de Educación}, author = {Miranda, Sofía Sánchez and Carvalho, José Luis Torres}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AH5DRTI9 2129771:C8IB4QXP 2129771:PBR2WXIW}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Cuba CUB, \_C:Germany DEU, \_C:Israel ISR, \_C:Portugal PRT, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {171--190}, } @inproceedings{montrieux_didactical_2018, title = {The didactical use of tablets: a balancing act between teacher-centred and learner-centred education}, shorttitle = {The didactical use of tablets}, doi = {10.21125/inted.2018.1005}, booktitle = {12th {International} {Technology}, {Education} and {Development} {Conference} ({INTED})}, author = {Montrieux, Hannelore and Schellens, Tammy}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.21125/inted.2018.1005 10/gf62hq 2129771:AVWSVW3N}, keywords = {\_C:Belgium BEL, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {37--44}, } @article{morgana_investigating_2018, title = {Investigating {Students}' and {Teachers}' {Perceptions} of {Using} the {iPad} in an {Italian} {English} as a {Foreign} {Language} {Classroom}}, volume = {8}, doi = {10.4018/ijcallt.2018070102}, number = {3}, journal = {International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)}, author = {Morgana, Valentina and Shrestha, Prithvi N.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.4018/ijcallt.2018070102 10/gf62jp 2129771:VHGTGPID}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Canada CAN, \_C:China CHN, \_C:Cuba CUB, \_C:France FRA, \_C:Italy ITA, \_C:Malaysia MYS, \_C:Sweden SWE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {29--49}, } @phdthesis{mwakabenga_developing_2018, type = {{PhD} {Thesis}}, title = {Developing teacher-led professional learning in a {Tanzanian} secondary school: a thesis presented in partial fulfilment of the requirements for the degree of {Doctor} of {Philosophy} in {Education} at {Massey} {University}, {Manawatū}, {New} {Zealand}}, shorttitle = {Developing teacher-led professional learning in a {Tanzanian} secondary school}, school = {Massey University}, author = {Mwakabenga, Rehema Japhet}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EJLIILMC 2129771:NIA5JA3I 2129771:ULPHVD3Y}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Bhutan BTN, \_C:Botswana BWA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Central African Republic CAF, \_C:China CHN, \_C:Czech Republic CZE, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Iceland ISL, \_C:India IND, \_C:Iran IRN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Lithuania LTU, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Russian Federation RUS, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{mwapwele_influence_2018, type = {{PhD} {Thesis}}, title = {The influence of effective use of mobile devices for learning outside the classroom: case study of secondary school students in {Tanzania} and {South} {Africa}}, shorttitle = {The influence of effective use of mobile devices for learning outside the classroom}, school = {University of Cape Town}, author = {Mwapwele, Samwel Dick}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:TZ8I7CPS}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:China CHN, \_C:Dominican Republic DOM, \_C:Eritrea ERI, \_C:France FRA, \_C:Ghana GHA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Malaysia MYS, \_C:Namibia NAM, \_C:Nepal NPL, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @book{richardson_teachers_2018, title = {Teachers of {Refugees}: {A} {Review} of the {Literature}}, isbn = {978-1-909437-95-1}, shorttitle = {Teachers of {Refugees}}, url = {https://eric.ed.gov/?id=ED588878}, abstract = {The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers -- that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.]}, language = {en}, urldate = {2021-03-07}, publisher = {Education Development Trust}, author = {Richardson, Emily}, year = {2018}, note = {Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2129771:PAW48PJ7}, keywords = {Access to Education, Civil Rights, Compensation (Remuneration), Faculty Development, Financial Support, Foreign Countries, Incentives, Refugees, Research Needs, Teacher Certification, Teacher Education, Teacher Persistence, Teacher Recruitment, Teacher Role, Teacher Selection, \_C:Afghanistan AFG, \_C:Algeria DZA, \_C:Bangladesh BGD, \_C:Bhutan BTN, \_C:Bosnia and Herzegovina BIH, \_C:Burkina Faso BFA, \_C:Cameroon CMR, \_C:Chad TCD, \_C:Congo XCO, \_C:Croatia HRV, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Greece GRC, \_C:Guinea GIN, \_C:Iraq IRQ, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Malaysia MYS, \_C:Nepal NPL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Syrian Arab Republic SYR, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1}, } @article{rosser_political_2018, title = {The political economy of teacher management reform in {Indonesia}}, volume = {61}, issn = {07380593}, url = {https://linkinghub.elsevier.com/retrieve/pii/S073805931730367X}, doi = {10.1016/j.ijedudev.2017.12.005}, abstract = {Indonesia faces serious problems in the number, cost, quality and distribution of teachers. In recent years, its central government has introduced a range of reforms to address these problems but they have produced modest results. This paper suggests that this outcome reflects the way in which predatory political and bureaucratic elites have used the school system for decades to accumulate resources, distribute patronage, mobilize political support, and exercise political control rather than promote improved learning outcomes. Efforts to reduce teacher numbers, enhance teacher quality, and improve teacher distribution have accordingly constituted an assault on the interests of these elites, provoking powerful, if often subterranean, resistance. Broadly, reform has only occurred where the central government has employed policy instruments that have disciplined local governments and maintained a commitment to these instruments in the face of resistance. The paper concludes by assessing the implications for Indonesian education.}, language = {en}, urldate = {2021-03-07}, journal = {International Journal of Educational Development}, author = {Rosser, Andrew and Fahmi, Mohamad}, month = jul, year = {2018}, keywords = {\_C:Australia AUS, \_C:Indonesia IDN, \_C:Netherlands NLD, \_C:Singapore SGP, \_C:Thailand THA, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1}, pages = {72--81}, } @article{samsonova_elementary_2018, title = {Elementary {Teachers}’ {Uses} and {Perceptions} of {Interactive} {Whiteboards} for {Instruction}}, volume = {17}, doi = {10.26803/ijlter.17.8.2}, number = {8}, journal = {International Journal of Learning, Teaching and Educational Research}, author = {Samsonova, Olga}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.26803/ijlter.17.8.2 2129771:FWJYRTY5}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Canada CAN, \_C:France FRA, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:North Cyprus XNCYP, \_C:Sweden SWE, \_C:Turkey TUR, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {17--35}, } @article{sanchez_miranda_ensenar_2018, title = {Enseñar y aprender con {eScholarium}: un estudio de caso sobre la implementación del proyecto en un {CEIP} de {Comunidad} de {Extremadura}}, shorttitle = {Enseñar y aprender con {eScholarium}}, author = {Sánchez Miranda, Sofía and Torres Carvalho, José Luis}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6KCXVVHW 2129771:F8CTU5BU 2129771:XGWU58ES}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Cuba CUB, \_C:Germany DEU, \_C:Israel ISR, \_C:Portugal PRT, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{tauson_edtech_2018, title = {{EdTech} for learning in emergencies and displaced settings}, institution = {London: Save the Children UK}, author = {Tauson, Michaelle and Stannard, Luke}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:76WWBGAL 2129771:DL685ZJZ 2129771:QFUWKQGI}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Belgium BEL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:China CHN, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Holy See VAT, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Israel ISR, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Malawi MWI, \_C:Mexico MEX, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Qatar QAT, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Syrian Arab Republic SYR, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United States USA, \_C:Uruguay URY, \_C:Yemen YEM, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @article{turvey_tablet_2018, title = {Tablet devices in education-beyond face value}, author = {Turvey, Keith and Pachler, Norbert}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:96X9P5JR 2129771:DXSHKGTY}, keywords = {\_C:Germany DEU, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{ubit_teacher_2018, title = {Teacher {Professional} {Development} at a {Tsunami}-{Affected} {School} in {Banda} {Aceh}}, volume = {17}, issn = {2202-493X}, url = {https://eric.ed.gov/?q=%22teacher+development%22+with+%22natural+disaster%22&id=EJ1184018}, abstract = {The 2004 tsunami in Aceh resulted in significant post-disaster problems which extended far beyond the loss of possessions and infrastructure destruction. In addition to having to deal with their own problems as a consequence of the tsunami, teachers were faced with the additional problems arising from working with children who had been exposed to the traumatic event. Teacher professional development was regarded as an important support mechanism to help teachers in this period. Findings from a qualitative study conducted in one school affected by the tsunami in Banda Aceh provided evidence that teachers indeed needed professional development that went beyond enhancing their knowledge and skills to teach their subjects to working with young people affected by the traumatic event. This paper discusses teacher professional development, focusing on the five criteria for effective professional development proposed by Desimone.}, language = {en}, number = {2}, urldate = {2021-02-12}, journal = {International Education Journal: Comparative Perspectives}, author = {Ubit, Fadliadi and Bartholomaeus, Pam}, year = {2018}, note = {Publisher: Australian and New Zealand Comparative and International Education Society KerkoCite.ItemAlsoKnownAs: 2129771:LN6H7GUC}, keywords = {Case Studies, Evaluation Criteria, Faculty Development, Foreign Countries, Interviews, Junior High School Students, Junior High Schools, Natural Disasters, Program Effectiveness, Public School Teachers, Qualitative Research, Secondary School Teachers, Trauma, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:India IND, \_C:Indonesia IDN, \_C:Jordan JOR, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Myanmar MMR, \_C:Seychelles SYC, \_C:Singapore SGP, \_C:Somalia SOM, \_C:Sri Lanka LKA, \_C:Tanzania TZA, \_C:Thailand THA, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {102--114}, } @book{voogt_second_2018, address = {New York, NY}, title = {Second handbook of information technology in primary and secondary education}, isbn = {978-3-319-71053-2 978-3-319-71055-6 978-3-319-71054-9}, language = {en}, publisher = {Springer Berlin Heidelberg}, author = {Voogt, Joke}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:KI9MCHVT}, keywords = {\_C:Afghanistan AFG, \_C:Albania ALB, \_C:Algeria DZA, \_C:Andorra AND, \_C:Angola AGO, \_C:Argentina ARG, \_C:Australia AUS, \_C:Austria AUT, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Belarus BLR, \_C:Belgium BEL, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Brunei Darussalam BRN, \_C:Bulgaria BGR, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Equatorial Guinea GNQ, \_C:Eritrea ERI, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Fiji FJI, \_C:Finland FIN, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Holy See VAT, \_C:Honduras HND, \_C:Hungary HUN, \_C:Iceland ISL, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Korea, Democratic People's Republic PRK, \_C:Korea, Republic KOR, \_C:Kosovo XKSVO, \_C:Kuwait KWT, \_C:Laos LAO, \_C:Latvia LVA, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Malta MLT, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Monaco MCO, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Panama PAN, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Qatar QAT, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Sahrawi Arab Democratic Republic XSADR, \_C:Samoa WSM, \_C:San Marino SMR, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Serbia SRB, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Timor-L'este TLS, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Vanuatu VUT, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{walton_evaluating_2018, type = {{PhD} {Thesis}}, title = {Evaluating the impact of a tablet-based intervention on the mathematics attainment, receptive language and approaches to learning of preschool children}, school = {University of Nottingham}, author = {Walton, Jodie M.}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:W2LIJBJV}, keywords = {\_C:Australia AUS, \_C:Brazil BRA, \_C:China CHN, \_C:France FRA, \_C:India IND, \_C:Ireland IRL, \_C:Japan JPN, \_C:Jordan JOR, \_C:Korea, Republic KOR, \_C:Malawi MWI, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:Singapore SGP, \_C:Spain ESP, \_C:Sudan SDN, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1}, } @article{yoon_thinking_2018, title = {Thinking {Critically} in {Space}: {Toward} a {Mixed}-{Methods} {Geospatial} {Approach} to {Education} {Policy} {Analysis}}, volume = {47}, issn = {0013-189X, 1935-102X}, shorttitle = {Thinking {Critically} in {Space}}, url = {http://journals.sagepub.com/doi/10.3102/0013189X17737284}, doi = {10.3102/0013189X17737284}, language = {en}, number = {1}, urldate = {2021-03-07}, journal = {Educational Researcher}, author = {Yoon, Ee-Seul and Lubienski, Christopher}, month = jan, year = {2018}, keywords = {Lebanon\_event\_2021, \_C:Canada CAN, \_C:China CHN, \_C:New Zealand NZL, \_C:Russian Federation RUS, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {53--61}, } @techreport{asim_moving_2017, type = {World {Bank} {Policy} {Report}}, title = {Moving teachers to {Malawi}’s remote communities: {A} data-driven approach to teacher deployment}, shorttitle = {Moving teachers to {Malawi}’s remote communities}, abstract = {There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.}, language = {en}, urldate = {2021-03-07}, author = {Asim, Salman and Chimombo, Joseph and Chugunov, Dmitry and Gera, Ravinder}, month = nov, year = {2017}, keywords = {Data-driven model, Deployments, Lebanon\_event\_2021, Malawi, Political economy, Schools, Teachers, \_C:Brazil BRA, \_C:Gambia GMB, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Italy ITA, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Philippines PHL, \_C:Singapore SGP, \_\_C:filed:1, \_\_C:scheme:1}, } @incollection{hardman_school-based_2017, address = {New York : Routledge, 2017.}, edition = {1}, title = {School-{Based} {Teacher} {Professional} {Development} in {East} {Africa}: {Emerging} {Lessons} from {Kenya} and {Tanzania}}, isbn = {978-1-315-71006-8}, url = {https://www.taylorfrancis.com/books/9781317487821/chapters/10.4324/9781315710068-34}, abstract = {This chapter discusses the main challenges facing both governments and the international donor community in the East African region as they implement effective teacher professional development. It reviews the emerging evidence suggesting educational quality is largely obtained by engaging teachers in reviewing their pedagogical processes at the school and classroom levels. It concludes with a discussion of the key priorities for policymakers in Kenya, Tanzania and East Africa more generally as they work towards improving pedagogical practices of both teachers and teacher educators and raising learning outcomes for all children as part of the new post-2015 education agenda.}, language = {en}, urldate = {2020-10-20}, booktitle = {International {Handbook} of {Teacher} {Quality} and {Policy}}, publisher = {Routledge}, author = {Hardman, Jan}, editor = {Akiba, Motoko and LeTendre, Gerald K.}, month = sep, year = {2017}, doi = {10.4324/9781315710068-34}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9781315710068-34 2129771:7SKAMBEG 2129771:N74HV2IR}, keywords = {\_C:Canada CAN, \_C:Cuba CUB, \_C:Finland FIN, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea, Republic KOR, \_C:Malawi MWI, \_C:Senegal SEN, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {517--527}, } @article{heyward_reforming_2017, title = {Reforming teacher deployment in {Indonesia}}, volume = {9}, issn = {1943-9342}, url = {https://doi.org/10.1080/19439342.2017.1301978}, doi = {10.1080/19439342.2017.1301978}, abstract = {This paper reports on a mixed-method, multiple-site study of teacher deployment in Indonesian primary schools. Results from a sample of 23 districts were analysed at district and national level. Substantial disparities in teacher distribution were found in all districts, between schools, between sub-districts and between specialist subjects. Two main issues emerged: uneven teacher distribution and small schools. The study found that a policy research approach which addresses political and cultural, as well as technical, dimensions at sub-national level can succeed in improving teacher deployment where previous efforts have failed.}, number = {2}, urldate = {2021-03-07}, journal = {Journal of Development Effectiveness}, author = {Heyward, Mark and Hadiwijaya, Aos Santosa and {Mahargianto} and Priyono, Edy}, month = apr, year = {2017}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2017.1301978}, keywords = {Comparative education, \_C:Australia AUS, \_C:India IND, \_C:Indonesia IDN, \_C:Pakistan PAK, \_C:Republic of Moldova MDA, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, decentralization, educational administration, educational policy, teacher management}, pages = {245--262}, } @techreport{buhl-wiggers_impact_2017, title = {The {Impact} of {Teacher} {Effectiveness} on {Student} {Learning} in {Africa}}, url = {https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/Buhl-Wiggers%20The%20Impact%20of%20Teacher%20Effectiveness%202017-04-30.pdf}, abstract = {Teaching quality is known to be critical for students’ education and life prospects in developed countries. However, little is known about how teacher quality affects student learning in Africa. This paper presents the first estimates of teacher value-added from an African country, using data from a school-based RCT in northern Uganda. Exploiting the random assignment of students to classrooms within schools, we estimate a lower bound on teacher effects. A 1-SD increase in teacher quality leads to at least a 0.14 SD improvement in student performance on a reading test at the end of the year. Shifting teachers from the 10th to the 90th percentile of quality increases performance by 0.36 SDs –comparable to the most effective education interventions conducted in Africa. Our results also suggest that an increase in teacher quality can make other education interventions more efficient.}, institution = {Research on Improving Systems of Education (RISE)}, author = {Buhl-Wiggers, Julie and Kerwin, Jason and Smith, Jeffrey and Thornton, Rebecca}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E8NLECM5 2129771:LUER2NXX 2405685:AEMAW5PW 2405685:LSQR8MAH 2447227:8W4XYI4G 2486141:TU36ERQU}, keywords = {C:Uganda, NULP, \_C:Ecuador ECU, \_C:India IND, \_C:Kenya KEN, \_C:Pakistan PAK, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, \_genre:PR-primary\_research, interesting}, } @phdthesis{alomary_factors_2017, type = {{PhD} {Thesis}}, title = {Factors influencing female undergraduate students' acceptance of, and motivation to, use tablet computers for learning}, school = {University of Southampton}, author = {Alomary, Azza}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:ES7QIDR4 2129771:LNWZCWZC}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:China CHN, \_C:Cuba CUB, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Japan JPN, \_C:Jordan JOR, \_C:Korea, Republic KOR, \_C:Lebanon LBN, \_C:Libya LBY, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Philippines PHL, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Turkey TUR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @book{arinto_research_2017, title = {Research on open educational resources for development in the {Global} {South}: {Project} landscape}, shorttitle = {Research on open educational resources for development in the {Global} {South}}, publisher = {African Minds, International Development Research Centre \& Research on Open …}, author = {Arinto, Patricia and Hodgkinson-Williams, Cheryl and King, Thomas and Cartmill, Tess and Willmers, Michelle}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MF6CC6DN}, keywords = {\_C:Afghanistan AFG, \_C:Argentina ARG, \_C:Australia AUS, \_C:Austria AUT, \_C:Bangladesh BGD, \_C:Belgium BEL, \_C:Bolivia BOL, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Costa Rica CRI, \_C:Cuba CUB, \_C:Ecuador ECU, \_C:El Salvador SLV, \_C:Estonia EST, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Ireland IRL, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Laos LAO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mongolia MNG, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:North Cyprus XNCYP, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Russian Federation RUS, \_C:Slovenia SVN, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @article{benigno_portability_2017, title = {Portability, {Feasibility}, {Collaborativeness}: {Teachers}’ {Perception} {Of} {Tablet} {Use} {For} {Inclusive} {Education}}, issn = {2340-1095}, shorttitle = {Portability, {Feasibility}, {Collaborativeness}}, url = {https://library.iated.org/view/BENIGNO2017POR}, doi = {10.21125/iceri.2017.1312}, abstract = {Tablet are characterized by features such as their ease of use, portability, feasibility and they are easily employable in collaborative learning (Schuck et al., 2013). Students themselves consider them as an effective tool for reflection, since it allows them to deepen their knowledge thanks to the possibility of on-line searching (Parmigiani et al., 2015). On the other side, teachers are aware of the fact that tablets can help in making lesson more interesting and varied (Heinrich, 2012), but their use also needs a rethinking of the pedagogical approach (Culé \& Gasparini, 2012) since tablets allow a more students-centred learning (Ludwig et al., 2011). Further, Information and Communication Technologies in general are also used for the inclusion of the disabled children into class activities (Ifenthaler \& Schweinbenz, 2013). We argue that tablets, thanks to their abovementioned features, may be particularly helpful in fostering the inclusion of children who are not disabled, but who cannot attend school for medical reasons. The socio-educational inclusion of these children was the main aim of the TRIS project (Tecnologie per l’Inclusione Socio-educativa [Technologies for socio-educational inclusion]), and Information and Communication Technologies, combined with new pedagogical methodologies, played a key role for the pursuing of this aim. During this project, we equipped a middle school classroom with one tablet for each teacher and student. In addition, after one year several activities were planned in collaboration with teachers to evaluate the use of tablets and some specific apps in different teaching area. The activity developed for chemistry involved the use of augmented reality software, and we were investigating its effect on students’ attitudes towards the subject. The one developed for Italian language was aimed to the investigation of whether the affordance of a specific app for the creation of mental app have helped the students in their creation in respect to paper and pencil. In this paper, we report the results regarding teachers’ perception of tablet use in everyday class activities, involving both their competencies and the frequency of use. We considered the impact of the tablet after six months and after one year and a half from their introduction. Furthermore, at the end of the specific activity, the teachers were interviewed in order to understand the potentiality of the tablet for the abovementioned subjects, for the inclusion of the homebound student, and the difficulty found in the planning and managing of the activities. All the teachers involved (n= 7) sustained the utility of the tablet for classes, mentioning its capacity to foster communication in collaborative working and to gain students’ attention. They mostly used the tablet for students’ individual work, on-line research, and for collaborative activities with the homebound student. Regarding the activities carried out with the teachers, they kept sustaining the tablet capacity to motivate students and to foster their active participation, but they also expressed several concerns regarding the high amount of time needed to plan and to implement the activities using the tablet.}, language = {en}, journal = {ICERI2017 Proceedings}, author = {Benigno, Vincenza and Caruso, Giovanni and Epifania, Marina Ottavia and Fante, Chiara and Ravicchio, Fabrizio and Trentin, Guglielmo}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.21125/iceri.2017.1312 10/gdm2ts 2129771:HE7QTZR8 2129771:KWSQ5QZS 2129771:LKSPGFSP 2129771:QPWDTFS8 2129771:T2MY6M9C 2129771:W9JUIT8E}, keywords = {\_C:Italy ITA, \_C:Trinidad and Tobago TTO, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {4970--4978}, } @book{hasler_atlas_2017, title = {An {Atlas} of {The} {Forty} {Colleges} of {Education} in {Ghana}}, copyright = {All rights reserved}, url = {http://bjohas.de/atlas2017}, author = {Haßler, Björn and Akunor, J. T. and Nyamador, E. S.}, year = {2017}, doi = {10.5281/zenodo.3911076}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:F7ZRYUZX KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911076 2129771:F7ZRYUZX 2129771:U3IVX9WX 2405685:SKFNBK29}, keywords = {Author:Haßler, Author:OpenDevEd, \_C:Ghana GHA, \_C:Mexico MEX, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, } @phdthesis{heyman_features_2017, type = {{PhD} {Thesis}}, title = {Features of {iPad} language applications for speech-language therapy with children}, author = {Heyman, Nikki}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3ZM4YRJR 2129771:4CY5A3GY}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Canada CAN, \_C:India IND, \_C:Japan JPN, \_C:New Zealand NZL, \_C:Portugal PRT, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Switzerland CHE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{juma_developing_2017, title = {Developing inclusive pre-service and in-service teacher education : {Insights} from {Zanzibar} primary school teachers}, volume = {13}, copyright = {© the Authors, 2017. This is an open access article distributed under the terms of a Creative Commons License.}, shorttitle = {Developing inclusive pre-service and in-service teacher education}, url = {https://jyx.jyu.fi/handle/123456789/55512}, abstract = {Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected through semi-structured interviews and self-reflective journals kept by the teachers and the first author. The qualitative thematic content analysis revealed: (1) the need to embed inclusive education and action research into pre-service and in-service teacher education curricula and (2) both school-based organisational learning and school–community and school–university collaborations may foster collaborative school cultures and inclusive inservice teacher education. The study discusses the role of teachers’ voices in informing teacher education development for educational equity and inclusion.}, language = {eng}, urldate = {2018-06-09}, journal = {International Journal of Whole Schooling}, author = {Juma, Said and Lehtomäki, Elina and Naukkarinen, Aimo}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2T3354QE 2129771:V42L3ESP}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Central African Republic CAF, \_C:Finland FIN, \_C:India IND, \_C:Japan JPN, \_C:Namibia NAM, \_C:North Macedonia MKD, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{kennedy_challenges_2017, title = {Challenges of {Technical} {Vocational} {Teacher} {Education} and {Teaching} in {Nigeria}: {The} {Need} for {Intervention}}, volume = {3}, abstract = {This paper reviews the critical roles of Technical Vocational teacher education and teaching in Nigeria. The paper establishes a nexus between quality Technical Vocational teacher education and national development. Critical challenges to Technical Vocational teacher education programmes and the teaching profession in Nigeria are identified to include over-crowded classes for teacher’s trainees, inequity in urban/rural deployment of teachers, poor funding and inadequate facilities, low quality Information and Communication technology (ICT) compliance and non-professionalization of teaching in Nigeria. Recommendations which include, a standard class, equity in urban/rural deployment of teachers, training/or retraining of Technical Vocational teacher in qualitative Information and Communication technology (ICT), Technical Vocational teacher mandatory membership in professional organisation, periodic attendance and active participation at conferences, seminars and workshop were made.}, language = {en}, number = {7}, author = {Kennedy, George W and Udoetuk, Udeme S}, year = {2017}, keywords = {\_C:China CHN, \_C:India IND, \_C:Japan JPN, \_C:Nigeria NGA, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {12}, } @phdthesis{lameu_education_2017, type = {{PhD} {Thesis}}, title = {Education {ICT} assemblage: encounters of discourses, emotions, affects, subjects, and their productive forces}, shorttitle = {Education {ICT} assemblage}, school = {University of Birmingham}, author = {Lameu, Paula Cristina}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:F87U5UCI}, keywords = {\_C:Australia AUS, \_C:Brazil BRA, \_C:Canada CAN, \_C:China CHN, \_C:Korea, Republic KOR, \_C:New Zealand NZL, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sudan SDN, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @mastersthesis{limpens_effect_2017, title = {Effect van een {Robot} op het aanleren van {Productieve} {Woordenschat} in een {Tweede} {Taal} bij {Kleuters}}, author = {Limpens, Lisa GA}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:CQWE4Y8R 2129771:FPI9Y4R8 2129771:GFULDR68 2129771:R8DFIFJQ}, keywords = {\_C:Chile CHL, \_C:Netherlands NLD, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{lubienski_geo-spatial_2017, title = {Geo-spatial analyses in education research: the critical challenge and methodological possibilities}, volume = {55}, copyright = {© 2016 Institute of Australian Geographers}, issn = {1745-5871}, shorttitle = {Geo-spatial analyses in education research}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/1745-5871.12188}, doi = {10.1111/1745-5871.12188}, abstract = {The usefulness of spatial perspectives in education research is well known, particularly in fields such as school choice that are operationalised in multiple institutional, demographic, and local geographies. But the modes of spatial inquiry, even as they can potentially lend themselves to integrated research strategies, tend to be fragmented and isolated, failing to take into account multiple dimensions of contextual factors. Our purpose is to provide critical deliberations on geo-spatial methods in school choice research and suggest an integrative approach to enhance research on school choice from a geographic perspective. This paper first demonstrates the linkage of spatial approaches to school choice, and then surveys geo-spatial research as typically leveraged on this issue. We argue that there are inherent limitations to the typical conceptions of space in geo-spatial analyses and discuss two of the major challenges to these conceptions as provided by critical theorists and geographers. But we also point out that these challenges suggest alternatives that themselves have serious shortcomings. The concluding discussion sets out some of the possibilities of a more integrated approach to spatial inquiry in education research, and school choice more specifically.}, language = {en}, number = {1}, urldate = {2021-03-07}, journal = {Geographical Research}, author = {Lubienski, Christopher and Lee, Jin}, year = {2017}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/1745-5871.12188 KerkoCite.ItemAlsoKnownAs: 2129771:555XYA4A 2129771:M3F439Y7}, keywords = {Lebanon\_event\_2021, \_C:Australia AUS, \_C:Canada CAN, \_C:Chile CHL, \_C:Georgia GEO, \_C:Ireland IRL, \_C:Japan JPN, \_C:New Zealand NZL, \_C:Sweden SWE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, access, education policy, equity, school choice, spatial inquiry}, pages = {89--99}, } @incollection{major_tablet_2017, title = {Tablet use in schools: impact, affordances and considerations}, shorttitle = {Tablet use in schools}, booktitle = {Handbook on {Digital} {Learning} for {K}-12 {Schools}}, publisher = {Springer}, author = {Major, Louis and Haßler, Björn and Hennessy, Sara}, year = {2017}, note = {00007 KerkoCite.ItemAlsoKnownAs: 2129771:485MSZJF 2129771:8BTH5YPD 2129771:FLMTLZDC 2129771:TYSXQU5W 2129771:W8LWQ8RD 2129771:YJ3TC54F}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Australia AUS, \_C:New Zealand NZL, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence}, pages = {115--128}, } @article{marti_uso_2017, title = {El uso de las tabletas y su impacto en el aprendizaje. {Una} investigación nacional en centros de {Educación} {Primaria1} {The} use of tablets and their impact on learning. {A} national research in {Primary} {Education} schools}, number = {379}, journal = {Revista de educación}, author = {Martí, Mar Camacho and Mon, Francesc Marc Esteve}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:4B8CEGVQ 2129771:DKR3L6NG 2129771:I8Q4T4DR 2129771:KMVLG2PE 2129771:PJAS26TQ}, keywords = {\_C:Dominican Republic DOM, \_C:Finland FIN, \_C:France FRA, \_C:India IND, \_C:Iran IRN, \_C:Lebanon LBN, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:Spain ESP, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {170--191}, } @article{mesinger-koppelt_lernprozesse_2017, title = {Lernprozesse mit digitalen {Werkzeugen} unterstützen–{Perspektiven} aus der {Didaktik} naturwissenschaftlicher {Fächer}}, volume = {278}, journal = {Joachim Herz Stiftung Verlag, Hamburg}, author = {Meßinger-Koppelt, Jenny and Schanze, S. and Groß, Jorge}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:3FBWNWDK 2129771:4KURGHBT 2129771:7H4BHGYV 2129771:9XYBHTJ6 2129771:NS2DV7WJ 2129771:YPKVC2GJ}, keywords = {\_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{montrieux_best_2017, title = {‘{The} best app is the teacher’{Introducing} classroom scripts in technology-enhanced education}, volume = {33}, doi = {10.1111/jcal.12177}, number = {3}, journal = {Journal of Computer Assisted Learning}, author = {Montrieux, Hannelore and Raes, Annelies and Schellens, Tammy}, year = {2017}, note = {00003 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12177 10/f98p79 2129771:JFD4BDVA 2129771:NL99RDLM}, keywords = {\_C:Belgium BEL, \_C:Canada CAN, \_C:China CHN, \_C:Greece GRC, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {267--281}, } @article{mulera_analysis_2017, title = {Analysis of factors affecting pupil performance in {Malawi}’s primary schools based on {SACMEQ} survey results}, volume = {54}, issn = {07380593}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059317302055}, doi = {10.1016/j.ijedudev.2017.04.001}, abstract = {The paper employs techniques of multilevel modelling and geographical information systems (GIS) on Malawi’s SACMEQ1 I, II and III data to identify factors affecting pupil performance in primary education of Malawi. The study reveals that in some districts pupils performed much better than others. Whilst in majority of cases the achievement levels of pupils were closely associated with the levels of inputs and services, there were some districts that did not demonstrate a positive correlation. The analysis further shows that pupils’ low socioeconomic status, high pupil-teacher ratios and the more time head teachers spent in teaching other than on school management were more significant factors that negatively affected pupil performance.}, language = {en}, urldate = {2021-03-07}, journal = {International Journal of Educational Development}, author = {Mulera, David Mc W.J. and Ndala, Ken Kaziputa and Nyirongo, Richard}, month = may, year = {2017}, keywords = {\_C:Botswana BWA, \_C:Colombia COL, \_C:Kenya KEN, \_C:Laos LAO, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:South Africa ZAF, \_C:Thailand THA, \_C:Uganda UGA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, pages = {59--68}, } @article{nilsson_blended_2017, title = {Blended learning vid lärares professionella lärande}, author = {Nilsson, Malin}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XYDS49VP}, keywords = {\_C:Canada CAN, \_C:Finland FIN, \_C:New Zealand NZL, \_C:Portugal PRT, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @phdthesis{owolabi_access_2017, type = {{PhD} {Thesis}}, title = {Access and use of clinical informatics among medical doctors in selected teaching hospitals in {Nigeria} and {South} {Africa}}, school = {University of Zululand}, author = {Owolabi, Kehinde Aboyami}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UT98R4VX}, keywords = {\_C:Angola AGO, \_C:Australia AUS, \_C:Austria AUT, \_C:Belgium BEL, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burkina Faso BFA, \_C:Canada CAN, \_C:China CHN, \_C:Colombia COL, \_C:Congo XCO, \_C:Cuba CUB, \_C:Denmark DNK, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Gambia GMB, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Ireland IRL, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Kuwait KWT, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mexico MEX, \_C:Morocco MAR, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Philippines PHL, \_C:Portugal PRT, \_C:Qatar QAT, \_C:Romania ROU, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Togo TGO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @article{piper_implementing_2017, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a national education system}, volume = {13}, abstract = {Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs.}, language = {en}, number = {3}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Piper, Benjamin and Oyanga, Arbogast and Mejia, Jessica and Pouezevara, Sarah}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:U4THKEF5 2405685:7L6V38N5}, keywords = {C:Kenya, \_C:Brazil BRA, \_C:Catalan Republic XCATA, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Honduras HND, \_C:India IND, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Malawi MWI, \_C:Niger NER, \_C:Peru PER, \_C:Portugal PRT, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @phdthesis{rosillo_modededie_2017, type = {{PhD} {Thesis}}, title = {Un modèle dédié à la conception et l’analyse de ressources numériques visant leur appropriation par les élèves}, school = {Université de Lyon}, author = {Rosillo, Taïma del Carmen Pérez}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:6TQI38HG 2129771:8A5QUNPL 2129771:98U7KFIX 2129771:YU76DWWY}, keywords = {\_C:Argentina ARG, \_C:Australia AUS, \_C:Brazil BRA, \_C:Canada CAN, \_C:France FRA, \_C:Sweden SWE, \_C:Turkey TUR, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, } @article{sackstein_conceptual_2017, title = {A conceptual framework to understand teachers’ {Professional} {Dispositions} and {Orientation} towards tablet technology in secondary schools}, volume = {29}, doi = {10.18489/sacj.v29i2.469}, number = {2}, journal = {South African Computer Journal}, author = {Sackstein, Suzanne and Slonimsky, Lynne}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.18489/sacj.v29i2.469 10/gdm2tk 2129771:LQD4ETTP}, keywords = {\_C:Cuba CUB, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, } @article{samsonova_understanding_2017, title = {Understanding elementary teachers' experiences and views using interactive whiteboards for pedagogical practices}, author = {Samsonova, Olga}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZWFEFQ8M}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Cyprus CYP, \_C:Egypt EGY, \_C:Iran IRN, \_C:Jordan JOR, \_C:Lithuania LTU, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:North Cyprus XNCYP, \_C:Spain ESP, \_C:Sweden SWE, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{sharmin_contribution_2017, title = {The {Contribution} of {Digital} {Technologies} to {Service} {Delivery}: {An} {Evidence} {Review}}, shorttitle = {The {Contribution} of {Digital} {Technologies} to {Service} {Delivery}}, institution = {IDS}, author = {Sharmin, Shumona and Faith, Becky and Prieto Martín, P. and Ramalingam, Ben}, year = {2017}, note = {00001 KerkoCite.ItemAlsoKnownAs: 2129771:5QB22ESR 2129771:7M4GEMG2}, keywords = {\_C:Afghanistan AFG, \_C:Armenia ARM, \_C:Australia AUS, \_C:Azerbaijan AZE, \_C:Bangladesh BGD, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burkina Faso BFA, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Catalan Republic XCATA, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Costa Rica CRI, \_C:Cuba CUB, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guyana GUY, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Kyrgyzstan KGZ, \_C:Lesotho LSO, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mexico MEX, \_C:Myanmar MMR, \_C:Nepal NPL, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Panama PAN, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Qatar QAT, \_C:Romania ROU, \_C:Rwanda RWA, \_C:Samoa WSM, \_C:Singapore SGP, \_C:Solomon Islands SLB, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1, literature / systematic review}, } @techreport{t-tel_midline_2017, title = {Midline survey: {Transforming} teacher education and learning}, url = {https://www.t-tel.org/files/docs/Learning%20Hub/Research%20and%20evidence%20-%20teacher%20education%20in%20Ghana/T-TEL%20MIDLINE%20REPORT.pdf}, urldate = {2020-07-03}, author = {{T-TEL}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:STGNQILB 2339240:MJM6PHCK 2405685:UMGJ8LUJ}, keywords = {\_C:Ghana GHA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{torres_influencing_2017, title = {Influencing appraisals of emotional valence with spatial touchscreen interactions: {An} embodied approach to {Positive} {Technology}}, shorttitle = {Influencing appraisals of emotional valence with spatial touchscreen interactions}, author = {Torres, Sergio Cervera}, year = {2017}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:GB82VEJ8}, keywords = {\_C:Canada CAN, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:Italy ITA, \_C:Netherlands NLD, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @phdthesis{weisel_examining_2017, type = {{PhD} {Thesis}}, title = {Examining the perceived impact of technology on teacher-student math discussions in early elementary classrooms}, school = {University of California, Los Angeles}, author = {Weisel, Derek}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:5ZJG6DS9 2129771:YDMWF6VV}, keywords = {\_C:Canada CAN, \_C:Cuba CUB, \_C:Dominican Republic DOM, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{wenner_theoretical_2017, title = {The {Theoretical} and {Empirical} {Basis} of {Teacher} {Leadership}: {A} {Review} of the {Literature}}, volume = {87}, issn = {0034-6543, 1935-1046}, shorttitle = {The {Theoretical} and {Empirical} {Basis} of {Teacher} {Leadership}}, url = {http://journals.sagepub.com/doi/10.3102/0034654316653478}, doi = {10.3102/0034654316653478}, abstract = {In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity.}, language = {en}, number = {1}, urldate = {2021-03-07}, journal = {Review of Educational Research}, author = {Wenner, Julianne A. and Campbell, Todd}, month = feb, year = {2017}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Israel ISR, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {134--171}, } @book{wishart_mobile_2017, title = {Mobile learning in schools: {Key} issues, opportunities and ideas for practice}, shorttitle = {Mobile learning in schools}, publisher = {Routledge}, author = {Wishart, Jocelyn}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:LXIQ529R}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Bangladesh BGD, \_C:Brunei Darussalam BRN, \_C:Canada CAN, \_C:China CHN, \_C:Denmark DNK, \_C:Finland FIN, \_C:France FRA, \_C:India IND, \_C:Italy ITA, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Korea XKOR, \_C:Lebanon LBN, \_C:Malaysia MYS, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Portugal PRT, \_C:Qatar QAT, \_C:Singapore SGP, \_C:Slovenia SVN, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @book{swaffield_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Development} {Guide} for {Tutors})}, title = {Theme 6: {Leadership} for {Learning} ({Tutors})}, volume = {7}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Swaffield, Sue and MacBeath, J.}, editor = {Haßler, Björn}, month = dec, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:2J3EWDD6}, keywords = {Author:Haßler, Author:OpenDevEd, \_C:Chad TCD, \_C:Ghana GHA, \_C:Greece GRC, \_C:United Kingdom GBR, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence}, } @techreport{banerjee_mainstreaming_2016, type = {Working {Paper}}, title = {Mainstreaming an {Effective} {Intervention}: {Evidence} from {Randomized} {Evaluations} of “{Teaching} at the {Right} {Level}” in {India}}, shorttitle = {Mainstreaming an {Effective} {Intervention}}, url = {http://www.nber.org/papers/w22746}, abstract = {Previous randomized studies have shown that addressing children’s current learning gaps, rather than following an over-ambitious uniform curriculum, can lead to significant learning gains. In this study, we evaluate a series of efforts to scale up the NGO Pratham’s approach to teaching children according to their actual learning level, in four Indian States. While this approach was previously shown to be extremely effective when implemented with community volunteers outside of school, the objective of these new scale-up evaluations was to develop a model that could be implemented within the government school system. In the first two instances (Bihar and Uttarakhand), the methodology was not adopted by government schoolteachers, despite well-received training sessions and Pratham support. Motivated by the quantitative and qualitative analysis of these early attempts, we adapted the approach and designed large-scale experiments in the states of Haryana and Uttar Pradesh to test two new scale-up models. In Haryana, teachers received support from government resource persons trained by Pratham, and implemented the approach during a dedicated hour. In Uttar Pradesh, Pratham volunteers implemented high-intensity, short-burst “learning camps” for 40 days, in school and during school hours, with additional 10-day summer camps. Both models proved effective, with gains in language of 0.15 standard deviation in Haryana, and 0.70 standard deviations in Uttar Pradesh, on all students enrolled in these schools at baseline. These two models provide blueprints that can be replicated inside other government systems.}, number = {22746}, urldate = {2020-07-27}, institution = {National Bureau of Economic Research}, author = {Banerjee, Abhijit and Banerji, Rukmini and Berry, James and Duflo, Esther and Kannan, Harini and Mukherji, Shobhini and Shotland, Marc and Walton, Michael}, month = oct, year = {2016}, doi = {10.3386/w22746}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w22746 2129771:4SI8CL4K 2129771:IJ484UVX 2129771:JP65D9ZN 2129771:QHBP9EXP 2129771:WAVMVLKN 2405685:LEGZTSPV 2486141:KZKGLZ26}, keywords = {C:India, \_C:Ghana GHA, \_C:India IND, \_C:Kenya KEN, \_C:Nepal NPL, \_C:Pakistan PAK, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @inproceedings{donnelly_automatic_2016, address = {New York, NY, USA}, series = {{UMAP} '16}, title = {Automatic {Teacher} {Modeling} from {Live} {Classroom} {Audio}}, isbn = {978-1-4503-4368-8}, url = {https://doi.org/10.1145/2930238.2930250}, doi = {10.1145/2930238.2930250}, abstract = {We investigate automatic analysis of teachers' instructional strategies from audio recordings collected in live classrooms. We collected a data set of teacher audio and human-coded instructional activities (e.g., lecture, question and answer, group work) in 76 middle school literature, language arts, and civics classes from eleven teachers across six schools. We automatically segment teacher audio to analyze speech vs. rest patterns, generate automatic transcripts of the teachers' speech to extract natural language features, and compute low-level acoustic features. We train supervised machine learning models to identify occurrences of five key instructional segments (Question \& Answer, Procedures and Directions, Supervised Seatwork, Small Group Work, and Lecture) that collectively comprise 76\% of the data. Models are validated independently of teacher in order to increase generalizability to new teachers from the same sample. We were able to identify the five instructional segments above chance levels with F1 scores ranging from 0.64 to 0.78. We discuss key findings in the context of teacher modeling for formative assessment and professional development.}, urldate = {2021-03-07}, booktitle = {Proceedings of the 2016 {Conference} on {User} {Modeling} {Adaptation} and {Personalization}}, publisher = {Association for Computing Machinery}, author = {Donnelly, Patrick J. and Blanchard, Nathan and Samei, Borhan and Olney, Andrew M. and Sun, Xiaoyi and Ward, Brooke and Kelly, Sean and Nystran, Martin and D'Mello, Sidney K.}, month = jul, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MWMRUTL7 2129771:P5U3LFX7}, keywords = {\_C:Canada CAN, \_C:Congo, Republic COG, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, automatic feedback, classroom discourse, dialogic instruction, educational data mining, speech recognition}, pages = {45--53}, } @book{kini_does_2016, title = {Does {Teaching} {Experience} {Increase} {Teacher} {Effectiveness}? {A} {Review} of the {Research}}, shorttitle = {Does {Teaching} {Experience} {Increase} {Teacher} {Effectiveness}?}, url = {https://eric.ed.gov/?id=ED606426}, abstract = {Do teachers continue to improve in their effectiveness as they gain experience in the teaching profession? This paper aims to answer that question by critically reviewing recent literature that analyzes the effect of teaching experience on student outcomes in K-12 public schools in the United States. This report reviews 30 studies published within the last 15 years that analyze the effect of teaching experience on student outcomes in the United States. The goal of this paper is to provide researchers and policymakers with a comprehensive and timely review of this body of work. A renewed look at this research is warranted due to advances in research methods (including the use of teacher and student fixed effects) and data systems that have allowed researchers to more accurately answer this question. Specifically, by including teacher fixed effects in their analyses, researchers have been able to compare a teacher with multiple years of experience to that same teacher when he or she had fewer years of experience. In contrast, older studies often used less precise methods, such as cross-sectional analyses, which compare distinct cohorts of teachers with different experience levels during a single school year. [For the research brief to this report "Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Research Brief," see ED606427.]}, language = {en}, urldate = {2021-03-07}, publisher = {Learning Policy Institute}, author = {Kini, Tara and Podolsky, Anne}, month = jun, year = {2016}, note = {ISSN: ISSN- Publication Title: Learning Policy Institute}, keywords = {Achievement Gains, At Risk Students, Attendance, Collegiality, Correlation, Educational Legislation, Educational Policy, Elementary Secondary Education, Ethnicity, Federal Legislation, Gender Differences, Mathematics Achievement, Peer Influence, Public School Teachers, Racial Differences, Reading Achievement, Socioeconomic Status, Student Characteristics, Teacher Distribution, Teacher Effectiveness, Teaching Conditions, Teaching Experience, \_C:India IND, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{dachi_reflecting_2016, title = {Reflecting on {Five} {Decades} of {Teacher} {Professional} {Development} in {Tanzania}: {The} {Missing} {Dimensions}}, volume = {36}, copyright = {Copyright (c) 2016 Papers in Education and Development}, issn = {0856-4027}, shorttitle = {Reflecting on {Five} {Decades} of {Teacher} {Professional} {Development} in {Tanzania}}, url = {http://journals.udsm.ac.tz/index.php/ped/article/view/2528}, abstract = {The importance of teacher development need not be over stated. This is adducible by the fact that transformations, innovations and diffusions in education make it imperative that teachers have to continually change and adopt. This paper takes stock of the trajectory of teacher professional development in Tanzania by locating related initiatives in the macro-policies and education transformations spanning a period of nearly five decades. It identifies the missing dimensions for robust in-service continuous professional development programmes (CPD) for primary and secondary school teachers. The paper proposes the need to support a cost effective in-service CPD model, which is school based designed around a reflective practitioner approach, for which teaching is an interactive problem solving professional undertaking requiring continuous updating of key competences that teachers require for classroom practices. Key words:      teachers’ professionalism; teachers’ continuous professional development; macro-policies; education transformations}, language = {en}, number = {0}, urldate = {2019-06-01}, journal = {Papers in Education and Development}, author = {Dachi, Hillary}, month = feb, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3DAXHV2W 2129771:FA2SH9AA}, keywords = {\_C:Canada CAN, \_C:Finland FIN, \_C:Germany DEU, \_C:Ghana GHA, \_C:Kenya KEN, \_C:Korea, Republic KOR, \_C:Malaysia MYS, \_C:Namibia NAM, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Uganda UGA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @inproceedings{adam_one_2016, address = {Pretoria, South Africa}, title = {One {Laptop} per {Child} {Rwanda}: {Enabling} {Factors} and {Barriers}}, isbn = {ISBN 978-0-620-70782-4}, shorttitle = {One {Laptop} per {Child} {Rwanda}}, url = {http://aa-rf.org/wp-content/uploads/2017/03/SAICET-2016-Proceedings.pdf}, booktitle = {Empowering the 21st {Century} {Learner}}, publisher = {African Academic Research Forum}, author = {Adam, Taskeen and Haßler, Björn and Cruickshank, Heather}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PZE5L9QW 2129771:WDGI2A2F 2486141:PZQAFS2P}, keywords = {Author:Haßler, Author:OpenDevEd, \_C:Australia AUS, \_C:Austria AUT, \_C:Bangladesh BGD, \_C:Belgium BEL, \_C:Botswana BWA, \_C:Burkina Faso BFA, \_C:Canada CAN, \_C:China CHN, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Denmark DNK, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Peru PER, \_C:Poland POL, \_C:Portugal PRT, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Serbia SRB, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {184--195}, } @phdthesis{al-ghatrifi_professional_2016, type = {{PhD} {Thesis}}, title = {The professional development of teachers in {Higher} {Education} in {Oman}: a case study of {English} teachers in the {Colleges} of {Applied} {Sciences}}, shorttitle = {The professional development of teachers in {Higher} {Education} in {Oman}}, school = {University of Reading}, author = {Al-Ghatrifi, Yaqoob}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:58BS4RY3}, keywords = {\_C:Antigua and Barbuda ATG, \_C:Australia AUS, \_C:Bahrain BHR, \_C:Benin BEN, \_C:Canada CAN, \_C:China CHN, \_C:Egypt EGY, \_C:France FRA, \_C:Germany DEU, \_C:Greece GRC, \_C:India IND, \_C:Iran IRN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Kuwait KWT, \_C:Malaysia MYS, \_C:Malta MLT, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Portugal PRT, \_C:Qatar QAT, \_C:Saudi Arabia SAU, \_C:Somalia SOM, \_C:Sweden SWE, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Yemen YEM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{bainton_improving_2016, title = {Improving {Secondary} {School} {Teacher} {Quality} in {Sub}-{Saharan} {Africa}}, language = {en}, number = {3}, institution = {University of Bristol}, author = {Bainton, Dave and Barrett, Angeline Mbogo and Tikly, Leon}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X5Z7RU4N 2405685:CLHEDE9L}, keywords = {C:sub-Saharan Africa, \_C:Benin BEN, \_C:Botswana BWA, \_C:Burundi BDI, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Congo, Republic COG, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:India IND, \_C:Ivory Coast CIV, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Mali MLI, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{biro_matching_2016, title = {Matching couples with {Scarf}’s algorithm}, volume = {77}, issn = {1012-2443, 1573-7470}, url = {http://link.springer.com/10.1007/s10472-015-9491-5}, doi = {10.1007/s10472-015-9491-5}, abstract = {Scarf’s algorithm [18] provides fractional core elements for NTU-games. Biró and Fleiner [3] showed that Scarf’s algorithm can be extended for capacitated NTU-games. In this setting agents can be involved in more than one coalition at a time, cooperations may be performed with different intensities up to some limits, and the contribution of the agents can also differ in a coalition. The fractional stable solutions for the above model, produced by the extended Scarf algorithm, are called stable allocations. In this paper we apply this solution concept for the Hospitals Residents problem with Couples (HRC). This is one of the most important general stable matching problems due to its relevant applications, also wellknown to be NP-hard. We show that if a stable allocation yielded by the Scarf algorithm turns outto be integral then it provides a stable matching for an instance of HRC, so this method can be used as a heuristic. In an experimental study, we compare this method with other heuristics constructed for HRC that are applied in practice in the American and Scottish resident allocation programs, respectively. Our main finding is that the Scarf algorithm outperforms all the other known heuristics when the proportion of couples is high.}, language = {en}, number = {3-4}, urldate = {2021-03-07}, journal = {Annals of Mathematics and Artificial Intelligence}, author = {Biró, Péter and Fleiner, Tamás and Irving, Robert W.}, month = aug, year = {2016}, keywords = {\_C:Hungary HUN, \_C:Ireland IRL, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {303--316}, } @article{crook_evaluating_2016, title = {Evaluating the {Impact} of 1: 1 {Laptops} on {High} {School} {Science} {Students} and {Teachers}}, shorttitle = {Evaluating the {Impact} of 1}, author = {Crook, Simon Joseph}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:DSTTPVBE}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Canada CAN, \_C:Cuba CUB, \_C:Germany DEU, \_C:Japan JPN, \_C:Jordan JOR, \_C:Luxembourg LUX, \_C:Singapore SGP, \_C:Switzerland CHE, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{fawcett_how_2016, title = {How {Useful} {Are} {They}?}, author = {Fawcett, Liz}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:ATQFP76Q}, keywords = {\_C:Canada CAN, \_C:Ireland IRL, \_C:Malaysia MYS, \_C:Nepal NPL, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{hasler_tablet_2016, title = {Tablet use in schools: a critical review of the evidence for learning outcomes}, volume = {32}, copyright = {© 2015 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Tablet use in schools}, url = {https://docs.opendeved.net/lib/9IYKEUKJ}, doi = {10.1111/jcal.12123}, abstract = {The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.}, language = {en}, number = {2}, journal = {Journal of Computer Assisted Learning}, author = {Haßler, Björn and Major, Louis and Hennessy, Sara}, year = {2016}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:9IYKEUKJ KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12123 10/f8f6mc 2129771:67CB8FHE 2129771:6YGVDBXS 2129771:9IYKEUKJ 2129771:BFWTG2BG 2129771:HX6DBG7W 2129771:XBQV2NGQ 2129771:XWGFIH7Y 2129771:Z688UKBU 2292090:7ASI5XLU 2317526:3V7LV2NP 2339240:C6LDZSDW 2339240:GNBA7ZJI 2339240:WPK23R37 2405685:7552P2EL 2405685:9I6F956M 2405685:SZ2DB7K2 503888:U6FRZHMB}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, Android, Australia AUS, Author:Haßler, Author:OpenDevEd, Belgium BEL, Björn-CV-OECS, Canada CAN, Chile CHL, DL4D cited, Malawi MWI, Monday, New Zealand NZL, Spain ESP, TL:Arabic, TL:English, TL:Translated, Thailand THA, TranslationGoingAhead, Turkey TUR, \_C:Brazil BRA, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:India IND, \_C:Kenya KEN, \_C:Norway NOR, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, iPad, learning outcomes, publicImportV1, school, systematic reviews, tablets}, pages = {139--156}, } @article{klubal_vliv_2016, title = {{VLIV} {POUŽITÍ} {MOBILNÍHO} {DOTYKOVÉHO} {ZAŘÍZENÍ} {PŘI} {PROCVIČOVÁNÍ} {UČIVA}}, journal = {Klára Rybenská Experimentální ověření efektivity vỳuky anglického jazyka s využitím myenglishlab........... 128 Danuše Vymetálková}, author = {Klubal, Libor}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:EI2AHPC3}, keywords = {\_C:Australia AUS, \_C:Bulgaria BGR, \_C:Chile CHL, \_C:China CHN, \_C:Czech Republic CZE, \_C:Ethiopia ETH, \_C:Greece GRC, \_C:Luxembourg LUX, \_C:Norway NOR, \_C:Poland POL, \_C:Romania ROU, \_C:Singapore SGP, \_C:Spain ESP, \_C:Sweden SWE, \_C:Tunisia TUN, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {99}, } @article{kutcher_school_2016, title = {A school mental health literacy curriculum resource training approach: {Effects} on {Tanzanian} teachers' mental health knowledge, stigma and help-seeking efficacy}, doi = {10.1186/s13033-016-0082-6}, abstract = {© 2016 The Author(s). Background: Mental health literacy (MHL) is foundational for mental health promotion, prevention, stigma reduction, and care; School supported information pertaining to MHL in sub-Saharan Africa is extremely limited, including in Tanzania. Successful application of a school MHL curriculum resource may be an effective way to increase teacher MHL and therefore help to improve mental health outcomes for students. Methods: Secondary school teachers in Tanzania were trained on the African Guide (AG) a school MHL curriculum resource culturally adapted from a Canadian MHL resource (The Guide) for use in Africa. Teacher training workshops on the classroom application of the AG were used to evaluate its impact on mental health literacy in a sample of Tanzanian Secondary school teachers. Pre-post training assessment of participant knowledge and attitudes was conducted. Help-seeking efficacy for teachers themselves and their interventions for students, friends, family members and peers were determined. Results: Paired t test (n = 37) results demonstrate highly significant improvements in teacher's overall knowledge (p {\textless} 0.001; d = 1.14), including mental health knowledge, (p {\textless} 0.001; d = 1.14) and curriculum specific knowledge (p {\textless} 0.01; d = 0.63). Teachers' stigma against mental illness decreased significantly following the training (p {\textless} 0.001; d = 0.61). Independent t tests comparing the paired sample against unpaired sample also demonstrated significant differences between the groups for teacher's overall knowledge (p {\textless} 0.001). Teachers also reported high rates (greater than 3/4 of the sample) of positive help-seeking efficacy for themselves as well as for their students, friends, family members and peers. As a result of the training, the number of students teachers identified for potential mental health care totaled over 200. Conclusions: These positive results, when taken together with other research, suggest that the use of a classroom-based resource (the AG) that integrates MHL into existing school curriculum through training teachers may be an effective and sustainable way to increase the MHL (improved knowledge, decreased stigma and positive help-seeking efficacy) of teachers in Tanzania. As this study replicated the results of a previous intervention in Malawi, consideration could be given to scaling up this intervention in both countries and applying this resource and approach in other countries in East Africa.}, language = {en}, journal = {International Journal of Mental Health Systems}, author = {Kutcher, Stan and Wei, Yifeng and Gilberds, Heather and Ubuguyu, Omary and Njau, Tasiana and Brown, Adena and Sabuni, Norman and Magimba, Ayoub and Perkins, Kevin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13033-016-0082-6 10/gf62ks 2129771:NME6EHAD 2317526:CXCUPU8E}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, A:Sub-Saharan Africa, AA:Africa, C:Malawi, C:Tanzania, CA:AandC, CCZ:Tanzania, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:Improvement, F:assessment, F:attitude, F:curriculum, F:outcomes, P:culture, P:health, P:teachers, R:impact, T:Ausbildung, T:Lehrwerkstatt, T:Training, T:trainee, Z:Adolescents, Z:Knowledge, Z:Mental health, Z:Mental health literacy, Z:School-based intervention, Z:Stigma, Z:Teachers, \_C:Canada CAN, \_C:Malawi MWI, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @article{lewis_ict_2016, title = {{ICT} and the {Education} of {Refugees}}, doi = {10.1596/26522}, author = {Lewis, Kent and Thacker, Simon}, year = {2016}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1596/26522 10/gdm2tq 2129771:2C83JMHH}, keywords = {\_C:Afghanistan AFG, \_C:Algeria DZA, \_C:Armenia ARM, \_C:Australia AUS, \_C:Canada CAN, \_C:Chile CHL, \_C:Congo XCO, \_C:Costa Rica CRI, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:France FRA, \_C:Germany DEU, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Kuwait KWT, \_C:Lebanon LBN, \_C:Libya LBY, \_C:Luxembourg LUX, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Morocco MAR, \_C:Netherlands NLD, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Philippines PHL, \_C:Qatar QAT, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:South Sudan SSD, \_C:Spain ESP, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Syrian Arab Republic SYR, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Yemen YEM, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{mutlu_understanding_2016, type = {{PhD} {Thesis}}, title = {Understanding {Students}' and {Teachers}' {Approaches} to {Tablet} {Use} in {Turkish} {Secondary} {Schools}: {A} {Model} {Based} {Approach}}, shorttitle = {Understanding {Students}' and {Teachers}' {Approaches} to {Tablet} {Use} in {Turkish} {Secondary} {Schools}}, school = {University of Sheffield}, author = {Mutlu, Tugba}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:E8FLHYKA}, keywords = {\_C:Antigua and Barbuda ATG, \_C:Australia AUS, \_C:Austria AUT, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:Greece GRC, \_C:Guyana GUY, \_C:Hungary HUN, \_C:India IND, \_C:Iran IRN, \_C:Israel ISR, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Korea, Republic KOR, \_C:Lebanon LBN, \_C:Malta MLT, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Poland POL, \_C:Russian Federation RUS, \_C:Singapore SGP, \_C:Sweden SWE, \_C:Thailand THA, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{novelli_teachers_2016, title = {Teachers as agents of sustainable peace, social cohesion and development: theory, practice \& evidence}, volume = {20}, issn = {1947-9417}, shorttitle = {Teachers as agents of sustainable peace, social cohesion and development}, url = {http://www.scielo.org.za/scielo.php?script=sci_abstract&pid=S1947-94172016000300002&lng=en&nrm=iso&tlng=en}, doi = {10.17159/1947-9417/2016/1486}, number = {3}, urldate = {2021-03-07}, journal = {Education as Change}, author = {Novelli, Mario and Sayed, Yusuf}, year = {2016}, note = {Publisher: University of Johannesburg KerkoCite.ItemAlsoKnownAs: 10.17159/1947-9417/2016/1486 2129771:88PBEAAU}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:India IND, \_C:Lebanon LBN, \_C:Myanmar MMR, \_C:Nepal NPL, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {15--37}, } @phdthesis{ramoroka_planning_2016, type = {{PhD} {Thesis}}, title = {Planning and governance for blended pedagogies and engagement of knowledge economy for {South} {Africa}'s national development agenda}, school = {University of Limpopo}, author = {Ramoroka, Tlou Millicent}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:74WPDFSZ 2129771:PYLG6CVU}, keywords = {\_C:Algeria DZA, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Congo XCO, \_C:Dominican Republic DOM, \_C:Egypt EGY, \_C:Estonia EST, \_C:Finland FIN, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Ireland IRL, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Latvia LVA, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Poland POL, \_C:Romania ROU, \_C:Serbia SRB, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sweden SWE, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @inproceedings{sadeck_continuum_2016, title = {A continuum of teachers'e-learning practices}, booktitle = {International {Conference} on e-{Learning}}, publisher = {Academic Conferences International Limited}, author = {Sadeck, Osman}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NQYDJCXP}, keywords = {\_C:South Africa ZAF, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {198}, } @article{sinclair_recent_2016, title = {Recent research on geometry education: an {ICME}-13 survey team report}, volume = {48}, shorttitle = {Recent research on geometry education}, doi = {10.1007/s11858-016-0796-6}, number = {5}, journal = {ZDM}, author = {Sinclair, Nathalie and Bussi, Maria G. Bartolini and de Villiers, Michael and Jones, Keith and Kortenkamp, Ulrich and Leung, Allen and Owens, Kay}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-016-0796-6 10/gf49zc 2129771:KBL2L4KL 2129771:VUAH22CM}, keywords = {\_C:Argentina ARG, \_C:Australia AUS, \_C:Austria AUT, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Ethiopia ETH, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Greece GRC, \_C:Guinea GIN, \_C:India IND, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Peru PER, \_C:Poland POL, \_C:Portugal PRT, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {691--719}, } @phdthesis{strohmyer_student_2016, type = {{PhD} {Thesis}}, title = {Student perceptions of flipped learning in a high school math classroom}, school = {Walden University}, author = {Strohmyer, Daniel A.}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:3AXEB7PX}, keywords = {\_C:Australia AUS, \_C:Cuba CUB, \_C:Ireland IRL, \_C:Pakistan PAK, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{ozoglu_mobility-related_2015, title = {Mobility-{Related} {Teacher} {Turnover} and the {Unequal} {Distribution} of {Experienced} {Teachers} in {Turkey}}, volume = {15}, copyright = {Copyright (c) 2015 Educational Sciences: Theory \& Practice}, issn = {2148-7561}, url = {https://jestp.com/~jestpcom/index.php/estp/article/view/650}, doi = {10.12738/estp.2015.4.2619}, abstract = {This study investigates the issue of mobility-related teacher turnover in Turkey through both quantitative and qualitative methods. The quantitative findings derived from descriptive and correlational analyses of countrywide teacher-assignment and transfer data indicate that a high rate of mobility-related turnover is observed in the less- developed, eastern provinces of Turkey. The qualitative findings derived from semi-structured, in-depth interviews with school principals suggest that the factors contributing to the issue of mobility-related teacher turnover experienced in eastern Turkey are largely related to the socio-economic and geographic conditions of the region. The qualitative findings further suggest that this turnover issue may have far-reaching negative consequences across school-wide performances and processes. Participants consistently reported that the issue of teacher turnover had negative impacts on student performance, teacher motivation and commitment, instructional planning, administrative processes, and school climate. The study concludes by exploring possible policy implications for alleviating the issue of mobility-related teacher turnover as experienced in the less-developed, eastern regions of Turkey.}, language = {en}, number = {4}, urldate = {2021-03-07}, journal = {Educational Sciences: Theory \& Practice}, author = {Özoğlu, Murat}, month = aug, year = {2015}, note = {Number: 4}, keywords = {Lebanon\_event\_2021, Turkey, \_C:Georgia GEO, \_C:Italy ITA, \_C:Turkey TUR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1}, } @article{shah_relationship_2015, title = {Relationship of {Job} {Satisfaction} and {Turnover} {Intention} of {Private} {Secondary} {School} {Teachers}}, issn = {20399340, 20392117}, url = {https://www.richtmann.org/journal/index.php/mjss/article/view/7082}, doi = {10.5901/mjss.2015.v6n4s2p313}, urldate = {2021-03-07}, journal = {Mediterranean Journal of Social Sciences}, author = {Shah, Nazir Haider and Jumani, Nabi Bux}, month = jul, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2IQWSF4E 2129771:XV4URHIR}, keywords = {Lebanon\_event\_2021, \_C:Australia AUS, \_C:Cameroon CMR, \_C:Canada CAN, \_C:China CHN, \_C:Cyprus CYP, \_C:Greece GRC, \_C:India IND, \_C:Italy ITA, \_C:Korea XKOR, \_C:Malaysia MYS, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{piper_teacher_2015, title = {Teacher coaching in {Kenya}: {Examining} instructional support in public and nonformal schools}, volume = {47}, issn = {0742-051X}, shorttitle = {Teacher coaching in {Kenya}}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X15000025}, doi = {10.1016/j.tate.2015.01.001}, abstract = {Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.}, urldate = {2015-03-19}, journal = {Teaching and Teacher Education}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.01.001 10/f63z7b 2129771:NYI8CY62 2129771:PI8G7IIF 2129771:ZVRS99BQ 2339240:76EQG2NV 2405685:LM7EYD5E 2405685:WU59KPEH 261495:QBFNURGR}, keywords = {AWP2, C:Kenya, CitedIn:AKFC, CitedIn:OER4Schools-HHH3-B, Coaching, Instruction, Kenya, Literacy, PRIMR, \_C:Canada CAN, \_C:Ethiopia ETH, \_C:Kenya KEN, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Thailand THA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, professional development}, pages = {173--183}, } @techreport{british_council_technology_2015, address = {New Delhi}, title = {Technology for professional development: access, interest and opportunity for teachers of {English} in {South} {Asia}}, url = {https://www.britishcouncil.in/sites/default/files/digital_teachers_report_final_low_res.pdf}, urldate = {2020-05-21}, institution = {British Council}, author = {British Council}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7UWQ68SG 2405685:UE23QGKH}, keywords = {\_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:China CHN, \_C:India IND, \_C:Italy ITA, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Pakistan PAK, \_C:Sri Lanka LKA, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{burns_where_2015, address = {New York}, title = {Where it's needed most: {Quality} professional development for all teachers}, language = {en}, institution = {Inter-Agency Network for Education in Emergencies}, author = {Burns, M. and Lawrie, J.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7944FCFC 2129771:T2JI2EYX 2405685:XABT3JHM}, keywords = {C:Fragile contexts, \_C:Afghanistan AFG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Central African Republic CAF, \_C:Chile CHL, \_C:Colombia COL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:Haiti HTI, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Iraq IRQ, \_C:Japan JPN, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mexico MEX, \_C:Myanmar MMR, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Peru PER, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tunisia TUN, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Yemen YEM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @incollection{hasler_open_2015, title = {Open {Content}}, url = {http://bjohas.de/Publications/Hassler_Mays_OpenContent}, booktitle = {International {Encyclopedia} of {Digital} {Communication} and {Society}}, publisher = {Wiley-Blackwell}, author = {Haßler, Björn and Mays, Tony}, editor = {Hwa Ang, Peng and Mansell, Robin}, year = {2015}, note = {HMOC EdTechHub.Copy: 2405685:UP7P7L2D KerkoCite.ItemAlsoKnownAs: 2129771:DWC5YGAD 2129771:FY5V62YE 2129771:W9Q5K32L 2405685:UP7P7L2D 2486141:C7AQI94R 261495:NHM4H2R9}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Canada CAN, \_C:France FRA, \_C:South Africa ZAF, \_C:Spain ESP, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, } @article{hennessy_challenges_2015, title = {Challenges and opportunities for teacher professional development in interactive use of technology in {African} schools}, volume = {24}, doi = {10.1080/1475939x.2015.1092466}, number = {5}, journal = {Technology, Pedagogy and Education}, author = {Hennessy, Sara and Haßler, Björn and Hofmann, Riikka}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1092466 10.1080/1475939x.2015.1092466 10/gfv5xz 2129771:5VQYH38X 2129771:AMZ6ZM6C 2129771:J9GHN7C4 2129771:L2HUHYLN 2129771:Z6IRJ6Y4 2129771:ZCU7ZNTG 257089:GN2B3JX9 261495:HSFJGS9C}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Bangladesh BGD, \_C:France FRA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:b}, pages = {1--28}, } @article{hennessy_pedagogic_2015, title = {Pedagogic change by {Zambian} primary school teachers participating in the {OER4Schools} professional development programme for one year}, volume = {31}, copyright = {Creative Commons Attribution 4.0 International}, issn = {02671522}, url = {https://www.repository.cam.ac.uk/bitstream/handle/1810/261133/Hennessy_et_al-2015-Research_Papers_in_Education-AM.pdf?sequence=1}, doi = {10.1080/02671522.2015.1073343}, abstract = {Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.}, language = {en}, number = {4}, journal = {Research Papers in Education}, author = {Hennessy, Sara and Haßler, Björn and Hofmann, Riikka}, year = {2015}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:QGHFB3QL KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2015.1073343 10/gftr46 2129771:2RSUFZXK 2129771:4DDI7MD4 2129771:5P2TUQQC 2129771:CPWUEHPK 2129771:DLXY6Q8J 2129771:QGHFB3QL 2129771:TG8DGQ3P 2129771:WHB6UUT9 2339240:UTDG7DWR 2405685:CSCFPKV2 2405685:NAJLZ3FE 2405685:R5KQR27A 2405685:S9FRC57W 2534378:4NJUGCID 2534378:E2PEHWQT 2534378:GGBWWEIN 2534378:HQ26LIRW 2534378:QVE8VZAZ 2534378:Z7EEHWT2 257089:AGK9WB3X 257089:FXEJEAA9 261451:ENUVRNA2 261495:4NPFWURU 261495:YIZHH9Z5}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, C:sub-Saharan Africa, CAREER development, EDUCATION -- Study \& teaching, GRADUATE education, PROFESSIONAL education, TEACHER training, ZAMBIA, Zambia, \_C:Australia AUS, \_C:India IND, \_C:Iran IRN, \_C:Japan JPN, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:Tonga TON, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099887, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_working\_potential\_duplicate, \_\_finaldtb, \_r:ImportedToMyEducationEvidence, \_yl:a, digital technology, docs.opendeved.net, interactive pedagogy, open educational resources, sub-Saharan Africa, teacher professional development}, pages = {399--427}, } @article{hunt_review_2015, title = {Review of national education policies: {Teacher} quality and learning outcomes}, volume = {45}, issn = {0033-1538, 1573-9090}, shorttitle = {Review of national education policies}, url = {http://link.springer.com/10.1007/s11125-015-9356-z}, doi = {10.1007/s11125-015-9356-z}, abstract = {This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of specific questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations related to the inclusion of teaching and learning in education policy and a range of strategies that can support teaching and learning, both directly and indirectly.}, language = {en}, number = {3}, urldate = {2021-03-07}, journal = {PROSPECTS}, author = {Hunt, Frances}, month = sep, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-015-9356-z 2129771:VCQK6BQP}, keywords = {\_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Belize BLZ, \_C:Bhutan BTN, \_C:Cambodia KHM, \_C:Colombia COL, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:Guyana GUY, \_C:India IND, \_C:Indonesia IDN, \_C:Jamaica JAM, \_C:Kenya KEN, \_C:Laos LAO, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mauritius MUS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, pages = {379--390}, } @phdthesis{maurice_schols_continuing_2015, type = {{PhD} {Thesis}}, title = {Continuing technology professional development: {A} technology learning preferences instrument to support teacher educators’ workplace learning}, shorttitle = {Continuing technology professional development}, school = {Roehampton University}, author = {Maurice Schols, B. A.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FUGDS44Y}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Canada CAN, \_C:China CHN, \_C:Cuba CUB, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Greece GRC, \_C:Ireland IRL, \_C:Luxembourg LUX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Portugal PRT, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @article{pereira_o_2015, title = {O {Uso} {Pedagógico} do {Tablet} no {Instituto} {Federal} de {Educação}, {Ciência} e {Tecnologia} de {Rondônia} ({IFRO})}, volume = {2}, doi = {10.26568/2359-2087.2015.1628}, number = {4}, journal = {EDUCA-Revista Multidisciplinar em Educação}, author = {Pereira, Dauster Souza and Bueno, José Lucas Pedreira}, year = {2015}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.26568/2359-2087.2015.1628 10/gdm2tj 2129771:U6UA85PE}, keywords = {\_C:Canada CAN, \_C:Portugal PRT, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {130--144}, } @misc{qarizada_teachers_2015, title = {Teachers’ {Learning} {Circle} in {Afghanistan}:-{A} new experience of {Professional} {Development} of {Male} and {Female} {School} {Teachers} in {Mazar}-e-{Sharif}, {Afghanistan}.}, author = {Qarizada, Zabihullah}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NAWPMSSV}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Iran IRN, \_C:Pakistan PAK, \_C:Spain ESP, \_C:Sweden SWE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @book{reid_supporting_2015, title = {Supporting teacher development: literature review.}, isbn = {978-1-74322-227-0}, shorttitle = {Supporting teacher development}, abstract = {This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of practices in educational policy and teacher development focused on enhancing teacher quality. It identifies policies that support teacher development as well as the characteristics of effective pre-service teacher education programs and of high-quality professional learning programs for teachers. It acknowledges the need to modify and adapt intervention approaches to suit particular country contexts. [Executive summary].}, language = {en}, author = {Reid, Kate and Kleinhenz, Elizabeth and {Australia} and {Department of Foreign Affairs and Trade}}, year = {2015}, note = {OCLC: 930576865}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Belgium BEL, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Egypt EGY, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Gambia GMB, \_C:Germany DEU, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Guyana GUY, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Laos LAO, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nauru NRU, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Peru PER, \_C:Philippines PHL, \_C:Senegal SEN, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Trinidad and Tobago TTO, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Vanuatu VUT, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @article{ring_teacher_2015, title = {Teacher retention in refugee and emergency settings: {The} state of the literature}, volume = {14}, language = {en}, number = {3}, journal = {The International Education Journal: Comparative Perspectives}, author = {Ring, Hannah Reeves and West, M Y}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3GXIVSSW 2129771:GN4QC67U 2129771:M5HVE7L7 2486141:9QST5RRI}, keywords = {\_C:Afghanistan AFG, \_C:Belgium BEL, \_C:Bhutan BTN, \_C:Cambodia KHM, \_C:Chad TCD, \_C:China CHN, \_C:Ethiopia ETH, \_C:France FRA, \_C:India IND, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Nepal NPL, \_C:Nicaragua NIC, \_C:Papua New Guinea PNG, \_C:Sierra Leone SLE, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {106--121}, } @techreport{wall_quantitative_2015, title = {Quantitative {Analysis} of the {Distribution} of {Professional} {Staff} with {Advanced} {Degrees} in 2014 {Missouri} {Public} {School} {Districts} by {Student} {Ethnicity} and {Socioeconomic} {Status}}, url = {https://www.nwmissouri.edu/accreditation/NCATE/pdf/FocusVisit/Rejoinder/Exhibits/R.4.5.9%20Action%20Research%20Paper.pdf}, urldate = {2021-03-07}, author = {Wall, T J}, year = {2015}, keywords = {Lebanon\_event\_2021, \_C:Finland FIN, \_C:Norway NOR, \_C:Sweden SWE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{tao_using_2014, title = {Using the {Capability} {Approach} to improve female teacher deployment to rural schools in {Nigeria}}, volume = {39}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059314000911}, doi = {10.1016/j.ijedudev.2014.08.011}, abstract = {This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these.}, language = {en}, urldate = {2021-03-07}, journal = {International Journal of Educational Development}, author = {Tao, Sharon}, month = nov, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.08.011 2129771:X48NF6KT}, keywords = {Lebanon\_event\_2021, \_C:Bangladesh BGD, \_C:Canada CAN, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:India IND, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, pages = {92--99}, } @article{schultz_inequitable_2014, title = {Inequitable {Dispersion}: {Mapping} the {Distribution} of {Highly} {Qualified} {Teachers} in {St}. {Louis} {Metropolitan} {Elementary} {Schools}}, volume = {22}, issn = {EISSN-1068 2341}, shorttitle = {Inequitable {Dispersion}}, url = {https://eric.ed.gov/?id=EJ1050052}, abstract = {The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically employed a higher percentage of less qualified teachers (Clotfelter, Ladd, \& Vidgor, 2005, 2006; Hill \& Lubienski, 2007; Lankford, Loeb, \& Wyckoff, 2002). This study examines the distribution, location, and exceptions to highly qualified teachers in St. Louis metropolitan elementary schools. Using Geographic Information Systems (GIS), this study demonstrates how the distribution of highly qualified teachers remains relevant to urban education policy discussions.}, language = {en}, number = {90}, urldate = {2021-03-07}, journal = {Education Policy Analysis Archives}, author = {Schultz, Lyndsie Marie}, month = sep, year = {2014}, note = {Publisher: Colleges of Education at Arizona State University and the University of South Florida}, keywords = {Educational Legislation, Elementary School Teachers, Elementary Schools, Federal Legislation, Lebanon\_event\_2021, Minority Group Students, Poverty, Predictor Variables, Socioeconomic Status, Teacher Certification, Teacher Effectiveness, Teacher Qualifications, Urban Education, Urban Schools, \_C:Argentina ARG, \_C:Bolivia BOL, \_C:Brazil BRA, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:India IND, \_C:Mexico MEX, \_C:Peru PER, \_C:Portugal PRT, \_C:Spain ESP, \_C:United States USA, \_C:Venezuela VEN, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{terrier_matching_2014, type = {{MiP} {Country} {Profile}}, title = {Matching practices of teachers to {Schools} – {France} – {Matching} in {Practice}}, url = {https://www.matching-in-practice.eu/matching-practices-of-teachers-to-schools-france/}, language = {en-US}, number = {20}, urldate = {2021-03-07}, author = {Terrier, Camille}, month = jun, year = {2014}, keywords = {Lebanon\_event\_2021, \_C:Belgium BEL, \_C:Estonia EST, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Hungary HUN, \_C:Ireland IRL, \_C:Italy ITA, \_C:Spain ESP, \_C:Ukraine UKR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{biro_hospitals_2014, title = {The {Hospitals} / {Residents} {Problem} with {Couples}: {Complexity} and {Integer} {Programming} {Models}}, shorttitle = {The {Hospitals} / {Residents} {Problem} with {Couples}}, url = {http://arxiv.org/abs/1308.4534}, abstract = {The Hospitals / Residents problem with Couples (HRC) is a generalisation of the classical Hospitals / Resident problem (HR) that is important in practical applications because it models the case where couples submit joint preference lists over pairs of (typically geographically close) hospitals. In this paper we give a new NP-completeness result for the problem of deciding whether a stable matching exists, in highly restricted instances of HRC. Further, we present an Integer Programming (IP) model for HRC and extend it the case where preference lists can include ties. Also, we describe an empirical study of an IP model or HRC and its extension to the case where preference lists can include ties. This model was applied to randomly generated instances and also real-world instances arising from previous matching runs of the Scottish Foundation Allocation Scheme, used to allocate junior doctors to hospitals in Scotland.}, urldate = {2021-03-07}, journal = {arXiv:1308.4534 [cs]}, author = {Biro, P. and Manlove, D. F. and McBride, I.}, month = may, year = {2014}, note = {arXiv: 1308.4534}, keywords = {Computer Science - Data Structures and Algorithms, \_C:Canada CAN, \_C:Hungary HUN, \_C:Japan JPN, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{kim_conceptual_2014, title = {A conceptual framework for examining {HRD} and {NHRD} linkages and outcomes: {Review} of {TVET} literature}, volume = {38}, issn = {2046-9012}, shorttitle = {A conceptual framework for examining {HRD} and {NHRD} linkages and outcomes}, url = {https://www.emeraldinsight.com/doi/abs/10.1108/EJTD-01-2013-0009}, doi = {10.1108/ejtd-01-2013-0009}, abstract = {This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce training. National human resource development (NHRD) perspectives recognize the role of TVET in linking regional and national economic development strategies. Furthermore, TVET’s focus on literacy education, poverty alleviation and inclusion of marginalized and vulnerable populations emphasizes social development outcomes that are critical for NHRD. Using this background, the integration of HRD and NHRD outcomes into one conceptual TVET framework for addressing workforce, economic and social development outcomes has been proposed.}, number = {4}, urldate = {2018-08-01}, journal = {European Journal of Training and Development}, author = {Kim, Sehoon and Kotamraju, Pradeep and Alagaraja, Meera}, month = apr, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-01-2013-0009 10/gf62qc 2129771:CSVKCHI6 2317526:JQWJZUQY}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, \_C:Australia AUS, \_C:Austria AUT, \_C:Brazil BRA, \_C:Canada CAN, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Hungary HUN, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Russian Federation RUS, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, pages = {265--285}, } @techreport{noauthor_new_2014, title = {A new solution for the roommate problem: {The} {Q}-stable matchings}, url = {http://econ.core.hu/file/download/mtdp/MTDP1422.pdf}, urldate = {2021-03-07}, year = {2014}, keywords = {\_C:Hungary HUN, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{abas_building_2014, title = {Building mental health workforce capacity through training and retention of psychiatrists in {Zimbabwe}}, doi = {10.3109/09540261.2014.924487}, abstract = {Despite the need to improve the quantity and quality of psychiatry training in sub-Saharan Africa (SSA), very little is known about the experiences of psychiatric trainees in the region. This is the first study examining psychiatric trainees in a low-income country in SSA. It was carried out as part of the needs assessment for a unique Medical Education Partnership Initiative (MEPI) programme to find African solutions for medical shortages in Africa. We approached all doctors who had trained in post-graduate psychiatry in Zimbabwe in 2010 and conducted in-depth qualitative interviews with all except one (n = 6). We analysed the data using constant comparison and thematic analysis. Trainees described the apprenticeship model as the programme's primary strength, through providing clinical exposure and role models. Programme weaknesses included shortages in information sources, trainee salaries, trainers, public health education, and in the mental health service. Most respondents were, however, eager to continue practising psychiatry in Zimbabwe, motivated by family ties, national commitment and helping vulnerable, stigmatized individuals. Respondents called for sub-speciality training and for infrastructure and training to do research. Resources need to be made available for psychiatric trainees in more SSA settings to develop public health competencies. However, investment in psychiatry training programmes must balance service provision with trainees' educational needs. Directing investment towards needs identified by trainees may be a cost-effective, context-sensitive way to increase retention and learning outcomes. © 2014 Institute of Psychiatry.}, language = {en}, journal = {International Review of Psychiatry}, author = {Abas, Melanie A. and Nhiwatiwa, Sekai M. and Mangezi, Walter and Jack, Helen and Piette, Angharad and Cowan, Frances M. and Barley, Elizabeth and Chingono, Alfred and Iversen, Amy and Chibanda, Dixon and Barley, Elizabeth and Barley, Elizabeth and Chingono, Alfred and Iversen, Amy and Chibanda, Dixon}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.3109/09540261.2014.924487 10/gf62pv 2129771:S37KJPZJ 2317526:H7G6FTSU}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Zimbabwe, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:low-income country, F:assessment, F:learning, F:outcomes, F:salary, P:health, P:measurement, P:media, P:services, R:interview, R:qualitative, T:Lehrlingsausbildung, T:Training, T:trainee, \_C:Canada CAN, \_C:Ghana GHA, \_C:Mexico MEX, \_C:Nicaragua NIC, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @article{abdul-hamid_what_2014, title = {What matters most for education management information systems: {A} framework paper}, shorttitle = {What matters most for education management information systems}, author = {Abdul-Hamid, Husein}, year = {2014}, note = {Publisher: World Bank Group, Washington, DC KerkoCite.ItemAlsoKnownAs: 2129771:C4JC4EQI}, keywords = {\_C:Antigua and Barbuda ATG, \_C:Australia AUS, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Benin BEN, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:Grenada GRD, \_C:Guinea GIN, \_C:India IND, \_C:Indonesia IDN, \_C:Japan JPN, \_C:Jordan JOR, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mozambique MOZ, \_C:Nicaragua NIC, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Philippines PHL, \_C:Saint Kitts and Nevis KNA, \_C:Saint Vincent and the Grenadines VCT, \_C:Senegal SEN, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Thailand THA, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United States USA, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @phdthesis{gagnon_understanding_2014, address = {United States -- New Hampshire}, type = {Ph.{D}.}, title = {Understanding the distribution of teacher effectiveness}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, url = {https://search.proquest.com/docview/1617959470/abstract/4BD8DE0B51754EC4PQ/1}, abstract = {The classroom teacher plays a powerful role in improving student outcomes, and teachers are increasingly looked at as a means to address disparities in achievement. Consequently, policy makers are becoming interested in understanding the distribution of teacher effectiveness across school characteristics. Very recent research suggests that, on average, students in high-poverty schools receive instruction from less effective teachers (as operationalized through teacher value-added scores) than do students in lower-poverty schools. This research seeks to build upon this literature by also examining how teacher effectiveness varies across urbanicity and location, doing so while using an often overlooked subset of schools—namely those that come from small and/or rural districts. The results of this study support the notion that teacher effectiveness is not equal across the poverty level of schools, as it finds a meaningful and robust connection between school FRPL rates and teacher value-added scores; findings pertaining to the urbanicity of schools are less conclusive. This study also finds that teacher effects vary across location, as does the connection between teacher effects and school FRPL rates. Evidence is put forth which suggests that this variability may do due in part to the supply of teachers in a given region. This study is organized into three essays: the first examines teacher effects across school income and urbanicity; the second incorporates the impact of location and teacher staffing theory; the third essay is a policy brief intended for a wide audience, as it synthesizes the findings of the first two essays to make concrete policy recommendations.}, language = {English}, urldate = {2021-03-07}, school = {University of New Hampshire}, author = {Gagnon, Douglas Jude}, year = {2014}, note = {ISBN: 9781321342796}, keywords = {Distribtution of Effectiveness, Education, Equality of Opportunity, Social sciences, Teacher Effectiveness, Teacher Supply, Value-Added Modeling, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{hasler_school-based_2014, title = {School-based professional development in a developing context: {Lessons} learnt from a case study in {Zambia}}, volume = {41}, issn = {1941-5257}, shorttitle = {School-based professional development in a developing context: {Lessons} learnt from a case study in {Zambia}}, url = {http://dx.doi.org/10.1080/19415257.2014.938355}, doi = {10.1080/19415257.2014.938355}, abstract = {This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all.}, number = {5}, journal = {Professional Development in Education}, author = {Haßler, Björn and Hennessy, S. and Cross,, A.}, collaborator = {Chileshe, E. and Machiko, B.}, year = {2014}, note = {00015 EdTechHub.Copy: 2405685:RUTXQFGV KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2014.938355 10/gfv5xw 2129771:7RVZCL3K 2129771:GA2J43XP 2129771:NAPYJ8MD 2129771:TU868QEN 2129771:Y2CH4MCW 2405685:RUTXQFGV 257089:F5UDH5X5 261495:VMEXDVG4}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Iran IRN, \_C:Italy ITA, \_C:Malawi MWI, \_C:Namibia NAM, \_C:Nigeria NGA, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:a}, pages = {1--20}, } @techreport{power_educational_2014, title = {Educational {Technology} {Topic} {Guide}}, shorttitle = {{EdTech} {Topic} {Guide}}, url = {http://www.heart-resources.org/topic/educational-technology/}, urldate = {2014-10-20}, author = {Power, Tom}, collaborator = {Gater, Rosalind and Grant, Catherine and Winters, Niall}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:8WY3UUCX 2129771:CM5HB782 2129771:U82KRZAA 257089:BQNAW6PN 261495:H7X3RNJG}, keywords = {\_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Chile CHL, \_C:Congo XCO, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Haiti HTI, \_C:India IND, \_C:Jamaica JAM, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Malawi MWI, \_C:Mali MLI, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Peru PER, \_C:Philippines PHL, \_C:Qatar QAT, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @article{sailors_supporting_2014, title = {Supporting {Change} in {Literacy} {Instruction} in {Malawi}}, volume = {49}, issn = {1936-2722}, url = {https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.70}, doi = {10.1002/rrq.70}, abstract = {In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five-month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes.}, language = {en}, number = {2}, urldate = {2020-05-10}, journal = {Reading Research Quarterly}, author = {Sailors, Misty and Hoffman, James V. and Pearson, P. David and McClung, Nicola and Shin, Jaran and Phiri, Liveness Mwale and Saka, Tionge}, year = {2014}, note = {shortDOI: 10/ggvk3t KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.70 10/ggvk3t 2129771:7UI2KR9V 2339240:FPRQN6RV 2405685:IVTVDACJ}, keywords = {Adult, C:Malawi, Childhood, Coaching, Decoding, Discussion, Early childhood, English as a second language, English for speakers of other languages, English language learners, English learners, Experimental, Fairy tales, Family literacy, Home language, Home-school connections, In-service, Instructional models, Language learners, Literature, Literature-based instruction, Oral language, Parental involvement, Phonics, Program evaluation, Reading strategies, Research methodology, School based, Sight words, Sociocultural, Socioeconomic factors, Strategies, Supplementary resources, Teacher education, Textbooks, \_C:Botswana BWA, \_C:Fiji FJI, \_C:France FRA, \_C:Israel ISR, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, and materials, folk tales, methods, phonemic awareness, phonological awareness, professional development, quasi-experimental, word recognition}, pages = {209--231}, } @book{unesco_teaching_2014, series = {{EFA} {Global} {Monitoring} {Report}}, title = {Teaching and learning: achieving quality for all}, isbn = {978-92-3-104255-3 92-3-104255-6}, shorttitle = {Teaching and learning}, url = {http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/}, language = {English}, publisher = {UNESCO Publishing}, author = {{UNESCO}}, editor = {Rose, Pauline}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L7BYMPGX 2129771:VSDHHN2M 2317526:84RYDD8Q 2317526:ANC99CQF 261495:N6VKK8WW}, keywords = {AWP2, AWP2-actual, CitedIn:AKFC, CitedIn:OER4S-TPE-HHH2, CitedIn:OER4Schools-2012-HHH1, CitedIn:OER4Schools-HHH3, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, CitedIn:OER4Schools-HHH3-B, CitedIn:PhD\_Thesis, EfA, GMR, RPF-May-2016, \_C:Afghanistan AFG, \_C:Albania ALB, \_C:Algeria DZA, \_C:Andorra AND, \_C:Angola AGO, \_C:Antigua and Barbuda ATG, \_C:Argentina ARG, \_C:Armenia ARM, \_C:Artsakh XARTH, \_C:Australia AUS, \_C:Austria AUT, \_C:Azerbaijan AZE, \_C:Bahamas BHS, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belarus BLR, \_C:Belgium BEL, \_C:Belize BLZ, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Brunei Darussalam BRN, \_C:Bulgaria BGR, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Congo, Republic COG, \_C:Costa Rica CRI, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Equatorial Guinea GNQ, \_C:Eritrea ERI, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Federated States of Micronesia FSM, \_C:Fiji FJI, \_C:Finland FIN, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Grenada GRD, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:Guyana GUY, \_C:Haiti HTI, \_C:Honduras HND, \_C:Hungary HUN, \_C:Iceland ISL, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Korea, Democratic People's Republic PRK, \_C:Korea, Republic KOR, \_C:Kuwait KWT, \_C:Kyrgyzstan KGZ, \_C:Latvia LVA, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Malta MLT, \_C:Marshall Islands MHL, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Monaco MCO, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nauru NRU, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Palau PLW, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Pridnestrovian Moldovan Republic XPRMR, \_C:Qatar QAT, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:San Marino SMR, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Serbia SRB, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:Solomon Islands SLB, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Suriname SUR, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:Tuvalu TUV, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Uzbekistan UZB, \_C:Vanuatu VUT, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @incollection{woodward_english_2014, address = {London}, title = {English in {Action}: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobile phones in {Bangladesh}}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0346251X15000925}, language = {en}, urldate = {2020-08-31}, booktitle = {Innovations {In} {The} {Continuing} {Professional} {Development} {Of} {English} {Language} {Teachers}}, publisher = {British Council}, author = {Woodward, Clare and Griffiths, Malcolm and Solly, Mike}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PR4JTY27 2405685:VLPHGQ5H}, keywords = {C:Bangladesh, \_C:Afghanistan AFG, \_C:Argentina ARG, \_C:Australia AUS, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Bulgaria BGR, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Croatia HRV, \_C:Czech Republic CZE, \_C:Djibouti DJI, \_C:Dominican Republic DOM, \_C:Ethiopia ETH, \_C:France FRA, \_C:Germany DEU, \_C:Greece GRC, \_C:Hungary HUN, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Italy ITA, \_C:Japan JPN, \_C:Kazakhstan KAZ, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Lithuania LTU, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mexico MEX, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Namibia NAM, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Poland POL, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Saudi Arabia SAU, \_C:Serbia SRB, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Syrian Arab Republic SYR, \_C:Thailand THA, \_C:Turkey TUR, \_C:Ukraine UKR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Uzbekistan UZB, \_C:Yemen YEM, \_\_C:filed:1, \_\_C:scheme:1}, pages = {227--248}, } @article{liyanagunawardena_impact_2013, title = {The impact and reach of {MOOCs}: {A} developing countries’ perspective}, volume = {33}, copyright = {cc\_by\_nc\_nd}, issn = {1887-1542}, shorttitle = {The impact and reach of {MOOCs}}, url = {http://centaur.reading.ac.uk/32452/1/In-depth_33_1.pdf}, abstract = {Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learn- ers from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these ar- eas of the world. The paper further shows the need for more data on the demograph- ics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries.}, language = {en}, number = {33}, urldate = {2015-01-21}, journal = {eLearning Papers}, author = {Liyanagunawardena, Tharindu and Williams, Shirley and Adams, Andrew}, month = may, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EGN52YWE 2129771:I236WQ36 2129771:P768IDQH 2339240:KUBQWJSR 2339240:U3ZRM9IM 2405685:4RBFSPKP 2405685:WBWECXQ5 2486141:9GZATIPJ 261495:JMKKF9GF}, keywords = {C:Low- and middle-income countries, MOOCs, NOTdocs.opendeved.net, \_C:Afghanistan AFG, \_C:Australia AUS, \_C:Burundi BDI, \_C:China CHN, \_C:Denmark DNK, \_C:Finland FIN, \_C:France FRA, \_C:India IND, \_C:Italy ITA, \_C:Jordan JOR, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Norway NOR, \_C:Rwanda RWA, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {38--46}, } @article{roulston_gis_2013, title = {{GIS} in {Northern} {Ireland} secondary schools: mapping where we are now}, volume = {22}, issn = {1038-2046}, shorttitle = {{GIS} in {Northern} {Ireland} secondary schools}, url = {https://doi.org/10.1080/10382046.2012.759437}, doi = {10.1080/10382046.2012.759437}, abstract = {A number of studies suggest that integrating Geographical Information Systems (GIS) into Geography teaching in schools has been and is challenging, and it seems that much of the early promise for the technology supporting learning in Geography has not been realised. This paper examines the progress made in Northern Ireland in implementing GIS in secondary schools. The deployment of a centrally procured entry-level GIS, in the context of a programme of centralised provision of information and communication technology (ICT) services to all schools, is examined and the results of an online survey of 85 Geography teachers provides an insight into how effective that provision has been. This combination of a regional strategy on GIS, curriculum changes and increased access to computers seems to have ensured that GIS is being used in many Geography classrooms. There is evidence that a range of GI systems are being used in schools and in a number of different ways, but mostly for teacher rather than for pupil use at present. Teachers expressed a need for coordinated training in order to make full use of the hardware and software available.}, number = {1}, urldate = {2021-03-07}, journal = {International Research in Geographical and Environmental Education}, author = {Roulston, Stephen}, month = feb, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/10382046.2012.759437}, keywords = {C2k, Geographic Information Systems, Northern Ireland, \_C:Australia AUS, \_C:Germany DEU, \_C:Ireland IRL, \_C:Singapore SGP, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, geography education}, pages = {41--56}, } @article{hennessy_wnioski_2013, title = {Wnioski z międzynarodowych doświadczeń w wykorzystywaniu tablic interaktywnych - rola doskonalenia zawodowego we wprowadzaniu nowych technologii do szkół}, author = {Hennessy, Sara and London, Laura and Dzierzgowski, Jan}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ES3KSIUM}, keywords = {\_C:Australia AUS, \_C:Mexico MEX, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @book{moon_teacher_2013, address = {New York}, series = {Education, {Poverty} and {International} {Development} {Series}}, title = {Teacher {Education} and the {Challenge} of {Development}: a global analysis}, isbn = {978-0-415-60071-2}, shorttitle = {Teacher {Education} and the {Challenge} of {Development}: a global analysis}, publisher = {Routledge}, author = {Moon, B. and Dladla, N and Bird, A. Nordstrum, L. Hanbing, Y. McCormick, B. Banks, F. Dheram, P. Ibn Junaid, M. Wolfenden, F. Buckler, A. Gafar, A. Tao, S., L. Storey and Kirk, J. and Azlam, M. and Kingdon, G. and Dembele, M. and Miaro-II, J. Power, T., B. Anamuah-Mensah and Umar, A.}, editor = {Moon, B.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9ZEGYMQF 2129771:XIRMR2Y4 2317526:JLSR2KAW 261495:GV5J6KI4}, keywords = {AWP2, AWP2-actual, CitedIn:AKFC, CitedIn:OER4Schools-2012-HHH1, CitedIn:OER4Schools-HHH3, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, CitedIn:OER4Schools-HHH3-B, CitedIn:PhD\_Thesis, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Congo XCO, \_C:France FRA, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Mali MLI, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, } @book{orr_what_2013, address = {London}, title = {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}, isbn = {978-1-907345-48-7}, shorttitle = {What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?}, url = {http://sro.sussex.ac.uk/43901/1/Undertrained_teachers_2013_Orr.pdf}, language = {English}, urldate = {2016-03-28}, publisher = {EPPI-Centre, Social Science Research Unit, Institute of Education, University of London}, author = {Orr, David and Westbrook, Jo and Pryor, John and Durrani, Naureen and Sebba, Judy and Adu-Yeboah, Christine and {others}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9YW97PKU 2129771:F4Q5DIY8 2129771:LZYDA4UF 2405685:YAT9NL4R 2486141:LAE22MA6 261495:XSK2293Z}, keywords = {C:Low- and middle-income countries, STC-TLC, \_C:Afghanistan AFG, \_C:Algeria DZA, \_C:Angola AGO, \_C:Antigua and Barbuda ATG, \_C:Argentina ARG, \_C:Armenia ARM, \_C:Australia AUS, \_C:Azerbaijan AZE, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belize BLZ, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Cuba CUB, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Federated States of Micronesia FSM, \_C:Fiji FJI, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Grenada GRD, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guyana GUY, \_C:Haiti HTI, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ivory Coast CIV, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Kosovo XKSVO, \_C:Kyrgyzstan KGZ, \_C:Laos LAO, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Marshall Islands MHL, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Palau PLW, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Portugal PRT, \_C:Republic of Moldova MDA, \_C:Rwanda RWA, \_C:Sahrawi Arab Democratic Republic XSADR, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:Senegal SEN, \_C:Seychelles SYC, \_C:Singapore SGP, \_C:Solomon Islands SLB, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Suriname SUR, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Timor-L'este TLS, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Uzbekistan UZB, \_C:Vanuatu VUT, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_duplicate\_item}, } @article{berkvens_improving_2012, title = {Improving adult learning and professional development in a post-conflict area: {The} case of {Cambodia}}, volume = {32}, shorttitle = {Improving adult learning and professional development in a post-conflict area}, doi = {10.1016/j.ijedudev.2011.03.008}, abstract = {All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a western perspective, while many developing societies are organized according to non-western models. This article describes research conducted in the Cambodian Ministry of Education, focusing on how adult learning theory could be applied in order to improve learning and support transfer. When local experience and the cultural influence on learning are acknowledged, learning outcomes are found to improve.Highlights► Professional development activities should be adapted to local culture. ► Extra attention should be paid to creating trust and a safe learning environment. ► Acknowledging local expertise increases ownership and professionalism. ► Time is a crucial factor for understanding the influence of local culture on adult learning. ► Staff motivation and support of superiors are key factors in successful professional learning.}, journal = {International Journal of Educational Development}, author = {Berkvens, Jan and Kalyanpur, Maya and Kuiper, Wilmad and Akker, Jan}, month = mar, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.008 2129771:KWUU9EMN}, keywords = {\_C:Cambodia KHM, \_C:Ghana GHA, \_C:Laos LAO, \_C:Netherlands NLD, \_C:Thailand THA, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1}, pages = {241--251}, } @incollection{roosaare_using_2012, title = {Using {GIS} and spatial modelling to support school network planning in {Estonia}}, isbn = {978-1-78100-712-9}, abstract = {A spatial decision support system based on geo-informatics and spatial modelling tools has been used to provide a reorganization plan of school networks, The study was undertaken in collaboration with the Ministry of Education and Research of Estonia}, author = {Roosaare, Jüri and Sepp, Edgar}, month = jan, year = {2012}, doi = {10.4337/9781781007129.00011}, keywords = {\_C:Austria AUT, \_C:Estonia EST, \_C:France FRA, \_C:Germany DEU, \_C:Portugal PRT, \_C:Russian Federation RUS, \_C:State of Palestine PSE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {95--108}, } @inproceedings{hasler_orbit_2012, title = {{ORBIT} and {OER4Schools}: supporting effective primary and secondary school practice through {OER}}, copyright = {All rights reserved}, booktitle = {Proceedings of {Cambridge} 2012: {Innovation} and {Impact} - {Openly} {Collaborating} to {Enhance} {Education}}, author = {Haßler, Björn and Hennessy, Sara and Jestaz, Caroline}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6JDPUE7P 2129771:QFW8NS5E}, keywords = {Author:Haßler, Author:OpenDevEd, \_C:Australia AUS, \_C:Belgium BEL, \_C:Bolivia BOL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Cuba CUB, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Ecuador ECU, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Hungary HUN, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Peru PER, \_C:Poland POL, \_C:Portugal PRT, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:Slovenia SVN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, pages = {311--317}, } @article{penson_role_2012, title = {The role and status of forced migrant teachers in education in emergencies}, language = {en}, journal = {Commonwealth education partnerships}, author = {Penson, Jonathan}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2AEUD2WL 2129771:AP5BHQD8 2129771:D99ESD2Q 2486141:PDRUBWDA}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Botswana BWA, \_C:Canada CAN, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Grenada GRD, \_C:Kenya KEN, \_C:Malta MLT, \_C:Myanmar MMR, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Seychelles SYC, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Thailand THA, \_C:Uganda UGA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {192--197}, } @article{hardman_developing_2011, title = {Developing a systemic approach to teacher education in sub-{Saharan} {Africa}: emerging lessons from {Kenya}, {Tanzania} and {Uganda}}, volume = {41}, issn = {0305-7925, 1469-3623}, shorttitle = {Developing a systemic approach to teacher education in sub-{Saharan} {Africa}}, url = {http://dx.doi.org/10.1080/03057925.2011.581014}, doi = {10.1080/03057925.2011.581014}, abstract = {While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.}, language = {en}, number = {5}, urldate = {2015-10-15}, journal = {Compare: A Journal of Comparative and International Education}, author = {Hardman, Frank and Ackers, Jim and Abrishamian, Niki and O’Sullivan, Margo}, month = sep, year = {2011}, note = {00073 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2011.581014 10/gftr63 2129771:HFSLX6UE 2129771:NCXUKWK4 2129771:Q5IYQCTD 2317526:JIARV2LH 2339240:7KFNHLPK 2405685:J57J3RGT 2405685:QWHDI7ZH 2534378:L9VFMLYK}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, A:Sub-Saharan Africa, C:Kenya, C:Kenya / Uganda / Tanzania, C:Tanzania, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:Improvement, F:ministry, F:pedagogy, F:policy, F:teaching, P:teacher education, P:teachers, Q:distance education, Q:open learning, R:survey, T:TVET, T:Training, T:work-based learning, Z:Cost Effectiveness, Z:Educational Change, Z:Educational Development, Z:Educational Improvement, Z:Educational Policy, Z:Educational Quality, Z:Equal Education, Z:Foreign Countries, Z:Systems Approach, Z:Teacher Education, \_C:Botswana BWA, \_C:Brunei Darussalam BRN, \_C:Ghana GHA, \_C:Ireland IRL, \_C:Kenya KEN, \_C:Myanmar MMR, \_C:Nigeria NGA, \_C:Peru PER, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_working\_potential\_duplicate, publicImportV1}, pages = {669--683}, } @article{schweisfurth_learner-centred_2011, title = {Learner-centred education in developing country contexts: {From} solution to problem?}, volume = {31}, issn = {0738-0593}, shorttitle = {Learner-centred education in developing country contexts}, url = {http://www.sciencedirect.com/science/article/pii/S0738059311000472}, doi = {10.1016/j.ijedudev.2011.03.005}, abstract = {Learner-centred education (LCE) has been a recurrent theme in many national education policies in the global South, and has had wide donor support through aid programmes and smaller projects and localised innovations. However, the history of the implementation of LCE in different contexts is riddled with stories of failures grand and small. In coming to understand how LCE has been conceived, researched, and reported in relation to developing country contexts, a good starting point is the International Journal of Educational Development (IJED), where a wide range of articles on this theme has been published over the years. In all, 72 relevant articles were identified among the issues available on-line, comprising a weighty body of evidence concerning the nature and implementation of LCE. The vast majority are studies exploring the issues – and problems – of implementation of LCE-based programmes in particular settings. Emerging from these investigations is a variety of explanations for this perennial challenge: problems with the nature of reform and its implementation; barriers of material and human resources; interactions of divergent cultures; and the all-important questions of power and agency in the process. After a descriptive breakdown of the 72 articles, each of these implementation issues is explored in turn. The article considers the implications of this for future initiatives, research and scholarship in this area. The begged questions are: why do the same problems recur repeatedly, and how do we move beyond the normative ‘shoulds’ and the practical ‘can’ts’?}, language = {EN}, number = {5}, urldate = {2015-01-26}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, month = sep, year = {2011}, note = {EdTechHub.Source: 261495:XXWTECRZ KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.005 10/cnfz43 2129771:EC9IQLP9 2129771:MRVKFR4A 2405685:LDEHPJCR 261495:MFFSFUSR 261495:XXWTECRZ}, keywords = {\_C:Barbados BRB, \_C:Botswana BWA, \_C:Brunei Darussalam BRN, \_C:Canada CAN, \_C:China CHN, \_C:Eritrea ERI, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guinea-Bissau GNB, \_C:India IND, \_C:Indonesia IDN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Mexico MEX, \_C:Namibia NAM, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Peru PER, \_C:Poland POL, \_C:Russian Federation RUS, \_C:Saudi Arabia SAU, \_C:Sierra Leone SLE, \_C:Solomon Islands SLB, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Syrian Arab Republic SYR, \_C:Tanzania TZA, \_C:Trinidad and Tobago TTO, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, pages = {425--432}, } @article{lall_pushing_2011, title = {Pushing the child centred approach in {Myanmar}: the role of cross national policy networks and the effects in the classroom}, volume = {52}, issn = {1750-8487, 1750-8495}, shorttitle = {Pushing the child centred approach in {Myanmar}}, url = {http://www.tandfonline.com/doi/abs/10.1080/17508487.2011.604072}, doi = {10.1080/17508487.2011.604072}, language = {en}, number = {3}, urldate = {2020-05-22}, journal = {Critical Studies in Education}, author = {Lall, Marie}, month = oct, year = {2011}, note = {shortDOI: 10/ffvjm9 KerkoCite.ItemAlsoKnownAs: 10.1080/17508487.2011.604072 10/ffvjm9 2129771:HTJAIJ8S 2405685:R89YSEAB}, keywords = {C:Myanmar, \_C:Australia AUS, \_C:Canada CAN, \_C:Germany DEU, \_C:India IND, \_C:Japan JPN, \_C:Mongolia MNG, \_C:Myanmar MMR, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Thailand THA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {219--233}, } @article{mulder_critical_2011, title = {A {Critical} {Review} of {Vocational} {Education} and {Training} {Research} and {Suggestions} for the {Research} {Agenda}}, abstract = {This paper gives a description of research in the field of Vocational Education and Training (VET). The field of VET research is quite scattered, so giving a full overview is hardly possible. Nevertheless, the VET research presented at the European Conference of Educational Research 2011 (Berlin) is reviewed, as well as the content of a number of VET research journals of publication year 2011. Research themes and topics are defined, and according to the categories the research is reviewed. The conclusions of the review are: 1. there is a large amount of research on VET which is quite diverse and fragmented; 2. much VET research lacks theoretical and empirical foundation; the dominant research methods are case and desk studies and explorative and analytical studies. There are hardly any experiments and intervention and design-based research studies; 3. there are various urgent topics for further research, which are elaborated in the paper.}, language = {en}, author = {Mulder, Martin and Roelofs, Eline}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WHGWHSRH 2317526:QY3L2P53}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CLL:en, \_C:Australia AUS, \_C:Austria AUT, \_C:Canada CAN, \_C:China CHN, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Indonesia IDN, \_C:Italy ITA, \_C:Latvia LVA, \_C:Luxembourg LUX, \_C:Netherlands NLD, \_C:Saudi Arabia SAU, \_C:Spain ESP, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Turkey TUR, \_C:Ukraine UKR, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1, ⛔ No DOI found}, } @article{altinyelken_pedagogical_2010, title = {Pedagogical renewal in sub‐{Saharan} {Africa}: the case of {Uganda}}, volume = {46}, issn = {0305-0068, 1360-0486}, shorttitle = {Pedagogical renewal in sub‐{Saharan} {Africa}}, url = {http://www.tandfonline.com/doi/abs/10.1080/03050061003775454}, doi = {10.1080/03050061003775454}, language = {en}, number = {2}, urldate = {2020-05-16}, journal = {Comparative Education}, author = {Altinyelken, Hülya K.}, month = may, year = {2010}, note = {shortDOI: 10/cns9bx KerkoCite.ItemAlsoKnownAs: 10.1080/03050061003775454 10/cns9bx 2129771:SK5ZYYKU 2405685:LE8JDQQF}, keywords = {C:sub-Saharan Africa, \_C:Australia AUS, \_C:Botswana BWA, \_C:Cuba CUB, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Kenya KEN, \_C:Mali MLI, \_C:Mauritius MUS, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Tibet XTIBT, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {151--171}, } @article{hasler_bridging_2010, title = {Bridging the {Bandwidth} {Gap}: {Open} {Educational} {Resources} and the {Digital} {Divide}}, volume = {3}, issn = {1939-1382}, shorttitle = {Bridging the {Bandwidth} {Gap}}, url = {http://bjohas.de/wiki/Bridging_the_Bandwidth_Gap_-_OER_and_the_Digital_Divide}, doi = {10.1109/tlt.2010.8}, abstract = {http://doi.ieeecomputersociety.org/10.1109/TLT.2010.8}, number = {2}, journal = {IEEE Transactions on Learning Technologies}, author = {Haßler, Björn and Jackson, Alan McNeil}, year = {2010}, note = {00008 EdTechHub.Copy: 2405685:VCQFS2J9 KerkoCite.ItemAlsoKnownAs: 10.1109/tlt.2010.8 10/dxgcg5 2129771:9ZBX559Q 2129771:AL3P4CV5 2129771:WU5VWEPS 2405685:VCQFS2J9 257089:2XRARJMC}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Brazil BRA, \_C:Guatemala GTM, \_C:Mexico MEX, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sudan SDN, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, pages = {110--115}, } @article{kyle_predictors_2010, title = {Predictors of reading development in deaf children: {A} 3-year longitudinal study}, volume = {107}, issn = {00220965}, shorttitle = {Predictors of reading development in deaf children}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0022096510000718}, doi = {10.1016/j.jecp.2010.04.011}, abstract = {The development of reading ability in a group of deaf children was followed over a 3-year period. A total of 29 deaf children (7–8 years of age at the first assessment) participated in the study, and every 12 months they were given a battery of literacy, cognitive, and language tasks. Earlier vocabulary and speechreading skills predicted longitudinal growth in reading achievement. The relations between reading and the predictor variables showed developmental change. Earlier reading ability was related to later phonological awareness skills, suggesting that deaf children might develop their phonological awareness through reading. Deaf children who had the most age-appropriate reading skills tended to have less severe hearing losses and earlier diagnoses and also preferred to communicate through speech. The theoretical implications of the role for speechreading, vocabulary and phonological awareness in deaf children’s literacy are discussed.}, language = {en}, number = {3}, urldate = {2020-03-02}, journal = {Journal of Experimental Child Psychology}, author = {Kyle, Fiona E. and Harris, Margaret}, month = nov, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jecp.2010.04.011 2129771:K5UCVIT7 503888:VCBKLZAA}, keywords = {\_C:France FRA, \_C:Netherlands NLD, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {229--243}, } @article{swanwick_enhancing_2010, title = {Enhancing {Education} for {Deaf} {Children}: {Research} into {Practice} and {Back} {Again}}, volume = {12}, issn = {1464-3154, 1557-069X}, shorttitle = {Enhancing {Education} for {Deaf} {Children}}, url = {http://www.tandfonline.com/doi/full/10.1179/1557069X10Y.0000000002}, doi = {10.1179/1557069X10Y.0000000002}, language = {en}, number = {4}, urldate = {2020-03-02}, journal = {Deafness \& Education International}, author = {Swanwick, Ruth and Marschark, Marc}, month = dec, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1179/1557069X10Y.0000000002 2129771:R4HHWYPG 503888:CEFI75Q8}, keywords = {\_C:France FRA, \_C:Spain ESP, \_C:Sweden SWE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {217--235}, } @article{boitshwarelo_exploring_2009, title = {Exploring {Blended} {Learning} for {Science} {Teacher} {Professional} {Development} in an {African} {Context}}, volume = {10}, issn = {1492-3831}, url = {http://www.irrodl.org/index.php/irrodl/article/view/687}, doi = {10.19173/irrodl.v10i4.687}, abstract = {This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.}, language = {en}, number = {4}, urldate = {2020-05-16}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Boitshwarelo, Bopelo}, month = sep, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.687 2129771:8BY4IISL 2405685:RP3KMTVU 2405685:THJLBADH 2534378:5C3ILQ5H 2534378:LSG5BCAP 2534378:PTQCJYNQ}, keywords = {C:Botswana, \_C:Botswana BWA, \_C:Cuba CUB, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_working\_potential\_duplicate}, pages = {1--19}, } @book{mulkeen_recruiting_2007, series = {World {Bank} {Working} {Papers}}, title = {Recruiting, {Retaining}, and {Retraining} {Secondary} {School} {Teachers} and {Principals} in {Sub}-{Saharan} {Africa}}, isbn = {978-0-8213-7066-7}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/978-0-8213-7066-7}, urldate = {2021-03-07}, publisher = {The World Bank}, author = {Mulkeen, Aidan and Chapman, David and DeJaeghere, Joan and Leu, Elizabeth}, month = mar, year = {2007}, doi = {10.1596/978-0-8213-7066-7}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-7066-7 2129771:5HWPXNVN}, keywords = {\_C:Angola AGO, \_C:Benin BEN, \_C:Botswana BWA, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:China CHN, \_C:Comoros COM, \_C:Congo XCO, \_C:Djibouti DJI, \_C:Dominican Republic DOM, \_C:Equatorial Guinea GNQ, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:India IND, \_C:Ireland IRL, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Mali MLI, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Togo TGO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{bennell_teacher_2007, title = {Teacher {Motivation} in {Sub}-{Saharan} {Africa} and {South} {Asia}}, url = {https://assets.publishing.service.gov.uk/media/57a08be640f0b652dd000f9a/ResearchingtheIssuesNo71.pdf}, language = {en}, institution = {DfID London}, author = {Bennell, Paul and Akyeampong, Kwame}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:242EHRP6 2129771:5XS5KY3U 2129771:N5KTN9CE 2339240:4YDHY6PL 2405685:25GLFYDL 4556019:J65GX7JX}, keywords = {C:sub-Saharan Africa and South Asia, \_C:Afghanistan AFG, \_C:Argentina ARG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Benin BEN, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Chad TCD, \_C:China CHN, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guinea GIN, \_C:India IND, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Mali MLI, \_C:Mauritania MRT, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nepal NPL, \_C:New Zealand NZL, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Togo TGO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {114}, } @phdthesis{choi_understanding_2007, address = {United States -- Arizona}, type = {Ph.{D}.}, title = {Understanding the impact of district-level decision -making on the distribution of highly qualified teachers: {A} multi-method and geo -spatial approach}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, shorttitle = {Understanding the impact of district-level decision -making on the distribution of highly qualified teachers}, url = {https://search.proquest.com/docview/304896333/abstract/19EAB292F07744BBPQ/1}, abstract = {June 30, 2006 was the deadline under the No Child Left Behind (NCLB) Act for ensuring “...that poor and minority children were not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers...” In the weeks after the deadline, the US Department of Education informed state departments of education that while no extension had been declared, states can still be in good standing if they show a “good faith” effort. Though states bear this responsibility, districts have the most direct influence on the distribution of “highly qualified” teachers. It is the district that directly recruits, selects, hires, and places teachers in all its schools. Therefore, the district makes the final decisions that control, in many ways, the balance of the distribution. This study, therefore, takes a district-level perspective for understanding the distribution of highly qualified teachers (HQTs) across schools. A multiple methods study approach was used to understand the various influences on the distribution of highly qualified teachers. In particular, I used three distinct, yet related methods in this study. They were: (1) Quantitative Analysis; (2) Geographical Analysis; and (3) Qualitative Analysis. The quantitative analyses revealed that weaker definitions of teacher quality mask the teacher quality shortage and gap that exists between local districts and between schools of varying demographic characteristics---particularly those with high concentrations of poor and minority students. The geographical analyses suggested that quality of geographical space influenced the presence of teacher quality in schools. Lastly, the qualitative analyses revealed that the district plays a mediating role as it enacts its own policy. In this process, the district is both influenced and is itself an influence on the final distribution of HQTs. The interviews with district and school staff revealed that the district's definition of teacher quality becomes stronger as the process moves closer to an actual hiring decision. It is at the school site where they seem to apply or screen for the fuller range of characteristics consistent with what the literature has identified as a HQT. In the end, these findings contribute to understanding the distribution of teacher quality more fully.}, language = {English}, urldate = {2021-03-07}, school = {Arizona State University}, author = {Choi, Daniel S.}, year = {2007}, note = {ISBN: 9781109960174}, keywords = {Decision-making, Education, Highly qualified teachers, School districts, \_C:India IND, \_C:Philippines PHL, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @book{timperley_teacher_2007, address = {Thorndon, Wellington}, title = {Teacher professional learning and development: {Best} {Evidence} {Synthesis} {Iteration} ({BES})}, isbn = {978-0-7903-2628-3 978-0-7903-2629-0}, shorttitle = {Teacher professional learning and development}, language = {en}, publisher = {Education Counts}, author = {Timperley, Helen and {Education Counts} and {Iterative Best Evidence Synthesis (programme)}}, year = {2007}, note = {OCLC: 770678800 KerkoCite.ItemAlsoKnownAs: 2129771:G3L95B74 2129771:ZRBUJWVV 2405685:FUMAUAXK}, keywords = {C:New Zealand, \_C:Australia AUS, \_C:Canada CAN, \_C:Cuba CUB, \_C:France FRA, \_C:India IND, \_C:Iran IRN, \_C:Israel ISR, \_C:Latvia LVA, \_C:Lithuania LTU, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Spain ESP, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Tonga TON, \_C:Tuvalu TUV, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{binns_teacher_2006, title = {Teacher {Education} at a {Distance}: {Impact} on {Development} in the {Community}}, language = {en}, institution = {DFID}, author = {Binns, Felicity and Wrightson, Tony}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YC4QXI68 2405685:3IPM5K7Y}, keywords = {C:Low- and middle-income countries, \_C:Canada CAN, \_C:Egypt EGY, \_C:Ghana GHA, \_C:Guyana GUY, \_C:Jamaica JAM, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Mexico MEX, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Trinidad and Tobago TTO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {74}, } @article{luckner_examination_2005, title = {An {Examination} of the {Evidence}-{Based} {Literacy} {Research} in {Deaf} {Education}}, volume = {150}, issn = {1543-0375}, url = {http://muse.jhu.edu/content/crossref/journals/american_annals_of_the_deaf/v150/150.5luckner.html}, doi = {10.1353/aad.2006.0008}, language = {en}, number = {5}, urldate = {2020-03-02}, journal = {American Annals of the Deaf}, author = {Luckner, John L. and Sebald, Ann M. and Cooney, John and Young, John and Muir, Sheryl Goodwin}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1353/aad.2006.0008 2129771:5UIA62EP 503888:ZL997RBJ}, keywords = {\_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {443--456}, } @article{bof_distance_2004, title = {Distance {Learning} for {Teacher} {Training} in {Brazil}}, volume = {5}, doi = {10.19173/irrodl.v5i1.172}, language = {EN}, number = {1}, journal = {International Review of Research in Open and Distance Learning}, author = {Bof, Alvana}, year = {2004}, note = {shortDOI: 10/ggx3rc KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v5i1.172 10/ggx3rc 2129771:GFRAXRCR 2405685:7N6P78H9}, keywords = {C:Brazil, \_C:Brazil BRA, \_C:Germany DEU, \_\_C:filed:1, \_\_C:scheme:1}, } @article{howe_rationale_2004, title = {A rationale for reconfiguring tertiary education in {Montserrat} \& the {OECS} to meet the life-long learning challenges of the twentyfirst century}, volume = {8}, journal = {Retrieved October}, author = {Howe, G. and Cassell, DAPHNE}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VFRZTHY7}, keywords = {\_C:Antigua and Barbuda ATG, \_C:Bahamas BHS, \_C:Barbados BRB, \_C:Belize BLZ, \_C:Brazil BRA, \_C:Dominica DMA, \_C:France FRA, \_C:Guyana GUY, \_C:Haiti HTI, \_C:India IND, \_C:Jamaica JAM, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Spain ESP, \_C:Trinidad and Tobago TTO, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {2007}, } @article{darling-hammond_wanted_2003, title = {Wanted, {A} {National} {Teacher} {Supply} {Policy} for {Education}:{The} {Right} {Way} to {Meet} {The} "{Highly} {Qualified} {Teacher}" {Challenge}}, volume = {11}, copyright = {Copyright (c) 2019 Linda Darling-Hammond, Gary Sykes}, issn = {1068-2341}, shorttitle = {Wanted, {A} {National} {Teacher} {Supply} {Policy} for {Education}}, url = {https://epaa.asu.edu/ojs/article/view/261}, doi = {10.14507/epaa.v11n33.2003}, abstract = {Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qualified teachers are a critical national resource that requires federal investment and cross-state coordination as well as other state and local action. NCLB provides a standard for equitable access to teacher quality that is both reasonable and feasible. Achieving this goal will require a new vision of the teacher labor market and the framing of a national teacher supply policy. States and local districts have vital roles to play in ensuring a supply of highly qualified teachers; however, they must be supported by appropriate national programs. These programs should be modeled on U.S. medical manpower efforts, which have long supplied doctors to high- need communities and eased shortages in specific health fields. We argue that teacher supply policy should attract well-prepared teachers to districts that sorely need them while relieving shortages in fields like special education, math and the physical sciences. We study the mal-distribution of teachers and examine its causes. We describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. Unfortunately, highly successful state and local program to meet the demand for qualified teachers are the exception rather than the rule. They stand out amid widespread use of under-prepared teachers and untrained aides, mainly for disadvantaged children in schools that suffer from poor working conditions, inadequate pay and high teacher turnover. The federal government has a critical role to play in enhancing the supply of qualified teachers targeted to high-need fields and locations, improving retention of qualified teachers, especially in hard-to-staff schools, and in creating a national labor market by removing interstate barriers to mobility.}, language = {en}, number = {0}, urldate = {2021-03-07}, journal = {education policy analysis archives}, author = {Darling-Hammond, Linda and Sykes, Gary}, month = sep, year = {2003}, note = {Number: 0}, keywords = {Program Development, Teacher Qualifications, Teacher Supply and Demand, \_C:Argentina ARG, \_C:Brazil BRA, \_C:Canada CAN, \_C:Dominican Republic DOM, \_C:Georgia GEO, \_C:Singapore SGP, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {33}, } @article{fordjor_review_2003, title = {A review of traditional {Ghanaian} and {Western} philosophies of adult education}, url = {https://www.tandfonline.com/doi/abs/10.1080/0260137032000055321}, doi = {10.1080/0260137032000055321}, abstract = {The primary objective of this article is to critically examine some aspects of the traditional Ghanaian and Western philosophies of adult education. It is a well-attested fact that many of the pre-colonial and early colonial writers about Africa portrayed Africa as a dark continent devoid of advanced centres of learning worthy of emulation by others. The old West African civilizations of Ghana, Mali and Songhai with advanced centres of learning at Timbuktu and Djenne in the 11th century seemed to have been completely ignored by these writers (Boahen 1967: 20, Davidson 1966b: 50). Even though many other writers including several missionaries, anthropologists and historians, depicted Africa in a rather positive and scientific manner (Davidson 1966b, Goody 1966), much of the negative image created long ago still exists and needs to be examined and corrected. The formal Western system of school education was introduced in Ghana more than a century ago. Despite this, about 60\% of the adult population today makes its living as illiterate farmers, workers, apprentices or master craftsmen in the various traditional art and craft production centres. Consequently, traditional adult education continues to play an important role in the social and economic development of the country. Like the Western system of adult education the Ghanaian traditional education has sound philosophical foundations, which have helped to maintain political stability and social cohesion in the country over the years. Much is written about Western and eastern philosophies but there is a dearth of literature on philosophies of adult education from Africa. Given that Africa is the second largest continent on the globe and that adult education proliferates throughout the continent, the authors felt their investigation would make a significant contribution to a global understanding of the field. Additionally, there is an increasing need for African students to appreciate and re-establish confidence in their own culture. This review cannot cover all of Africa so the focus is on Ghana, one country in West Africa.}, language = {en}, journal = {International Journal of Lifelong Education}, author = {Fordjor, P and Kotoh, A, and Kpeli, K Kumah}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/0260137032000055321 10/ctk58c 2129771:MUC9B2B7 2317526:ZSV69QYX UTI-AF2875F6-DE57-37C7-9363-E343430A2EF5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:West Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:measurement, Q:adult education, T:Lehrlingsausbildung, T:Training, T:apprentice, \_C:Canada CAN, \_C:Denmark DNK, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Mali MLI, \_C:Nigeria NGA, \_C:Tanzania TZA, \_C:Trinidad and Tobago TTO, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @book{attfield_improving_2002, address = {International Institute for Educational Planning}, title = {Improving micro-planningin education througha {Geographical} {Information} {SystemStudies} on {Ethiopia} and {Palestine}}, author = {Attfield, Ian and Tamiru, Mathewos and Parolin, Bruno and De Grauwe, Anton}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ALELB33F}, keywords = {\_C:Argentina ARG, \_C:Australia AUS, \_C:Cambodia KHM, \_C:Chile CHL, \_C:Denmark DNK, \_C:Egypt EGY, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Iceland ISL, \_C:India IND, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Jordan JOR, \_C:Malaysia MYS, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Norway NOR, \_C:South Africa ZAF, \_C:State of Palestine PSE, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Tunisia TUN, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{mayaka_quality_2002, title = {A {Quality} assessment of education and for {Kenya}'s tour-operating sector}, url = {https://www.tandfonline.com/doi/abs/10.1080/13683500208667911}, doi = {10.1080/13683500208667911}, abstract = {This study examines the provision of tourism education and training in Kenya in the context of Sub-Saharan Africa and developing countries. Specifically the paper examines the human resource skills needed by Kenya’s tour-operating sector and the extent to which current training provision is adequate. The approach used in the present study is a modified version of WTO’s Tourism Education and Quality (TEDQUAL) methodology. The results indicate considerable convergence between the perceptions of industry operators and education providers concerning quality gaps in the development of skills. A number of systemic training shortcomings are identified including curriculum deficiencies and the inadequate development and enhancement of workplace skills. In view of the resource constraints facing most developing countries, it is argued that tourism trainingandeducation should consciously address the needs of the locally-based industry and that such an approach should result in a more effective education and training system.}, language = {en}, journal = {Current Issues in Tourism}, author = {Mayaka, M and King, B}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13683500208667911 10/dkhvf5 2129771:NHULUCSM 2317526:2ZMSW74Z}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Kenya, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:T, D:developing country, F:assessment, P:measurement, P:technology, P:tourism, T:Ausbildung, \_C:Algeria DZA, \_C:Australia AUS, \_C:Canada CAN, \_C:Congo XCO, \_C:Egypt EGY, \_C:France FRA, \_C:Ghana GHA, \_C:Indonesia IDN, \_C:Japan JPN, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Singapore SGP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @book{hallak_planning_1977, address = {Paris}, title = {Planning the {Location} of {Schools}: {An} {Instrument} of {Educational} {Policy}}, publisher = {International Institute for Educational Planning}, author = {Hallak, Jacques}, year = {1977}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YZPYBX6L}, keywords = {\_C:Afghanistan AFG, \_C:Albania ALB, \_C:Algeria DZA, \_C:Australia AUS, \_C:Austria AUT, \_C:Bangladesh BGD, \_C:Belgium BEL, \_C:Bolivia BOL, \_C:Brazil BRA, \_C:Brunei Darussalam BRN, \_C:Bulgaria BGR, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Costa Rica CRI, \_C:Denmark DNK, \_C:Ecuador ECU, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Greece GRC, \_C:Honduras HND, \_C:Hungary HUN, \_C:India IND, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ireland IRL, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Japan JPN, \_C:Jordan JOR, \_C:Latvia LVA, \_C:Lebanon LBN, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Mexico MEX, \_C:Morocco MAR, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nicaragua NIC, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Panama PAN, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Russian Federation RUS, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1}, } @article{bogusevschi_primary_nodate, title = {Primary {School} {Technology} {Enhanced} {Learning} {Physics} {Case} {Study}}, author = {Bogusevschi, Diana and Muntean, Gabriel-Miro}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:KRU83KIP}, keywords = {\_C:Dominican Republic DOM, \_C:Greece GRC, \_C:Ireland IRL, \_C:Netherlands NLD, \_C:Portugal PRT, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Slovakia SVK, \_C:Spain ESP, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{coles_preference_nodate, title = {Preference {Signaling} in {Matching} {Markets}}, language = {en}, author = {Coles, Peter and Kushnir, Alexey and Niederle, Muriel}, keywords = {\_C:Korea XKOR, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ❓ Multiple DOI}, pages = {38}, } @article{de_haan_performance_nodate, title = {The performance of school assignment mechanisms in practice}, doi = {10.2139/ssrn.2655067}, abstract = {On the basis of theory alone, it is hard to advise school districts which school assignment mechanism to adopt. While the Deferred Acceptance (DA) mechanism has some desirable properties (strategy proofness and stability) that the Boston mechanism lacks, Boston may outperform DA in terms of welfare because it allows students to express the intensity of their preferences. We use a unique combination of administrative data and survey data to compare the two mechanisms empirically. We find that DA results in higher average welfare than Boston. This finding contradicts the baseline results from some recent studies that use structural approaches. This contradiction can be attributed to the structural models’ assumption that students do not make strategic mistakes. When we impose this assumption, the welfare ranking of the mechanisms reverses.}, language = {en}, author = {de Haan, Monique and Gautier, Pieter A and Oosterbeek, Hessel}, keywords = {\_C:Netherlands NLD, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {35}, } @article{islam_moderating_nodate, title = {The {Moderating} {Effect} of {ICT} {Skills} on {Relationship} {Between} {HRM} {Practices} and {Teacher} {Educator} {Development} in {Bangladesh}}, author = {Islam, Md Motaharul and Islam, Md Aminul}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BCNRZV6Z}, keywords = {\_C:Bangladesh BGD, \_C:Brazil BRA, \_C:India IND, \_C:Jordan JOR, \_C:Malaysia MYS, \_C:Mauritius MUS, \_C:Pakistan PAK, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{kominers_invitation_nodate, title = {An {Invitation} to {Market} {Design}}, abstract = {Market design seeks to translate economic theory and analysis into practical solutions to real-world problems. By redesigning both the rules that guide market transactions and the infrastructure that enables those transactions to take place, market designers can address a broad range of market failures. In this paper, we illustrate the process and power of market design through three examples: the design of medical residency matching programs; a scrip system to allocate food donations to food banks; and the recent “Incentive Auction” that reallocated wireless spectrum from television broadcasters to telecoms. Our lead examples show how effective market design can encourage participation, reduce gaming, and aggregate information, in order to improve liquidity, efficiency, and equity in markets. We also discuss a number of fruitful applications of market design in other areas of economic and public policy.}, language = {en}, author = {Kominers, Scott Duke and Teytelboym, Alexander}, keywords = {\_C:Australia AUS, \_C:Brazil BRA, \_C:Chile CHL, \_C:Germany DEU, \_C:India IND, \_C:Indonesia IDN, \_C:Israel ISR, \_C:Japan JPN, \_C:Singapore SGP, \_C:Sweden SWE, \_C:Syrian Arab Republic SYR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ❓ Multiple DOI}, pages = {43}, } @article{kushnir_harmful_nodate, title = {Harmful {Signaling} in {Matching} {Markets}}, abstract = {Several labor markets, including the job market for new Ph.D. economists, have recently developed formal signaling mechanisms. We show that such mechanisms are harmful for some environments. While signals transmit previously unavailable information, they also facilitate information asymmetry that leads to coordination failures. In particular, we consider a two-sided matching game of incomplete information between firms and workers. Each worker has either the same ”typical” known preferences with probability close to one or ”atypical” idiosyncratic preferences with the complementary probability close to zero. Firms have known preferences over workers. We show that under some technical condition if at least three firms are responsive to some worker’s signal, the introduction of signaling strictly decreases the expected number of matches. JEL classification: C72, C78, D80, J44.}, language = {en}, author = {Kushnir, Alexey}, keywords = {\_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ❓ Multiple DOI}, pages = {18}, } @article{mennle_trade-os_nodate, title = {Trade-offs in {School} {Choice}: {Comparing} {Deferred} {Acceptance}, the {Classic} and the {Adaptive} {Boston} {Mechanism}}, abstract = {The three most common school choice mechanisms are the Deferred Acceptance mechanism (DA), the classic Boston mechanism (BM), and a variant of the Boston mechanism where students automatically skip exhausted schools, which we call the adaptive Boston mechanism (ABM). Assuming truthful reporting, we compare student welfare under these mechanisms both from a conceptual and from a quantitative perspective: We first show that, BM rank dominates DA whenever they are comparable; and via limit arguments and simulations we show that ABM yields intermediate student welfare between BM and DA. Second, we perform computational experiments with preference data from the high school match in Mexico City. We find that student welfare (in terms of rank transitions) is highest under BM, intermediate under ABM, and lowest under DA. BM, ABM, and DA can thus be understood to form a hierarchy in terms of student welfare. In contrast, in (Mennle and Seuken, 2017), we have found that the same mechanisms also form a hierarchy in terms of incentives for truthtelling that points in the opposite direction. A decision between them therefore involves an implicit trade-off between incentives and student welfare.}, language = {en}, author = {Mennle, Timo and Seuken, Sven}, keywords = {\_C:Belgium BEL, \_C:Estonia EST, \_C:Germany DEU, \_C:Mexico MEX, \_C:Spain ESP, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {55}, } @article{nellesen_design_nodate, title = {Design and {Implementation} of a {Learning} {Application} to {Sensitize} {Senior} {Citizens} for {Internet} {Security}}, language = {en}, author = {Nellesen, Marcel}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:93BV4MJD}, keywords = {\_C:Germany DEU, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {92}, } @article{owens_powerful_nodate, title = {Powerful {Reforms} in {Education}: {The} perspective of developing countries on visuospatial reasoning in mathematics education}, shorttitle = {Powerful {Reforms} in {Education}}, author = {Owens, Kay}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZDBMEWZ3}, keywords = {\_C:Australia AUS, \_C:Ethiopia ETH, \_C:Guinea GIN, \_C:Malaysia MYS, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Papua New Guinea PNG, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{vacas_criado_aprender_nodate, title = {Aprender se escribe con app: una revisión de la literatura sobre el uso de aplicaciones móviles en el aula de {Primaria}}, shorttitle = {Aprender se escribe con app}, author = {Vacas Criado, Miriam}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EFA6FMBG 2129771:Q5224ADR 2129771:UZG77VEA}, keywords = {\_C:Colombia COL, \_C:Greece GRC, \_C:India IND, \_C:Jamaica JAM, \_\_C:filed:1, \_\_C:scheme:1, literature / systematic review, ⛔ No DOI found}, }