@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{hasler_teacher_2020, type = {Preprint}, title = {Teacher professional development in sub-{Saharan} {Africa}: {Equity} and scale [preprint]}, url = {https://docs.opendeved.net/lib/WMYNLNVK}, abstract = {This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.}, author = {Haßler, Björn and Bennett, Gemma and Damani, Kalifa}, month = aug, year = {2020}, doi = {10.5281/zenodo.3924551}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:WMYNLNVK KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3924551 2129771:2N28M8EI 2129771:GIJXZ5UC 2129771:WMYNLNVK 2129771:ZQ6YQRSI 2405685:TRRZUHFS 2486141:HFLTMIZV}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, C:sub-Saharan Africa, STC-TLC, \_C:Cameroon CMR, \_C:Congo XCO, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:Jordan JOR, \_C:Kenya KEN, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:t, docs.opendeved.net, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @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}, } @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{koomar_using_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {Using {EdTech} in {Settings} of {Fragility}, {Conflict} and {Violence}: {A} {Curated} {Resource} {List}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Using {EdTech} in {Settings} of {Fragility}, {Conflict} and {Violence}}, language = {EN}, institution = {EdTech Hub}, author = {Koomar, Saalim and Moss Coflan, Caitlin and Kaye, Tom}, month = jun, year = {2020}, note = {EdTechHub.Source: 2405685:HLCYI98H KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3875138 10.5281/zenodo.3885806 2129771:FCNVWJUI 2129771:FYPWV8NM 2129771:VJXKA7AN 2339240:FEGWVFS3 2339240:FJ5LQ7QK 2405685:79LULMUU 2405685:BTWBKYN7 2405685:CMS6HPI8 2405685:HLCYI98H DOI:}, keywords = {C:Yemen, F: Helpdesk response, LP: English, W:Fragile and conflict affected contexts, \_C:Afghanistan AFG, \_C:Algeria DZA, \_C:Bangladesh BGD, \_C:Burkina Faso BFA, \_C:Chad TCD, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Egypt EGY, \_C:France FRA, \_C:Iraq IRQ, \_C:Jordan JOR, \_C:Kuwait KWT, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Sierra Leone SLE, \_C:South Sudan SSD, \_C:Sudan SDN, \_C:Syrian Arab Republic SYR, \_C:Turkey TUR, \_C:Uganda UGA, \_C:Yemen YEM, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @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}, } @techreport{hasler_five-part_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {A five-part education response to the {COVID}-19 pandemic}, copyright = {Creative Commons Attribution 4.0 International}, number = {5}, author = {Haßler, Björn and Khalayleh, Abdullah and McBurnie, Chris}, month = may, year = {2020}, doi = {10.5281/zenodo.3756012}, note = {EdTechHub.Source: 2405685:JLEWADHF KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3756012 2129771:SB3DJ28L 2129771:XKGV4EYL 2339240:5FRH2GYG 2339240:97HNYI75 2405685:JLEWADHF 2405685:JTYIWEJY 2405685:SCDLVVC7 2486141:9MWJP6MS}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_C:Ghana GHA, \_C:India IND, \_C:Jordan JOR, \_C:Malawi MWI, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Tanzania TZA, \_Not used in LR, \_T:reviewed, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:i}, } @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{kaye_bangladesh_2020, address = {Nairobi, Kenya, Washington D.C., USA, and Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Bangladesh {Back}-to-{School} {Campaign}}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {18}, author = {Kaye, Tom and Chuang, Rachel and Moss Coflan, Caitlin and Haßler, Björn}, month = may, year = {2020}, doi = {10.5281/zenodo.3865298}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3865298 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, C:Bangladesh, COV:COVID and reopening of schools, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_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, \_publish, \_r:ImportedToMyEducationEvidence, \_yl:g, \_zenodoETH, \_zenodoODE, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @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}, } @misc{brugha_inclusive_2020, title = {An inclusive approach to searching for evidence on {EdTech} in low- and middle- income countries}, url = {https://edtechhub.org/2020/02/18/an-inclusive-approach-to-searching-for-evidence-on-edtech-in-low-and-middle-income-countries/}, abstract = {A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as …}, language = {en-GB}, urldate = {2020-02-27}, journal = {The EdTech Hub}, author = {Brugha, Meaghan}, month = feb, year = {2020}, doi = {10.5281/zenodo.3911079}, note = {EdTechHub.Source: 2405685:BGLPB3AG KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911079 2129771:86J5A5RJ 2405685:BGLPB3AG}, keywords = {\_C:Gambia GMB, \_C:Jordan JOR, \_C:Malawi MWI, \_C:Portugal PRT, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_zenodoODE}, } @misc{noauthor_activating_2020, title = {Activating {EdTech} {Jordan}: {Sprint} 6 – {Open} {Development} \& {Education}}, shorttitle = {Activating {EdTech} {Jordan}}, url = {https://opendeved.net/2020/02/09/activating-edtech-jordan-sprint-6/}, language = {en-GB}, urldate = {2020-04-03}, month = feb, year = {2020}, note = {Library Catalog: opendeved.net EdTechHub.ItemAlsoKnownAs: 2129771:XBVL7W2N}, keywords = {\_r:ImportedToMyEducationEvidence}, } @techreport{hasler_teacher_2020, address = {Cambridge, UK, and Washington, USA}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {Overarching} considerations for the use of technology}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/H9W2X3KM}, number = {2}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jan, year = {2020}, doi = {10.5281/zenodo.3631747}, note = {EdTechHub.Source: 2405685:H9W2X3KM KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631747 2129771:UEUAKMXJ 2339240:94ZP3EK4 2339240:MM2SDXUM 2339240:S4UAH7Q3 2405685:DQWJLRN5 2405685:H9W2X3KM}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Ghana GHA, \_C:India IND, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Liberia LBR, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:n}, } @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}, } @techreport{hasler_teacher_2020, address = {Cambridge, UK, and Washington, USA}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {An} evidence-informed conversation}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/SC5NHA65}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Moss, Caitlin}, month = jan, year = {2020}, doi = {10.5281/zenodo.3631745}, note = {EdTechHub.Source: 2405685:SC5NHA65 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631745 2129771:EHFUXJQC 2129771:YHNWVMB3 2339240:94ZP3EK4 2339240:FIDI5TC2 2405685:39DIRNE9 2405685:HH3QKBIF 2405685:I3BV48CX 2405685:ITL9PIC3 2405685:K8BSWYFM 2405685:KF9F48ID 2405685:N68MMAPR 2405685:P5Y5GMFN 2405685:SC5NHA65 2486141:TAY7LNB6}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Ghana GHA, \_C:India IND, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Liberia LBR, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:m}, } @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}, } @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}, } @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}, } @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{soodmand_afshar_investigating_2020, title = {Investigating the {Barriers} to {Teachers}’ {Professional} {Development} in an {EFL} {Context}}, volume = {7}, number = {2}, journal = {Journal of Modern Research in English Language Studies}, author = {Soodmand Afshar, Hassan and Ghasemi, Shabnam}, year = {2020}, note = {Publisher: Imam Khomeini International University KerkoCite.ItemAlsoKnownAs: 2129771:S37LDJFA}, keywords = {\_C:China CHN, \_C:Iran IRN, \_C:Israel ISR, \_C:Lesotho LSO, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {101--122}, } @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}, } @techreport{hasler_literature_2019, address = {Cambridge and London, UK}, type = {{EdTech} {Hub} {Working} {Paper}}, title = {Literature reviews of educational technology research in low and middle-income countries: an audit of the field}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Literature reviews of educational technology research in low and middle-income countries}, url = {http://docs.edtechhub.org/lib/NM6CPLE9}, abstract = {One of the overall objectives of the EdTech Hub is to conduct a series of literature reviews on the state of educational technology in primary and secondary school settings within low and middle-income countries (LMICs). Given the variety of approaches which can be considered as ‘educational technology’ and the range of settings which are LMICs, the scale of the task presents an initial challenge. Furthermore, it would be valuable to design the initial literature search in such a way that would subsequently support detailed, systematic reviews on particular themes or topics depending upon trends within the body of literature. In order to learn from existing related studies and inform the practical direction of the literature review, a collection of documents was examined and analysed. The collection included seven methodological documents about conducting systematic reviews, and 15 recent systematic reviews, which addressed topics related to the focus of the Hub (including a range of EdTech-related topics or education for development, for example). In this report we have two objectives : 1. Summarise methodologies for systematic literature reviews in the field of educational technology in LMICs. 2. Provide specific methodological recommendations on conducting a systematic literature review of the state of research on educational technology in LMICs. To investigate systematic literature reviews in the field of interest (Objective 1), insights were drawn from an analysis of the sample of documents. The papers selected for inclusion were chosen either because they were existing literature reviews relevant to our theme of EdTech in LMICs, or because they were analyses of specific literature review methodologies. The papers were mapped onto a framework according to their methodological stance, approaches to data gathering, and data analysis. This paper also discusses the implications of the analysis in relation to the work of the EdTech Hub, and how to translate the findings of the analysis into practical considerations for addressing the Hub’s research questions through a systematic literature review (Objective 2). As such, this report also represents a case study in planning a literature review in this context, which may be a useful resource for others intending to undertake similar reviews in the future.}, number = {2}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = dec, year = {2019}, doi = {10.5281/zenodo.3523942}, note = {EdTechHub.Source: 2405685:NM6CPLE9 EdTechHub.Source: 2405685:SSWKT2MV KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523942 10.5281/zenodo.3523943 10.5281/zenodo.3594489 2129771:GNNKPU3C 2129771:K852X3EV 2129771:MSLCS6S7 2129771:T7BUZI5N 2129771:USWMWK73 2129771:YNFZYJN7 2339240:5KS58AH6 2339240:NZDE37HY 2405685:NM6CPLE9 2405685:SSWKT2MV}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, LP: English, R:Literature review, systematic review, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:Jordan JOR, \_C:Portugal PRT, \_C:Russian Federation RUS, \_C:Spain ESP, \_C:United Kingdom GBR, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_yl:g, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode, educational technology, EdTech, low-income countries, literature review, ⛔ No DOI found}, } @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{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}, } @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{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{baas_teachers_2019, title = {Teachers' {Adoption} of {Open} {Educational} {Resources} in {Higher} {Education}.}, volume = {2019}, doi = {10.5334/jime.510}, number = {1}, journal = {Journal of Interactive Media in Education}, author = {Baas, Marjon and Admiraal, Wilfried and van den Berg, Ellen}, year = {2019}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.5334/jime.510 2129771:36F9DWH9}, keywords = {\_C:Netherlands NLD, \_C:Tanzania TZA, \_C:Turkey TUR, \_\_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}, } @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}, } @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{idris_improving_2019, title = {Improving {School} {Work} in {Challenging} {Context}: {Practitioners}’ {Views} following a {Participatory} {Action} {Research} {Project} from {Eritrea}}, volume = {3}, shorttitle = {Improving {School} {Work} in {Challenging} {Context}}, doi = {10.7577/njcie.3039}, number = {2}, journal = {Nordic Journal of Comparative and International Education (NJCIE)}, author = {Idris, Khalid Mohammed and Asfaha, Yonas Mesfun}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.7577/njcie.3039 2129771:JFFXBPYK 2129771:URC8U36C}, keywords = {\_C:China CHN, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:Namibia NAM, \_C:Nigeria NGA, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {72--90}, } @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}, } @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}, } @phdthesis{mangu_study_2019, type = {{PhD} {Thesis}}, title = {A study on mobile devices used by individuals for formal learning}, author = {Mangu, Hohepa}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5EJPQTGS}, keywords = {\_C:Australia AUS, \_C:China CHN, \_C:Indonesia IDN, \_C:Kuwait KWT, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, } @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{pombo_mobile_2019, title = {Mobile augmented reality game-based learning: teacher training using the {EduPARK} app}, volume = {9}, shorttitle = {Mobile augmented reality game-based learning}, number = {2}, journal = {Da Investigação às Práticas}, author = {Pombo, Lúcia and Marques, Margarida Morais and Carlos, Vânia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HKWGA9QG}, keywords = {\_C:Jordan JOR, \_C:Portugal PRT, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {3--30}, } @inproceedings{power_evidence-based_2019, title = {Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities}, copyright = {https://creativecommons.org/licenses/by-sa/4.0/}, url = {http://oasis.col.org/bitstream/handle/11599/3412/PCF9_Papers_paper_256.pdf?sequence=1&isAllowed=y}, language = {EN}, publisher = {Commonwealth of Learning (COL)}, author = {Power, Tom and Hedges, C and McCormick, R and Rahman, S}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7WRQ3XAW 2129771:GAUBXL6M 2339240:6ETY8HWG 2405685:26U2C9E5 2405685:FV3V5JDR 2405685:U22CW5TA 2534378:3GHKQTE7}, keywords = {C:Poor and marginalised communities, \_C:Bangladesh BGD, \_C:France FRA, \_C:India IND, \_C:Jordan JOR, \_C:Malawi MWI, \_C:Sierra Leone SLE, \_C:State of Palestine PSE, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @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{terashima_technology_2019, title = {Technology {Integration} {Changes} over {Three} {Years}: {Teacher} {Technology} {Acceptance} in a {One}-to-{One} {Tablet} {PC} {Integration} {Across} {Cities}}, volume = {13}, shorttitle = {Technology {Integration} {Changes} over {Three} {Years}}, number = {1}, journal = {International Journal}, author = {Terashima, Kosuke and Nakagawa, Hitoshi and Kobayashi, Yuki and Murai, Masuo}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:STD8JYJA}, keywords = {\_C:Japan JPN, \_C:Turkey TUR, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {17--26}, } @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}, } @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}, } @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}, } @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{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}, } @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}, } @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}, } @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}, } @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}, } @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{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}, } @incollection{swinton_urban_2018, title = {Urban {Education} {Technological} {Disparities}: {The} {Debilitating} {Impact} on {Our} {Students} for {Twenty}-{First} {Century} {Employment}}, shorttitle = {Urban {Education} {Technological} {Disparities}}, booktitle = {Computer-{Mediated} {Learning} for {Workforce} {Development}}, publisher = {IGI Global}, author = {Swinton, Angelia K. and Williams, Lauren Ashley}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WS5V7KR3}, keywords = {\_C:Saudi Arabia SAU, \_\_C:filed:1, \_\_C:scheme:1}, pages = {41--67}, } @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{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}, } @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{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}, } @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}, } @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}, } @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{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}, } @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}, } @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{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}, } @inproceedings{huang_research_2016, title = {Research on the {Novel} {Education} {Pattern} for {Science} and {Engineering} {Classes} {Based} on {Experiment} and {Interactive} {Teaching} {Method}}, doi = {10.2991/emcs-16.2016.106}, booktitle = {International {Conference} on {Education}, {Management}, {Computer} and {Society}}, publisher = {Atlantis Press}, author = {Huang, Wenzhun and Xie, Xinxin and Bian, Wei and Zhang, Hui}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.2991/emcs-16.2016.106 2129771:RGE2SUXC}, keywords = {\_C:China CHN, \_C:Switzerland CHE, \_C:Turkey TUR, \_\_C:filed:1, \_\_C:scheme:1}, } @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}, } @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{bukhsh_exploring_2015, title = {Exploring the {Role} of {Distributed} {Learning} in {Distance} {Education} at {Allama} {Iqbal} {Open} {University}: {Academic} {Challenges} at {Postgraduate} {Level}}, volume = {16}, issn = {1302-6488}, shorttitle = {Exploring the {Role} of {Distributed} {Learning} in {Distance} {Education} at {Allama} {Iqbal} {Open} {University}}, url = {http://dergipark.gov.tr/doi/10.17718/tojde.00342}, doi = {10.17718/tojde.00342}, abstract = {Distributed learning is derived from the concept of distributed resources. Different institutions around the globe connected through network and the learners are diverse, located in the different cultures and communities. Distributed learning provides global standards of quality to all learners through synchronous and asynchronous communications and provides the opportunity of flexible and independent learning with equity, low cost educational services and has become the first choice of the dispersed learners around the globe. The present study was undertaken to investigate the challenges faced by the Faculty Members of Department of Business Administration and Computer Science at Allama Iqbal Open University Islamabad Pakistan. 25 Faculty Members were taken as sample of the study from both Departments (100\% Sampling). The study was qualitative in nature and interview was the data collection tool. Data was analyzed by thematic analysis technique. The major challenges faced by the Faculty Members were as: bandwidth, synchronous learning activities, irregularity of the learners, feedback on individual work, designing and managing the learning activities, quality issues and training to use the network for teaching learning activities.}, language = {en}, number = {1}, urldate = {2018-06-09}, journal = {Turkish Online Journal of Distance Education}, author = {Bukhsh, Qadir and Chaudhary, Muhammad Ajmal}, month = mar, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.00342 10/gf62h3 2129771:539U4TUB}, keywords = {\_C:Germany DEU, \_C:India IND, \_C:Pakistan PAK, \_C:Turkey TUR, \_\_C:filed:1, \_\_C:scheme:1}, } @article{abugre_examination_2015, title = {An examination of training and development of middle level managers in emerging economies: {Evidence} from financial institutions in {Ghana}}, doi = {10.1108/ijoa-10-2011-0521}, abstract = {© 2015, Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine whether the training and development (T\&D) of middle-level managers in the financial institutions of a sub-Saharan African country make any difference in the performances of the managers and the institutions in general. Design/methodology/approach – An empirical analysis of managers’ opinions based on a quantitative survey of 140 middle-level managers from four banking institutions in Ghana is conducted. Findings – Findings showed that there is a significant relationship between T\&D of middle-level managers and their performance and, consequently, performance of the banks. The findings also showed that managers become savvier in personal initiatives and responsive to customer care leading to enhanced service delivery. The paper proposes that T\&D should focus on the significant relationship between the outcomes and programme objectives of organisations in emerging economies if these organisations want to be counted in this competitive global world. Practical implications – The paper provides valuable information on the important role of middle-level managers as custodians of “tacit knowledge” that can turn around organisations, particularly in developing economies, if the needed T\&D are given to them. Originality/value – Empirical literature on T\&D and on middle-level managers’ development in developing countries is limited. The contribution of this paper identifies the roles that middle management can play in the performances of organisations and especially in emerging economies.}, language = {en}, journal = {International Journal of Organizational Analysis}, author = {Abugre, James B. and Adebola, Kester}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ijoa-10-2011-0521 10/gf62pz 2129771:LL6D3NE8 2317526:EEZJGX8G}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CCZ:Ghana, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:developing country, D:emerging economies, F:outcomes, P:economy, P:measurement, P:services, R:quantitative, R:survey, T:Training, Z:Banks, Z:Mid-level managers, Z:Performance, Z:Training and development, \_C:Australia AUS, \_C:China CHN, \_C:Ghana GHA, \_C:Greece GRC, \_C:Japan JPN, \_C:Kuwait KWT, \_C:Nigeria NGA, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @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}, } @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}, } @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}, } @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}, } @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}, } @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{mulaku_gis_2013, title = {{GIS} in {Education} {Planning}: {The} {Kenyan} {School} {Mapping} {Project}}, volume = {43}, copyright = {© 2011 Maney Publishing}, shorttitle = {{GIS} in {Education} {Planning}}, url = {https://www.tandfonline.com/doi/pdf/10.1179/003962611X13117748892155}, doi = {10.1179/003962611X13117748892155}, abstract = {School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision...}, language = {EN}, number = {323}, urldate = {2020-11-08}, journal = {Survey Review}, author = {Mulaku, G. C. and Nyadimo, E.}, month = jul, year = {2013}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1179/003962611X13117748892155 2129771:D7LGKELW 2129771:EG8QF9R9}, keywords = {\_C:Ethiopia ETH, \_C:France FRA, \_C:India IND, \_C:Ireland IRL, \_C:Kenya KEN, \_C:State of Palestine PSE, \_C:Thailand THA, \_C:Uganda UGA, \_\_C:filed:1, \_\_C:scheme:1}, } @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}, } @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}, } @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{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{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{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}, } @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}, } @article{boyd_explaining_2005, title = {Explaining the {Short} {Careers} of {High}-{Achieving} {Teachers} in {Schools} with {Low}-{Performing} {Students}}, volume = {95}, issn = {0002-8282}, url = {https://www.aeaweb.org/articles?id=10.1257/000282805774669628}, doi = {10.1257/000282805774669628}, language = {en}, number = {2}, urldate = {2021-03-07}, journal = {American Economic Review}, author = {Boyd, Donald and Lankford, Hamilton and Loeb, Susanna and Wyckoff, James}, month = may, year = {2005}, keywords = {Analysis of Education, Public Sector Labor Markets, \_C:Georgia GEO, \_C:Norway NOR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {166--171}, } @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}, } @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}, } @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{idris_nordic_nodate, title = {Nordic {Journal} of {Comparative} and {International} {Education} ({NJCIE})}, author = {Idris, Khalid Mohammed and Asfaha, Yonas Mesfun}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UHGQBNQH}, keywords = {\_C:China CHN, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:Namibia NAM, \_C:Nigeria NGA, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @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}, }