The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review - Dogan, Selcuk; Pringle, Rose; Mesa, Jennifer (Professional Development in Education, 2016)
The purpose of this article is to provide a review of empirical studies investigating the impact of professional learning communities (PLCs) on science teachers’ practices and knowledge. Across 14 articles that satisfied the definition we embraced, most were devoted to the change in science teaching practices, disciplinary content knowledge (DCK) and pedagogical content knowledge (PCK) of K–12 science teachers. Although a small number of studies have implicit focus on comparing measures of student learning, we set out to examine the studies in science education and present how teachers engaged in PLCs focusing on examining and exploring strategies to promote student learning. Analysis of the related studies resulted in the following: PLCs can help teachers increase their PCK and DCK; increases in PCK and DCK may facilitate the change in teacher practices from traditional into more inquiry-based approaches; science teachers collaboratively focusing on student learning in PLCs are more likely to change their practice; and studies do not embrace student learning as an essential feature of PLCs. Methodological flaws and future directions along with implications for science teachers’ professional development are discussed.
Publisher: Routledge _eprint: https://doi.org/10.1080/19415257.2015.1065899
Keywords: professional development; professional learning communities; science education; teacher knowledge; teacher practice

revised from 2014). USAID/ Kenya Primary Math and Reading (PRIMR) Initiative: Endline impact evaluation – revised edition. Prepared under the USAID EdData II - Piper, B.; King, S.; Mugenda, A. (2016)
Place: Research Triangle Park, NC Publisher: RTI International
Keywords: ⛔ No DOI found

Teacher assistant support and deployment in mainstream schools - Butt, Rosemary (International Journal of Inclusive Education, 2016)
Models of support for students with disability and learning difficulties in mainstream classes in Australia rely extensively on teacher assistants (TAs). Current models, however, inadvertently perpetuate low expectations because providing TA support can be one of the most restrictive supports offered in a school [Giangreco, M. F. 2010a. “One-to-One Paraprofessionals for Students with Disabilities in Inclusive Classrooms: Is Conventional Wisdom Wrong?” Intellectual and Developmental Disabilities 48 (1): 1–13; Etscheidt, S. 2005. “Paraprofessional Services for Students with Disabilities: A Legal Analysis of Issues.” Research and Practice for Persons with Severe Disabilities 30(2): 60–80]. In addition, the increasing instructional role of TAs in the classroom is concerning. Negative outcomes for students where TAs provide support have been noted [Giangreco, M. F., J. C. Suter, and M. B. Doyle. 2010. “Paraprofessionals in Inclusive Schools: A Review of Recent Research.” Journal of Educational and Psychological Consultation 20: 41–57; Webster, R., P. Blatchford, and A. Russell. 2010. “Should Teaching Assistants Have a Pedagogical Role? Lessons Following the DISS Project.” Paper Presented at the BERA annual conference, September 1–4, University of Warwick, UK]. A qualitative case study was conducted in an Australia city over three years across four primary school sites to identify the issues and propose possible solutions. The study identified five different models of TA support and deployment. It was found support models used in mainstream schools were generally inequitable – if students did not have a disability or learning difficulty they received instruction primarily from a qualified teacher, but if students had a disability or learning difficulty, they received instruction from a TA who may have had no qualifications, no involvement in planning, limited supervision and unclear reporting; and no clear duty statement requirements. A more inclusive and more equitable model of TA support is discussed.
Publisher: Routledge _eprint: https://doi.org/10.1080/13603116.2016.1145260
Keywords: Teacher assistant; deployment; inclusive education; mainstream; support

Blended Learning Approach to Develop the Teachers’ TPACK - Qasem, Arwa Ahmad Abdo; Viswanathappa, Gandla (Contemporary Educational Technology, 2016)
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
shortDOI: 10/gg26df KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6176 10/gg26df 2339240:JARNFB99 2405685:CAKUBZNG 2405685:JNGNZCFI 2405685:R6GN9UGF 2534378:245NY58C 2534378:A54BPCIJ 2534378:M6L5C695 2534378:NXMUR56C 4803016:X5X5C56N
Keywords: Blended Learning; Computer Assisted Instruction; Control Groups; ERIC; Current Index to Journals in Education (CIJE); Experimental Groups; Foreign Countries; Higher Education; Information Technology; Instructional Design; Instructional Effectiveness; Knowledge Level; Likert Scales; Online Courses; Pedagogical Content Knowledge; Postsecondary Education; Preservice Teachers; Pretests Posttests; Quasiexperimental Design; Science Teachers; Secondary Education; Secondary School Teachers; Technological Literacy; Technology Uses in Education; Trainees; Yemen; __:import:01; __:match:final; __:matched; __:study_id:2096173; __finaldtb

Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa - Alcott, Benjamin; Rose, Pauline (Oxford Review of Education, 2016)
In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.
KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2016.1215611 10/gftss4 2129771:UZMRHVBW 261495:Q3BWUMWN

Hybrid online/offline mobile solutions for accessing open educational resources in areas with poor internet connectivity - D.L. Pugoy, Reinald Adrian; D.L. Habito, Consuelo; B. Figueroa, Roberto (Asian Association of Open Universities Journal, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1108/aaouj-09-2016-0030 10/gf62h9 2129771:SRMTHHQK
Keywords: __C:filed:1

Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy - O'Neil, Cathy (Penguin UK, 2016)
'A manual for the 21st-century citizen... accessible, refreshingly critical, relevant and urgent' - Financial Times 'Fascinating and deeply disturbing' - Yuval Noah Harari, Guardian Books of the Year In this New York Times bestseller, Cathy O'Neil, one of the first champions of algorithmic accountability, sounds an alarm on the mathematical models that pervade modern life – and threaten to rip apart our social fabric.We live in the age of the algorithm. Increasingly, the decisions that affect our lives - where we go to school, whether we get a loan, how much we pay for insurance - are being made not by humans, but by mathematical models. In theory, this should lead to greater fairness: everyone is judged according to the same rules, and bias is eliminated. And yet, as Cathy O'Neil reveals in this urgent and necessary book, the opposite is true. The models being used today are opaque, unregulated, and incontestable, even when they're wrong. Most troubling, they reinforce discrimination. Tracing the arc of a person's life, O'Neil exposes the black box models that shape our future, both as individuals and as a society. These "weapons of math destruction" score teachers and students, sort CVs, grant or deny loans, evaluate workers, target voters, and monitor our health. O'Neil calls on modellers to take more responsibility for their algorithms and on policy makers to regulate their use. But in the end, it's up to us to become more savvy about the models that govern our lives. This important book empowers us to ask the tough questions, uncover the truth, and demand change.
Google-Books-ID: 60n0DAAAQBAJ
Keywords: Business & Economics / Statistics; Computers / Artificial Intelligence / General; Computers / Programming / Algorithms; Mathematics / General; Political Science / Political Ideologies / Democracy; Political Science / Political Ideologies / General; Science / General; Science / Philosophy & Social Aspects; Technology & Engineering / Social Aspects

Cost efficiency: teacher professional development (International Rescue Committee (IRC), 2016)
This brief explores the relative costs of running these different professional development activities across nine programs in Afghanistan, Iraq, Lebanon, and Pakistan.
KerkoCite.ItemAlsoKnownAs: 2129771:NMERQGRC

Training Teachers on the Job: What Works and How to Measure It - Popova, Anna; Evans, David K.; Arancibia, Violeta (World Bank, 2016)
shortDOI: 10/gftsst KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7834 10/gftsst 2129771:SAEK44UH 2339240:C3T3XHZP 2405685:9TQFMR8Y
Keywords: C:Low- and middle-income countries; _genre:LR-literature_review

Análise de programas estruturadores de saúde do Estado de Minas Gerais por meio de indicadores finalísticos - Santos, Geovana Maria Carmo; Silveira, Mauro César; Oliveira, Andre Correa de (Revista do Serviço Público, 2016)
O presente artigo visa analisar a relação entre o gasto nos programas estruturadores da área de saúde, do Governo de Minas Gerais, com os indicadores finalísticos da referida área, entre os anos de 2004 a 2013. Este estudo justifica-se pela possibilidade de se sinalizar a efetividade da alocação de recursos orçamentários, no âmbito da saúde, em face do modelo de Gestão para Resultados adotado pelo governo do estado. Os resultados encontrados sugerem uma forte correlação entre as variáveis, a despeito de três correlações consideradas não significativas, pelos cálculos estatísticos, e de uma das correlações que sinalizou uma relação contrária ao esperado. A análise de regressão confirmou a relação linear entre as variáveis, para os casos que se comportaram conforme a hipótese deste trabalho. A partir das entrevistas realizadas com dois gestores estaduais, apreende-se que, embora os indicadores não influam diretamente sobre a alocação de recursos, estes orientam o processo de implementação das políticas, sob uma perspectiva de priorização, e consistem, também, em importantes mecanismos para aperfeiçoamento do processo de gestão.
Number: 3 KerkoCite.ItemAlsoKnownAs: 10.21874/rsp.v67i3.713 2129771:MEJYRJEW
Keywords: Author:OpenDevEd

Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of “Teaching at the Right Level” in India - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukherji, Shobhini; Shotland, Marc; Walton, Michael (National Bureau of Economic Research, 2016)
Previous randomized studies have shown that addressing children’s current learning gaps, rather than following an over-ambitious uniform curriculum, can lead to significant learning gains. In this study, we evaluate a series of efforts to scale up the NGO Pratham’s approach to teaching children according to their actual learning level, in four Indian States. While this approach was previously shown to be extremely effective when implemented with community volunteers outside of school, the objective of these new scale-up evaluations was to develop a model that could be implemented within the government school system. In the first two instances (Bihar and Uttarakhand), the methodology was not adopted by government schoolteachers, despite well-received training sessions and Pratham support. Motivated by the quantitative and qualitative analysis of these early attempts, we adapted the approach and designed large-scale experiments in the states of Haryana and Uttar Pradesh to test two new scale-up models. In Haryana, teachers received support from government resource persons trained by Pratham, and implemented the approach during a dedicated hour. In Uttar Pradesh, Pratham volunteers implemented high-intensity, short-burst “learning camps” for 40 days, in school and during school hours, with additional 10-day summer camps. Both models proved effective, with gains in language of 0.15 standard deviation in Haryana, and 0.70 standard deviations in Uttar Pradesh, on all students enrolled in these schools at baseline. These two models provide blueprints that can be replicated inside other government systems.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w22746 2129771:4SI8CL4K 2129771:IJ484UVX 2129771:JP65D9ZN 2129771:QHBP9EXP 2129771:WAVMVLKN 2405685:LEGZTSPV 2486141:KZKGLZ26
Keywords: C:India; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Nepal NPL; _C:Pakistan PAK; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Theme 5: Teaching and learning materials (Coordinators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:ZRAHWN9Y 2129771:ZTBKVLZS
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 5: Teaching and Learning Materials (Tutors) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:DWV2WHF4 2129771:JEMU8JGF
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

ABRA: Online Reading Support. Evaluation Report and Executive Summary - McNally, Sandra; Ruiz-Valenzuela, Jenifer; Rolfe, Heather (Education Endowment Foundation, 2016)
Abracadabra (ABRA) is a 20-week online literacy program composed of phonic fluency and comprehension activities based around a series of age-appropriate texts. Four 15-minute sessions per week are delivered by a teaching assistant (TA) to groups of three to five pupils. This report summarizes the findings of a randomized controlled trial assessing the impact of ABRA on literacy outcomes for Year 1 pupils. The trial also assesses the impact of an offline, paper and pencil version of the same intervention (referred to here at "the non-Information and Communication Technologies (ICT) intervention"). There were 51 participating schools and 2,241 pupils at randomization, and a total of 48 schools and 1,884 pupils were included in the final analysis (84% of the initial pupils at randomization). The trial took place between October 2014 and May 2015. Fifty-one schools were randomly assigned to either receive some version of the intervention or to act as a "control" school delivering business as usual. In the schools receiving the intervention, pupils were randomized to receive one of the following options: (1) ABRA, (2) the non-ICT intervention, and (3) standard literacy provision. The process evaluation involved observing sessions to understand a variety of factors in the intervention. These included an evaluation of which elements contributed to successful implementation, the perceptions and experiences of TAs and project leads, levels of pupil engagement, and the mechanisms behind the estimated impacts. This was an efficacy study, due to the involvement of the developer in the delivery of the program. Key conclusions of this report are: (1) The children who received ABRA, or its offline alternative were found to make two and three months' progress in literacy respectively compared to the children who received standard provision. This positive result would be unlikely to occur by chance; (2) For both ABRA and the offline alternative, the impact for children eligible for free school meals and children with below average pre-test outcomes was larger than for all pupils; (3) Successful implementation contributed to a well-designed and delivered training program which emphasized fidelity and consistency, enforced by ongoing support from the project team; (4) The process evaluation found that both the ICT and non-ICT interventions may be best delivered in groups of similar rather than mixed ability. The process evaluation also suggested minor changes to the intervention to make it more culturally relevant to British pupils, and to remove some repetition in the non-ICT program; and (5) Future research will examine whether ABRA or the non-ICT intervention can be successfully delivered at scale, and will look at longer-term impacts through assessing Key Stage 1 data from this trial.
Publication Title: Education Endowment Foundation ERIC Number: ED581099 KerkoCite.ItemAlsoKnownAs: 2129771:YVVDH5N2 2486141:3IXCDD64
Keywords: Comparative Analysis; Diagnostic Tests; Educational Technology; Elementary School Students; Foreign Countries; Intervention; Literacy Education; Low Income Groups; Online Courses; Phonics; Pretests Posttests; Program Effectiveness; Program Evaluation; Randomized Controlled Trials; Reading Programs; Reading Tests; Small Group Instruction; Student Characteristics; Technology Uses in Education

Social media research: The application of supervised machine learning in organizational communication research. - van Zoonen, Ward; van der Meer, G. L. A., Toni (Computers in Human Behavior, 2016)
Despite the online availability of data, analysis of this information in academic research is arduous. This article explores the application of supervised machine learning (SML) to overcome challenges associated with online data analysis. In SML classifiers are used to categorize and code binary data. Based on a case study of Dutch employees’ work-related tweets, this paper compares the coding performance of three classifiers, Linear Support Vector Machine, Naïve Bayes, and logistic regression. The performance of these classifiers is assessed by examining accuracy, precision, recall, the area under the precision-recall curve, and Krippendorf’s Alpha. These indices are obtained by comparing the coding decisions of the classifier to manual coding decisions. The findings indicate that the Linear Support Vector Machine and Naïve Bayes classifiers outperform the logistic regression classifier. This study also compared the performance of these classifiers based on stratified random samples and random samples of training data. The findings indicate that in smaller training sets stratified random training samples perform better than random training samples, in large training sets (n = 4000) random samples yield better results. Finally, the Linear Support Vector Machine classifier was trained with 4000 tweets and subsequently used to categorize 578,581 tweets obtained from 430 employees.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.chb.2016.05.028 2129771:MKTC4W7W 2486141:76UY38KV 2486141:Z3EJXP2U
Keywords: Communication research; Content analysis; Supervised machine learning; Twitter

Mathematics education in Sub-Saharan Africa : status, challenges, and opportunities - World Bank (The World Bank, 2016)
This study on Assessment of mathematics education in Sub Saharan African countries is in support of the efforts to improve mathematics education in the countries of Sub-Saharan Africa (SSA). The study is in response to a growing recognition that countries in SSA will need to boost performance in the Science Technology, Engineering and Mathematics (STEM) subjects if they are to realize their full potential in a competitive global market increasingly shaped by the use of new technologies. Chapter 1 of this report lists the constituent countries of SSA and describes the study’s research questions and methods. Chapter 2 explores the economic and social arguments for making the improvement of mathematics education in the region a priority. Chapter 3 presents evidence as to current levels of numeracy and mathematical competence in the countries of SSA from a wide range of assessments. Chapter 4 looks at factors which have the potential to raise mathematical achievement indirectly by improving the quality of schooling in general. Chapter 5 considers the effectiveness of various interventions targeted specifically at improving mathematical outcomes. Chapter 6 and Chapter 7 are dedicated to issues concerning the capacities of serving teachers of mathematics and the pre-service training arrangements for those preparing to teach mathematics in schools. Chapter 8 describes assessment practices and their potential roles in improving learning outcomes. Chapter 9 gives an overview of a range of more recent initiatives designed to improve mathematics education both in SSA and beyond. Chapter 10 summarizes the study’s main findings and sets out some suggestions for overcoming barriers to progress. Finally, Appendix A sets out the findings of the in-country surveys.
EdTechHub.ItemAlsoKnownAs: 2129771:JTR523CY

School-Related Violence - Thompson, Stephen (2016)
Violence against children is a global problem. It includes physical violence, psychological violence such as insults and humiliation, discrimination, neglect and maltreatment. It has short- and long-term repercussions that are often grave and damaging for children (Pinheiro 2006). Bullying, gender-based violence, accidental violence, discrimination and violence, sexual assault or harassment, physical violence and psychological violence, describe some of the most prevalent forms of school-based violence (South African Human Rights Commission 2006). The evidence base on school-related violence must be improved to inform policies (Antonowicz 2010). To assess the evidence that does exist, this helpdesk report presents a non-systematic review of the evidence on school-related violence. It is based on the evidence found through a rapid internet search and through consultation with experts in this field. The report is broken down into four sections: reducing and preventing school-related violence; safe, inclusive and violence-free schools; cyber bullying; and school-related gender-based violence. It is recognised that the topic of school-related violence is complex and multifaceted. While this report aims to offer a useful synthesis of the evidence available, as well as relevant case studies and policy recommendations, it only scratches the surface of a very large and pressing global problem.
Accepted: 2017-10-06T13:57:06Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:DQUS7CJ4 4869029:ERSGE67L
Keywords: ⛔ No DOI found

Evidence on formative classroom assessment for learning - Browne, Evie (2016)
This light-touch review of literature on classroom assessments (CA) in Sub-Saharan Africa (SSA) and South Asia finds that they are rarely implemented effectively. It is extremely common to find references to CA in policy documents but find that teachers do not use CA in the classroom. Sometimes this is because there is little institutional support for CA, few example materials, and no training, and sometimes this is because teachers do not understand or see the purpose of CA and continue to teach in a top-down manner. Most schooling systems in developing countries have a crippling emphasis on summative exams, and teachers often end up ‘teaching to the test’ whether they want to or not. Parental pressure plays some part in teaching styles, as teachers are under pressure to show parents that they are preparing their children to pass important exams which open the door to the next level of education. Teacher training chronically underprepares teachers for CA; in some cases not giving any training and in others only explaining how to fill in the government-mandated forms. On the other hand, there are examples in the literature of teachers intuitively using CA methods such as questioning, observation and homework, but not naming it as CA.
Accepted: 2017-09-15T15:28:03Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:FR9W3CQK 4869029:BCN3YZRU
Keywords: ⛔ No DOI found

“Together we are better”: Professional learning networks for teachers - Trust, Torrey; Krutka, Daniel G.; Carpenter, Jeffrey Paul (Computers & Education, 2016)
In recent years, many educators have turned to professional learning networks (PLNs) to grow in their craft with peers who are more accessible online because of reduced temporal and spatial constraints. While educators have cultivated PLNs, there is a dearth of research about the effects of PLNs. This manuscript reports the findings of a qualitative study that investigated PLN experiences through the analysis of survey data from 732 P-12 teachers. Data analysis suggests that the anytime, anywhere availability of expansive PLNs, and their capacity to respond to educators’ diverse interests and needs, appear to offer possibilities for supporting the professional growth of whole teachers. These findings have implications for defining the present and future of teacher learning in a digital age.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2016.06.007 4804264:CUPLKNAP
Keywords: Computer-mediated communication; Final_citation; Learning communities; Lifelong learning; PLN; Professional development; existing

Improving literacy and math instruction at scale in India’s primary schools: The case of Pratham’s Read India program - Banerji, Rukmini; Chavan, Madhav (Journal of Educational Change, 2016)
Pratham’s “Read India” initiative is a large-scale intervention to improve basic learning and arithmetic among children in primary school. It was started almost 10 years ago and has evolved considerably over time. Currently, this initiative uses two strategies. The first strategy is to work directly with village communities and local schools to improve children’s learning. “Learning camps” are organized in the local school or community for a period of 6–10 days at a time. Local village volunteers help to teach children who are organized in groups by their level of learning. These camps—intensive bursts of focused instruction—are repeated several times during the year. This model which has been rigourously evaluated shows that children’s learning levels improve significantly. The second strategy is to work with the government. This approach is used when school systems want to partner or collaborate with Pratham for improving basic learning. The key element here too is grouping children and teaching them from their level rather than by their grade. This approach also shows promising results. Independent evaluations and randomized control trials conducted on both models have indicated significant impact. Moving between the present set of conditions in India and past lessons, this case describes a decade-long journey of efforts to change teaching and learning at the ground level as well the efforts to bring about significant shifts in priority at the system level. The “Read India” case presented here contributes knowledge on strategies under which effective pedagogy can be brought to scale. It also discusses challenges of transforming instructional change in a context of low initial capacity at the school and system levels, where attention to rapid expansion of access to school had kept aside for a long time critical questions about teaching quality and learning outcomes. A second contribution of “Read India” to current knowledge on large-scale educational change relates to the role non-government actors such as Pratham can play in bringing effective pedagogy to scale to improve student learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-016-9285-5 2129771:UTQP8DFG

Teacher professional development outside the lecture room: Voices of professionally unqualified practicing teachers in rural Zimbabwe secondary schools - Mukeredzi, Tabitha Grace (Global Education Review, 2016)
Attempts to address global pressure to achieve Education for All have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and large rural populations in these countries. In addition there is a trend for qualified competent teachers to shun working in rural settings. While recruitment of professionally unqualified graduate teachers into the teaching profession has become internationally acclaimed to address in particular rural school postings and Education for All commitments, there remain outstanding questions regarding how such teachers professionally learn and grow in these rural contexts outside the Teacher Education Institution lecture room. An understanding of how they develop professionally is crucial. The study explored professional development experiences of professionally unqualified practicing teachers in rural secondary schools. A qualitative design was adopted and three-interview series complimented by photo elicitations were employed to explore the teachers’ professional development experiences. Data were transcribed and manually analysed inductively utilizing open coding. Findings suggest that professional development experiences for these teachers occurred in four sites: school structures, wider professional sites, planned and unplanned gatherings, and the classroom. Drawing on concepts around professional development to describe, analyse and understand data, I illustrate that professionally unqualified practicing teachers in rural secondary schools experience professional development outside Teacher Education Institutions in interaction, through domains of formality and experience: non formal, informal and experiential.
KerkoCite.ItemAlsoKnownAs: 2129771:CIJYHHRF 261495:9VQJENSS
Keywords: ⛔ No DOI found

Why do entrepreneurial mHealth ventures in the developing world fail to scale? - Sundin, Phillip; Callan, Jonathan; Mehta, Khanjan (Journal of Medical Engineering & Technology, 2016)
Telemedicine is an increasingly common approach to improve healthcare access in developing countries with fledgling healthcare systems. Despite the strong financial, logistical and clinical support from non-governmental organisations (NGOs), government ministries and private actors alike, the majority of telemedicine projects do not survive beyond the initial pilot phase and achieve their full potential. Based on a review of 35 entrepreneurial telemedicine and mHealth ventures, and 17 reports that analyse their operations and challenges, this article provides a narrative review of recurring failure modes, i.e. factors that lead to failure of such venture pilots. Real-world examples of successful and failed ventures are examined for key take-away messages and practical strategies for creating commercial viable telemedicine operations. A better understanding of these failure modes can inform the design of sustainable and scalable telemedicine systems that effectively address the growing healthcare disparities in developing countries.
KerkoCite.ItemAlsoKnownAs: 10.1080/03091902.2016.1213901 10/gf62hx 2129771:EH22JY9T
Keywords: Telemedicine; business models; community health workers; failure modes; global health; mHealth

Basic Education and Employment - Grant, Catherine (2016)
This review provides a summary of existing research on: What are the different employment outcomes and cost effectiveness differences between public vs. private basic education (primary and lower secondary) in low and middle income countries and what accounts for any difference (disaggregated by gender as appropriate)? Do either private or public education systems focus more greatly on providing students with foundation skills (literacy and numeracy skills) and does this have an impact on employment outcomes? What is the relative value for money of basic child education (primary and lower secondary) vs. programmes focusing on providing foundation skills e.g. to out of school youth, if the main benefit measure is higher skilled/waged employment? This report is not a systematic review, but aims to capture a substantial portion of the literature offering evidence on this topic, including the most important and useful papers to guide policy-making. It provides an annotated bibliography of the literature, followed by an evidence summary table assessing the literature according to DFID’s ‘strength of evidence’ guidelines
Accepted: 2017-07-06T10:47:22Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:8RCVTK3K 4869029:B9LC52CU
Keywords: ⛔ No DOI found

From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukherji, Shobhini; Shotland, Marc; Walton, Michael (National Bureau of Economic Research, 2016)
The promise of randomized controlled trials is that evidence gathered through the evaluation of a specific program helps us—possibly after several rounds of fine-tuning and multiple replications in different contexts—to inform policy. However, critics have pointed out that a potential constraint in this agenda is that results from small “proof-of-concept” studies run by nongovernment organizations may not apply to policies that can be implemented by governments on a large scale. After discussing the potential issues, this paper describes the journey from the original concept to the design and evaluation of scalable policy. We do so by evaluating a series of strategies that aim to integrate the nongovernment organization Pratham’s “Teaching at the Right Level” methodology into elementary schools in India. The methodology consists of re-organizing instruction based on children’s actual learning levels, rather than on a prescribed syllabus, and has previously been shown to be very effective when properly implemented. We present evidence from randomized controlled trials on the designs that failed to produce impacts within the regular schooling system but helped shape subsequent versions of the program. As a result of this process, two versions of the programs were developed that successfully raised children’s learning levels using scalable models in government schools. We use this example to draw general lessons about using randomized control trials to design scalable policies.
KerkoCite.ItemAlsoKnownAs: 10.3386/w22931 4804264:827JQQX3
Keywords: Final_citation; cited; existing

Open Educational Resources Guide for Colleges of Education - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:3B42MMRX
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 6: Leadership for Learning (Coordinators) - Swaffield, Sue; MacBeath, J. (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:3PJ3UD5Z
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 6: Leadership for Learning (Tutors) - Swaffield, Sue; MacBeath, J. (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:2J3EWDD6
Keywords: Author:Haßler; Author:OpenDevEd; _C:Chad TCD; _C:Ghana GHA; _C:Greece GRC; _C:United Kingdom GBR; _C:Uruguay URY; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence

A computational literature review of the technology acceptance model - Mortenson, Michael J.; Vidgen, Richard (International Journal of Information Management, 2016)
A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2016.07.007 2129771:SE7R8QGN 2129771:YEKVSXG9 2405685:M67A9BHN 2486141:B5ZK9CQN 2486141:VU33ACA5
Keywords: Citation analysis; Co-authorship analysis; Computational literature review; Journal ranking; Lda; Literature review; Social network analysis; Technology acceptance model; Topic models

Learning in One-to-One Laptop Environments: A Meta-Analysis and Research Synthesis - Zheng, Binbin; Warschauer, Mark; Lin, Chin-Hsi; Chang, Chi (Review of Educational Research, 2016)
Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K–12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students’ academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654316628645 2129771:FXFNHFXU 2486141:XVLIUWZ3

Qualitative Inquiry and Research Design: Choosing Among Five Approaches - Creswell, John W.; Poth, Cheryl N. (SAGE Publications, 2016)
In the revised Fourth Edition of the best-selling text, John W. Creswell and new co-author Cheryl N. Poth explore the philosophical underpinnings, history, and key elements of five qualitative inquiry approaches: narrative research, phenomenology, grounded theory, ethnography, and case study. Preserving Creswell's signature writing style, the authors compare the approaches and relate research designs to each of the traditions of inquiry in a highly accessible manner. Featuring new content, articles, pedagogy, references, and expanded coverage of ethics throughout, the Fourth Edition is an ideal introduction to the theories, strategies, and practices of qualitative inquiry.
Google-Books-ID: DLbBDQAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:84VMWTMH 4869029:EXYSYASL
Keywords: Reference / Research; Social Science / Methodology

The cascade model of teachers’ continuing professional development in Kenya: A time for change? - Bett, Harry Kipkemoi (Cogent Education, 2016)
Kenya is one of the countries whose teachers the UNESCO (2015) report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD) has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institution-based models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant.
KerkoCite.ItemAlsoKnownAs: 10.1080/2331186x.2016.1139439 10/gfw2mk 2129771:FCRTRLM8 261495:HKLWHCSJ

Executive Secretary's Office (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:RDZEPUBE

National Frequency Allocation Table 2017_1622727105.pdf (2017)

Roll Call: Getting Children Into School (Policy Bulletin, 2017)
Individual Evaluations Cited Abdul Latif Jameel Poverty Action Lab (JPAL)

Teacher Management: Emerging Issues in Kenya (European Journal of Educational Sciences, 2017)
Publisher: European Scientific Institute
Keywords: ⛔ No DOI found

The application of machine learning for evaluating anthropogenic versus natural climate change - Abbot, John; Marohasy, Jennifer (GeoResJ, 2017)
Publisher: Elsevier

Lessons Learned from World Bank Education Management Information System Operations - Abdul-Hamid, Husein; Saraogi, Namrata; Mintz, Sarah (2017)
ISBN (paper): 978-1-4648-1056-5 ISBN (electronic): 978-1-4648-1057-2
Keywords: ⛔ No DOI found

AEWG Accelerated Education 10 principles for effective practice - Accelerated Education Working Group (2017)

Land and the “Gradient Forces” of Religion and Urbanism: The Gospel Town - Ajadi, S.B. (IFRA-Nigeria, 2017)

Alternative Productivity Estimates Using Physical Activity - Akogun, Oladele B; Dillon, Andrew; Friedman, Jed; Prasann, Ashesh; Serneels, Pieter (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:CNP6MLVA 2129771:VGVE3P48 2486141:8ILWDJK8

Factors influencing female undergraduate students' acceptance of, and motivation to, use tablet computers for learning - Alomary, Azza (University of Southampton, 2017)
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

Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets. - Andrabi, Tahir; Das, Jishnu; Khwaja, Asim Ijaz (American Economic Review, 2017)

Building State Capability: Evidence, Analysis, Action - Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Oxford University Press, 2017)
Governments play a major role in the development process, and constantly introduce reforms and policies to achieve developmental objectives. Many of these interventions have limited impact, however; schools get built but children don't learn, IT systems are introduced but not used, plans are written but not implemented. These achievement deficiencies reveal gaps in capabilities, and weaknesses in the process of building state capability. 00This book addresses these weaknesses and gaps. It starts by providing evidence of the capability shortfalls that currently exist in many countries, showing that many governments lack basic capacities even after decades of reforms and capacity building efforts. The book then analyses this evidence, identifying capability traps that hold many governments back - particularly related to isomorphic mimicry (where governments copy best practice solutions from other countries that make them look more capable even if they are not more capable) and premature load bearing (where governments adopt new mechanisms that they cannot actually make work, given weak extant capacities). The book then describes a process that governments can use to escape these capability traps.
OCLC: 973570652 KerkoCite.ItemAlsoKnownAs: 2129771:E3ZS94X8 2129771:IR6XVT4I 2292090:ZB6XGIKX 4869029:UEMMWQJT

Big data, big insights? Advancing service innovation and design with machine learning - Antons, D; Breidbach, CF (Journal of Service Research, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1177/1094670517738373 2129771:BN4PIUR8 2129771:SLBNBAST 2405685:DD4VLI9U 2486141:8S9LUG53
Keywords: _Added-ailr-2024

Design-based online teacher professional development to introduce integration of STEM in Pakistan - Anwar, Tasneem (University of Minnesota, 2017)
In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN: 9781369679038 Pages: 284 Publication Title: ProQuest LLC KerkoCite.ItemAlsoKnownAs: 2339240:DBDFJKBJ 2405685:FR3HXWGG 2405685:XZPKBXP2 2534378:CGYHJZSS 2534378:DN6N2JCI 2534378:JGZHHY6I 2534378:PULZXS5Y 2534378:VMIH94FH
Keywords: 0530:Teacher education; 0714:Science education; Attitude Measures; Community of practice; Design; Design-based research; ERIC; Resources in Education (RIE); Education; Educational Technology; Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Interdisciplinary Approach; Interviews; Models; Online Courses; Online teacher professional development; Pakistan; Reflective practices; STEM Education; Science education; Stem integration; Student Centered Learning; Teacher Attitudes; Teacher education; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096054; __finaldtb

Research on open educational resources for development in the Global South: Project landscape - Arinto, Patricia; Hodgkinson-Williams, Cheryl; King, Thomas; Cartmill, Tess; Willmers, Michelle (African Minds, International Development Research Centre & Research on Open …, 2017)
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

Impact of Free Availability of Public Child Care in Brazil. - Attanasio, Orazio; de Barro, Ricardo Paes; Carneiro, Pedro; Evans, David; Lima, Lycia; Olinto, Pedro; Schady, Norbert (2017)
Keywords: ⛔ No DOI found

Zum Stand der Forschung zum Tableteinsatz in Schule und Unterricht aus nationaler und internationaler Sicht - Aufenanger, Stefan (Tablets in Schule und Unterricht, 2017)
00004 KerkoCite.ItemAlsoKnownAs: 2129771:SKD5WUQ5 2129771:TZZA643B
Keywords: __C:filed:1

Linking vocational education and training (VET) progression pathways into the academic route in Tanzania: Case study in electrical and mechanical engineering programmes at Arusha technical college (ATC) - Augustine, S. Mbitila; Richard, J. Masika; Donatha, E. Mwase (International Journal of Vocational and Technical Education, 2017)
The bridging course was designed by the Vocational and Education Training Authority (VETA) in collaboration with three technical Colleges/Institutions: Arusha Technical College, Dar es Salaam Institute of Technology and Mbeya University of Science and Technology under the auspices of National Council for Technical Education (NACTE). The course was an immediate solution to the missing link between the Vocational Education and Training (VET) pathway for graduates and the Tanzanian national education model. Data were collected from a random sample of 350 students, from various parts of the country, to analyze the problem. Comparison tests of performance between students from the bridging course and from other educational routes were conducted. Results demonstrate that, the bridging course is a substantive solution to enabling VET students to progress toward further studies. Bridging courses in Technical Colleges and Institutes of Technology offer a valuable contribution to the vocational training sector if sponsored by both Government and Private sector in terms of fiscal and non-fiscal resources.
KerkoCite.ItemAlsoKnownAs: 2129771:EY27CPFF 2317526:Y8BZ57SA UTI-6E2C391A-E3E5-330F-AE6F-A8A33CEC6B33
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:electro; P:mechanic; R:case study; T:TVET; T:Training; T:vocational training centre; __C:filed:1; publicImportV1; ⛔ No DOI found

From Proof of Concept to Scalable Policies: Challenges and Solutions, With an Application. - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukerji, Shobhini; Shotland, Marc; Walton, Michael (Journal of Economic Perspectives, 2017)

“If he could speak, he would be able to point out who does those things to him”: Experiences of violence and access to child protection among children with disabilities in Uganda and Malawi - Banks, Lena Morgon; Kelly, Susan A.; Kyegombe, Nambusi; Kuper, Hannah; Devries, Karen (PloS one, 2017)
Publisher: Public Library of Science San Francisco, CA USA

Delivering education to the underserved through a public‐private partnership program in Pakistan - Barrera‐Osorio, Felipe; Blakeslee, David S.; Hoover, Matthew; Linden, Leigh L.; Raju, Dhushyanth; Ryan, Stephen P. (World Bank Policy Research Working Paper, 2017)
Keywords: ⛔ No DOI found

Compás Millennial: La generación Y en la era de la integración 4.0 - Basco, Ana Inés; Carballo, Marita; Pernas, Mariana; Alzualde, Paula; Codoni, Soledad; Conte Grand, Ramiro; Wulff, Alejandra; Basco, Ana Inés; Carballo, Marita (Inter-American Development Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 10.18235/0000726 2339240:3AM622JQ 2405685:L25Q4V8W

Tablets zur Neubestimmung des Lernens? - Bastian, Jasmin (Tablets in Schule und Unterricht, 2017)
00002 KerkoCite.ItemAlsoKnownAs: 2129771:DIGSAN47 2129771:ZEQKUCM3
Keywords: __C:filed:1

Tablets in Schule und Unterricht - Bastian, Jasmin; Aufenanger, Stefan (Forschungsmethoden und-perspektiven zum Einsatz digitaler Medien, Wiesbaden, 2017)
EdTechHub.ItemAlsoKnownAs: 2129771:UI7QJ9AT
Keywords: __C:filed:1; ⛔ No DOI found

The Generalizability Puzzle - Bates, Mary Ann; Glennerster, Rachel (Stanford Social Innovation Review, 2017)
Rigorous impact evaluations tell us a lot about the world, not just the particular contexts in which they are conducted. Open access to this article is made possible by MIT.
KerkoCite.ItemAlsoKnownAs: 2129771:6CTJ2XQQ 2486141:XU66ZGBE
Keywords: ⛔ No DOI found

Die richtigen Mitarbeiter finden: Berufsbildung und HR-Management - Bauer, Annette; Kühnrich, Heinz-Joachim (Praxishandbuch Wirtschaft in Afrika, 2017)
Qualifizierte Fachkräfte stellen einen wichtigen Faktor für die Eintrittsentscheidung in einen Markt dar. Eine der am häufigsten genannten Hemmnisse für eine Investition in Afrika, ist deren Mangel. Vor allem für deutsche Unternehmen ist es wichtig mit ausgebildetem Personal die höhere Produktivität und Lebensdauer ihrer Produkte und Maschinen zu erreichen, um den meist höheren Investitionskosten im Marktvergleich Rechnung zu tragen und einen kosten- und zeiteffizienten After Sales Service anbieten zu können. Doch in vielen Ländern Afrikas ist diese Voraussetzung von qualifizierten Fachkräften noch nicht geschaffen. Folgendes Kapitel gibt einen Überblick über den wachsenden Bedarf an Fachkräften, die aktuelle Situation in der Berufsbildung, sowie Lösungsansätze zur Reduzierung der Lücke zwischen Angebot und Nachfrage an Fachkräften aus Sicht eines deutschen Anbieters für Aus- und Weiterbildungslösungen in Afrika.
KerkoCite.ItemAlsoKnownAs: 2129771:X864VGAL 2317526:G4L3I4Y4
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:West Africa; C:Rwanda; CA:AandC; CL:de; CL:en; CLL:de; CLS:en; CT:A; CT:C; CT:P; CT:T; P:agriculture; T:Ausbildung; T:TVET; T:in-service TVET; publicImportV1

Adaptation in dissemination and implementation science - Baumann, Ana A.; Cabassa, Leopoldo J.; Stirman, S. Wiltsey (Dissemination and implementation research in health: translating science to practice, 2017)
Publisher: Oxford University Press New York, NY KerkoCite.ItemAlsoKnownAs: 2129771:GFRDKSNN
Keywords: ⛔ No DOI found

Instructional Scaffolding: Foundations and Evolving Definition - Belland, Brian R. (Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence, 2017)
This chapter covers the definition of instructional scaffolding, as well as its theoretical bases, and how those bases are reflected in computer-based scaffolding. Computer-based scaffolding is defined as a computer-based tool that extends and enhances student capabilities as students engage with authentic and ill-structured tasks. Despite its original atheoretical nature, scaffolding was linked to many theoretical frameworks, including activity theory, Adaptive Character of Thought-Rational (ACT-R), and knowledge integration. This variation in theoretical frameworks has led to differing scaffolding strategies (e.g., fading, adding, and fading/adding strategies) and overall scaffolding approaches. These are described in depth in this chapter.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-02565-0_2 2129771:NTB6B9A3 2486141:6KDCBAUY
Keywords: ACT-R; Activity theory; Adding; Computer-based scaffolding; Contingency; Design of scaffolding; Dynamic assessment; Fading; Fading/adding; Intelligent tutoring systems; Intersubjectivity; Knowledge integration; One-to-one scaffolding; Peer scaffolding

Portability, Feasibility, Collaborativeness: Teachers’ Perception Of Tablet Use For Inclusive Education - Benigno, Vincenza; Caruso, Giovanni; Epifania, Marina Ottavia; Fante, Chiara; Ravicchio, Fabrizio; Trentin, Guglielmo (ICERI2017 Proceedings, 2017)
Tablet are characterized by features such as their ease of use, portability, feasibility and they are easily employable in collaborative learning (Schuck et al., 2013). Students themselves consider them as an effective tool for reflection, since it allows them to deepen their knowledge thanks to the possibility of on-line searching (Parmigiani et al., 2015). On the other side, teachers are aware of the fact that tablets can help in making lesson more interesting and varied (Heinrich, 2012), but their use also needs a rethinking of the pedagogical approach (Culé & Gasparini, 2012) since tablets allow a more students-centred learning (Ludwig et al., 2011). Further, Information and Communication Technologies in general are also used for the inclusion of the disabled children into class activities (Ifenthaler & Schweinbenz, 2013). We argue that tablets, thanks to their abovementioned features, may be particularly helpful in fostering the inclusion of children who are not disabled, but who cannot attend school for medical reasons. The socio-educational inclusion of these children was the main aim of the TRIS project (Tecnologie per l’Inclusione Socio-educativa [Technologies for socio-educational inclusion]), and Information and Communication Technologies, combined with new pedagogical methodologies, played a key role for the pursuing of this aim. During this project, we equipped a middle school classroom with one tablet for each teacher and student. In addition, after one year several activities were planned in collaboration with teachers to evaluate the use of tablets and some specific apps in different teaching area. The activity developed for chemistry involved the use of augmented reality software, and we were investigating its effect on students’ attitudes towards the subject. The one developed for Italian language was aimed to the investigation of whether the affordance of a specific app for the creation of mental app have helped the students in their creation in respect to paper and pencil. In this paper, we report the results regarding teachers’ perception of tablet use in everyday class activities, involving both their competencies and the frequency of use. We considered the impact of the tablet after six months and after one year and a half from their introduction. Furthermore, at the end of the specific activity, the teachers were interviewed in order to understand the potentiality of the tablet for the abovementioned subjects, for the inclusion of the homebound student, and the difficulty found in the planning and managing of the activities. All the teachers involved (n= 7) sustained the utility of the tablet for classes, mentioning its capacity to foster communication in collaborative working and to gain students’ attention. They mostly used the tablet for students’ individual work, on-line research, and for collaborative activities with the homebound student. Regarding the activities carried out with the teachers, they kept sustaining the tablet capacity to motivate students and to foster their active participation, but they also expressed several concerns regarding the high amount of time needed to plan and to implement the activities using the tablet.
00000 KerkoCite.ItemAlsoKnownAs: 10.21125/iceri.2017.1312 10/gdm2ts 2129771:HE7QTZR8 2129771:KWSQ5QZS 2129771:LKSPGFSP 2129771:QPWDTFS8 2129771:T2MY6M9C 2129771:W9JUIT8E
Keywords: _C:Italy ITA; _C:Trinidad and Tobago TTO; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Challenges in Educational Reform: An Experiment on Active Learning in Mathematics. - Berlinski, Samuel; Busso, Matias (Economics Letters, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:QSDP54R9 2129771:RDE3NG42

(untitled) - Berlinski; Busso (2017)

Screen Time Can Be Dangerous for Kids’ Mental & Physical Health - Beurkens, Nicole (2017)
00000 EdTechHub.ItemAlsoKnownAs: 2129771:WBR6SFD7
Keywords: __C:filed:1

10 Jahre Qualitätsmerkmale im Praxistest - BIBB (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:7RTWXJ87 2317526:RKNAFQCQ

Reconhecimento do trabalho de cuidado: o caso do Programa Expandido de Trabalhos Públicos na África do Sul - Bilo, Charlotte; others (International Policy Centre for Inclusive Growth, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:HJZ3AZIP 2317526:JDH9DFC9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:South Africa; CLL:pt; publicImportV1

Ações de telessaúde no continente africano: uma revisão sistemática - Bittencourt, Hítalo Kassios (Universidade Federal do Rio Grande do Sul. Escola de Enfermagem. Curso de Saúde Coletiva: Bacharelado., 2017)
A África, em especial a região subsaariana, passa por uma crise de saúde-pública. Apesar do aumento de investimentos para tratamento de doenças contagiosas a região africana apresenta alarmantes índices de mortalidade infantil e doenças contagiosas como a AIDS. Tendo em vista este estado alarmante as ações de Telessaúde, por meio das Tecnologias de Informação e Comunicação (TIC), vem para diminuir lacunas, agilizando e qualificando a tomada de decisão clinica dos profissionais da saúde. O presente trabalho de conclusão de curso apresenta os resultados parciais de uma revisão sistemática feita nos Bancos de Dados (BD) Web Of Science (WoS), PubMed, Scopus e Embase sobre ações exitosas ou não de Telessaúde no continente Africano, analisando o perfil epidemiológico, história e conceito de Telessaúde, bem como apresentando suas análises bibliométricas.
KerkoCite.ItemAlsoKnownAs: 2129771:HPCVLCAD 2317526:56XHPAAX
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; CLL:pt; publicImportV1

Early Childhood Development Coming of Age: Science through the Life Course. - Black, Maureen M.; Walker, Susan P.; Fernald, Lia C.H.; Andersen, Christopher T.; DiGirolamo, Ann M.; Lu, Chunling; C, Dana (McCoy et al, 2017)
Keywords: ⛔ No DOI found

Save the Children Sierra Leone - Boisvert, Kayla (UNHCR Accelerated Education Working Group, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:SYFNBF3N 2486141:2FEGXPYI
Keywords: _Added to LR; _C:Sierra Leone SLE; _T:reviewed

Enrollment without learning: Teacher effort, knowledge, and skill in primary schools in Africa - Bold, Tessa; Filmer, Deon; Martin, Gayle; Molina, Ezequiel; Stacy, Brian; Rockmore, Christophe; Svensson, Jakob; Wane, Waly (Journal of Economic Perspectives, 2017)

"Ending Child Marriage: Reproductive Health Outcomes and Delaying Marriage and Childbearing for Adolescent Girls " In - Botea, Ioana; Chakravarty, Shubha; Haddock, Sarah; Wodon, Quentin (2017)
Keywords: ⛔ No DOI found

El meta-análisis: una metodología para la investigación en educación - Botella, Juan; Zamora, Ángela (Educación XXI: revista de la Facultad de Educación, 2017)
Publisher: Universidad Nacional de Educación a Distancia (España), Facultad de Educación
Keywords: ⛔ No DOI found

Teaching Equivalent Fractions to Secondary Students With Disabilities via the Virtual–Representational–Abstract Instructional Sequence - Bouck, Emily C.; Bassette, Laura; Shurr, Jordan; Park, Jiyoon; Kerr, Jackie; Whorley, Abbie (Journal of Special Education Technology, 2017)
00004 KerkoCite.ItemAlsoKnownAs: 10.1177/0162643417727291 10/gdm2tg 2129771:CG9H44U6 2129771:QD74PKYR
Keywords: __C:filed:1

Evidence-based answers to questions about trigger warnings for clinically-based distress: A review for teachers - Boysen, Guy A. (Scholarship of Teaching and Learning in Psychology, 2017)
According to the popular press, students have been increasingly demanding warnings before being exposed to potentially distressing classroom material. The validity of these types of trigger warnings has been a topic of vigorous debate. Based on a review of posttraumatic stress disorder (PTSD) research and closely related topics, this article answers questions that teachers might ask about the validity of the scientific assumptions behind trigger warnings and their use in the classroom. External stimuli causing distress is a feature common to many mental disorders, and trauma-based triggers of distress are an essential feature of PTSD. However, development of PTSD after a traumatic experience is relatively rare. Environmental triggers are often difficult to predict, but warnings may reduce distress among people with PTSD by allowing exposure to be controlled. To the extent that trigger warnings allow avoidance of hyperarousal when trying to learn, they should increase students’ classroom performance. However, avoidance of trauma reminders contributes to the persistence of PTSD symptoms. Although clinical research generally supports the notion of trigger warnings as an accommodation for individual students diagnosed with PTSD, the effectiveness of trigger warnings in the classroom is unknown. In addition, trigger warnings may be a legitimate accommodation for students with psychiatric disabilities, but this does not mean that they are relevant to nonclinical issues. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Place: US Publisher: Educational Publishing Foundation
Keywords: Classroom Management; Distress; Posttraumatic Stress Disorder; Student Attitudes; Teachers; Teaching; Trauma; Warnings

Optimal database combinations for literature searches in systematic reviews: a prospective exploratory study - Bramer, Wichor M.; Rethlefsen, Melissa L.; Kleijnen, Jos; Franco, Oscar H. (Systematic Reviews, 2017)
Background: Within systematic reviews, when searching for relevant references, it is advisable to use multiple databases. However, searching databases is laborious and time-consuming, as syntax of search strategies are database specific. We aimed to determine the optimal combination of databases needed to conduct efficient searches in systematic reviews and whether the current practice in published reviews is appropriate. While previous studies determined the coverage of databases, we analyzed the actual retrieval from the original searches for systematic reviews. Methods: Since May 2013, the first author prospectively recorded results from systematic review searches that he performed at his institution. PubMed was used to identify systematic reviews published using our search strategy results. For each published systematic review, we extracted the references of the included studies. Using the prospectively recorded results and the studies included in the publications, we calculated recall, precision, and number needed to read for single databases and databases in combination. We assessed the frequency at which databases and combinations would achieve varying levels of recall (i.e., 95%). For a sample of 200 recently published systematic reviews, we calculated how many had used enough databases to ensure 95% recall. Results: A total of 58 published systematic reviews were included, totaling 1746 relevant references identified by our database searches, while 84 included references had been retrieved by other search methods. Sixteen percent of the included references (291 articles) were only found in a single database; Embase produced the most unique references (n = 132). The combination of Embase, MEDLINE, Web of Science Core Collection, and Google Scholar performed best, achieving an overall recall of 98.3 and 100% recall in 72% of systematic reviews. We estimate that 60% of published systematic reviews do not retrieve 95% of all available relevant references as many fail to search important databases. Other specialized databases, such as CINAHL or PsycINFO, add unique references to some reviews where the topic of the review is related to the focus of the database. Conclusions: Optimal searches in systematic reviews should search at least Embase, MEDLINE, Web of Science, and Google Scholar as a minimum requirement to guarantee adequate and efficient coverage.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-017-0644-y 2129771:2L7IMRKK 2129771:WWMYNIID

Technology usage in mathematics education research – A systematic review of recent trends - Bray, Aibhín; Tangney, Brendan (Computers & Education, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2017.07.004 2129771:22Z4WYS6

A critical review of frameworks for digital literacy: Beyond the flashy, flimsy and faddish–Part 1 - Brown, Mark (ASCILITE ℡all blog, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:2MW7RUNN
Keywords: ⛔ No DOI found

Challenges and Solutions of Higher Education in the Eastern Caribbean States. - Browne, Raffie A.; Shen, Hong (International Journal of Higher Education, 2017)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.5430/ijhe.v6n1p169 2129771:NRUBXL6G
Keywords: __C:filed:1

Surveillance training for ebola preparedness in Côte d’Ivoire, Guinea-Bissau, Senegal, and Mali - Cáceres, Victor M.; Sidibe, Sekou; Andre, McKenzie; Traicoff, Denise; Lambert, Stephanie; King, Melanie E.; Kazambu, Ditu; Lopez, Augusto; Pedalino, Biagio; Herrera Guibert, Dionisio J.; Wasswa, Peter; Cardoso, Placido; et al. (Emerging Infectious Diseases, 2017)
© 2017, Centers for Disease Control and Prevention (CDC). All rights reserved. The 2014–2015 epidemic of Ebola virus disease in West Africa primarily affected Guinea, Liberia, and Sierra Leone. Several countries, including Mali, Nigeria, and Senegal, experienced Ebola importations. Realizing the importance of a trained field epidemiology workforce in neighboring countries to respond to Ebola importations, the Centers for Disease Control and Prevention Field Epidemiology Training Program unit implemented the Surveillance Training for Ebola Preparedness (STEP) initiative. STEP was a mentored, competency-based initiative to rapidly build up surveillance capacity along the borders of the at-risk neighboring countries Côte d’Ivoire, Mali, Senegal, and Guinea-Bissau. The target audience was district surveillance officers. STEP was delivered to 185 participants from 72 health units (districts or regions). Timeliness of reporting and the quality of surveillance analyses improved 3 months after training. STEP demonstrated that mentored, competency-based training, where learners attain competencies while delivering essential public health services, can be successfully implemented in an emergency response setting.
KerkoCite.ItemAlsoKnownAs: 10.3201/eid2313.170299 10/gf62j5 2129771:YE4AYNIN 2317526:XZ7WLJ6I
Keywords: -FullBiblioUHMLgen; -RRQ:M:final; -missingHU; A:West Africa; C:Guinea; C:Guinea-Bissau; C:Liberia; C:Mali; C:Nigeria; C:Senegal; C:Sierra Leone; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:health; P:services; R:survey; T:Training; T:competency-based training; T:trainee; _C:Sierra Leone SLE; publicImportV1

Emergent practices and material conditions in tablet-mediated collaborative learning and teaching - Cerratto-Pargman, Teresa; Jahnke, Isa; Damsa, Crina; Nussbaum, Miguel; Säljö, Roger (Making a Difference: Prioritizing Equity and Access in CSCL, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:TNQ6ST6F
Keywords: __C:filed:1; ⛔ No DOI found

Mobile Technologies and Digital Resources for Learning - Churchill, Daniel (Digital Resources for Learning, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:HWMF7L3K 2129771:VMYWJBHX
Keywords: __C:filed:1

Action research - Cohen, Louis; Manion, Lawrence; Morrison, Keith (Research methods in education, 2017)

The Status of ICT in Education in Saint Lucia - Commonwealth of Learning (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:5MEAFF9V 2486141:HCGLMZ3M

Identifying effective education interventions in sub-Saharan Africa: A meta-analysis of impact evaluations - Conn, K.M. (Review of Educational Research, 2017)
In this article, I identify educational interventions with an impact on student learning in Sub-Saharan Africa. After a systematic literature search, I conducted a meta-analysis synthesizing 56 articles containing 66 separate experiments and quasi-experiments and 83 treatment arms. I evaluated 12 types of education interventions such as the provision of school supplies, the use of teacher incentives, and school-based management programs. I examine each intervention type, present analytics on relative effectiveness, and explore why certain interventions seem to be more effective. A key finding is that programs that alter teacher pedagogy or classroom instructional techniques had an effect size approximately 0.30 standard deviations greater than all other types of programs combined. Limited evidence further suggests that pedagogical programs that employed adaptive instruction or teacher coaching were particularly effective. Given that the literature in the field is still nascent overall, these results advocate for further research into these pedagogical interventions.
KerkoCite.ItemAlsoKnownAs: 2129771:43QFUF6D 2129771:67G9KN9K 2129771:8ZHR2UIL 2129771:IP9R5YSK 2129771:VTCIS92C 2129771:WRJNG279

Research design: Qualitative, quantitative, and mixed methods approaches - Creswell, John W.; Creswell, J. David (Sage publications, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:EJPU329W 2486141:PNWPFNLV 503888:55LC4GHA
Keywords: CitedIn:eCubed; Done:ReferenceFixed; TPD@Scale_1; eCubed

It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone - Crisp, Martin; Safford, Kimberly; Wolfenden, Freda (The Open University and Plan International, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:4ZWNMP4P 2129771:I3GR9GBM 2129771:L8VCNB4Z 2405685:I76Z2SKV 2486141:RP5DXILU 2601447:DGAXJQFN 4556019:F5RJQZKR
Keywords: _C:Sierra Leone SLE

It takes avillage to raise a teacher: The Learning assistant programme in Sierra Leone - Crisp, Martin; Safford, Kimberly; Wolfenden, Freda (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:5EIHVC4I 2486141:V6F9ISR4

Do Tests Applied to Teachers Predict Their Effectiveness? - Cruz-Aguayo, Yyannú; Ibarrarán, Pablo; Schady, Norbert (Economics Letters, 2017)

Developing an emergency nursing short course in Tanzania - Cunningham, C.; Brysiewicz, P.; Sepeku, A.; White, L.; Murray, B.; Lobue, N.; Sawe, H. (African Journal of Emergency Medicine, 2017)
Abstract Nurses are the largest group of healthcare workers in Africa. By adequately equipping nurses to identify, intervene and care for emergency conditions, emergency healthcare systems can be strengthened. To address this need, a nursing working group was formed within the African Federation for Emergency Medicine (AFEM). The aim of this international emergency nursing group was to develop a guiding document to help improve emergency nursing skills within Africa. Using this guiding document, a group of Tanzanian clinical nurse trainers was selected to develop a context specific short course. They used this guiding document as a foundation to improve skill development. The pilot course was well received and has since expanded to training in five regions within the United Republic of Tanzania. The clinical nurse trainers leading the course, are supported by a mentorship programme with competent educators within a global emergency nursing infrastructure. This course, a combination of local knowledge, formal mentorship programs, and international nursing support, demonstrates that investing in the improvement of emergency nursing skills can have high impact results with low-cost. This will ultimately improve emergency care on the continent.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.afjem.2017.08.002 10/gf62kh 2129771:PC2NVHDL 2317526:PYL5L8JH
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:Improvement; P:health; P:media; P:nurse; R:impact; T:Training; T:trainee; publicImportV1

Effective teacher professional development - Darling-Hammond, Linda; Hyler, Maria E.; Gardner, Madelyn (Learning Policy Institute, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:7VUTJF44 2534378:VMCMZ256
Keywords: ___working_potential_duplicate

Data for development: What’s next? Concepts, trends and recommendations for German development cooperation - Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH (2017)
KerkoCite.ItemAlsoKnownAs: 4804264:B24Y6BP5
Keywords: Final_citation

Eckpunktepapier: Wirtschaftliche Entwicklung Afrikas – Herausforderungen und Optionen - Die Bundesregierung (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:J76C3AMW 2317526:AHJGP2JW
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; publicImportV1

Cognitive Science in the Field: A Preschool Intervention Durably Enhances Intuitive But Not Formal Mathematics. - Dillon, Moira R.; Kannan, Harina; Dean, Joshua T.; Spelke, Elizabeth S.; Duflo, Esther (2017)

Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning During Kindergarten - Doss, Christopher; Fahle, Erin; Loeb, Susanna; York, Ben (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:38A7QBBZ 2129771:UQINCL32

The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy - Drossel, Kerstin; Eickelmann, Birgit (IFIP World Conference on Computers in Education, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-74310-3_14 10/gf62hf 2129771:9P22KD78 2129771:RI88AQD4
Keywords: __C:filed:1

(untitled) - Duflo (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:DFEHNZQT 2129771:WM7ENRSL
Keywords: auto_merged

The impact of free secondary education: Experimental evidence from Ghana - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (Massachusetts Institute of Technology Working Paper, 2017)

A pilot of the use of short message service (SMS) as a training tool for anaesthesia nurses - Duys, R.; Duma, S.; Dyer, R. (Southern African Journal of Anaesthesia and Analgesia, 2017)
© 2017 The Author(s). Background: Anaesthesia nurses form a critical part of the team providing perioperative care to patients, but no accredited training exists for them in South Africa. In this setting, short in-service training interventions are a pragmatic attempt at improving nurse performance and patient outcomes. Traditional didactic teaching formats have limitations, and mLearning (the use of mobile telephones to facilitate education) has proved equivalent or superior to traditional teaching methods in several settings. Despite very high levels of mobile phone ownership amongst healthcare workers in Africa, this form of educational delivery has not been tested in the hospital-based nursing population. Methods: A telephonic true/false pre-test was performed with 12 nurses of varying levels of training, to assess their preexisting knowledge of anaesthesia. A pre-learning package was then delivered to them in the form of daily SMSs for a month, covering relevant anaesthesia content. A telephonic post-intervention test was performed to assess whether anaesthesia theory knowledge had improved. Results: Median test scores out of 30 were compared using a Wilcoxon signed rank test and were statistically higher in the postintervention test: 25 (IQR 20-26) vs. 21 (IQR 20-21.25) (p = 0.018). Conclusions: The results demonstrate an association between a cheap and widely available educational vehicle, and an increase in nurse knowledge scores. The use of mobile telephones in medical education in limited-resource settings should be explored further.
KerkoCite.ItemAlsoKnownAs: 10.1080/22201181.2017.1317422 10/gf62mm 2129771:YCYHD7KA 2317526:3KQQLLLS
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:outcomes; F:pedagogy; F:teaching; F:teaching method; P:health; P:media; P:nurse; P:service industry; P:services; Q:e-learning; T:Ausbildung; T:Training; T:work-based learning; Z:Anaesthesia nurse; Z:Nurse education; Z:Short Message Service (SMS); Z:eLearning; Z:mLearning; _C:Australia AUS; _C:Iran IRN; _C:Ireland IRL; _C:Kenya KEN; _C:South Africa ZAF; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

Fundamentals of the development of Vocational Education and Further Education of VET pedagogues in Sub-Saharan Africa - Eicker, Friedhelm (2017)
For many years, the University of Rostock/Technical Education has supported three universities from Mozambique, Ethiopia and South Africa in their effort to establish a modern educational and further educational programme for VET pedagogues. A Further Education network was established in the first steps. If more German universities support it, this network can expand to various other Sub-Saharan African countries. This still poses the essential question which scientific approach will be the basic position. Furthermore the question is how the Further Education network of universities, vocational schools and other VET institutions should be developed locally in Sub-Saharan Africa. A constructivist approach, which is positioned between academic discipline and vocational science, will be proposed here. In the first place, university lecturers and selected teachers will be able to acquire shaping competence. A “Train the Trainer Further Education System” will be proposed.
KerkoCite.ItemAlsoKnownAs: 2129771:DZPPNXYY 2317526:TBLBB8G9 UTI-7B87897D-3120-3B03-9C28-4B8DC3719BA5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Ethiopia; C:Mozambique; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:pedagogy; T:TVET; T:in-service TVET; publicImportV1; ⛔ No DOI found

Networked shaping–a perspective for international vocational education and further education of vocational educators - Eicker, Friedhelm; Fiedler, Kai-Arne; Haseloff, Gesine (Social Dimension and Participation in Vocational Education and Training, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:RJTR79C4 2317526:GNXQ6U6Y
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1; ⛔ No DOI found

Mobile Learning for English Language Acquisition: Taxonomy, Challenges, and Recommendations - Elaish, Monther M.; Shuib, Liyana; Ghani, Norjihan Abdul; Yadegaridehkordi, Elaheh; Alaa, Musaab (IEEE Access, 2017)
00002 KerkoCite.ItemAlsoKnownAs: 10.1109/access.2017.2749541 10/cgtz 2129771:TRWLVLE2 2129771:TX6K4W7I
Keywords: __C:filed:1

Integrating scientific research: Theory and design of discovering similar constructs - Endicott, J.; Larsen, K.; Lukyanenko, R. (AIS SIGSAND Symposium, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:E7XZREP2 2486141:XKB96PT9
Keywords: ⛔ No DOI found

Education Technology: An Evidence-Based Review - Escueta, Maya; Quan, Vincent; Nickow, Andre Joshua; Oreopoulos, Philip (National Bureau of Economic Research, 2017)
In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning.
KerkoCite.ItemAlsoKnownAs: 10.3386/w23744 4804264:ZT9I3M27
Keywords: Final_citation; cited; existing

Education Technology: An Evidence-Based Review. - Escueta, Maya; Quan, Vincent; Nickow, Andre Joshua; Oreopoulos, Philip (NBER Working Paper, 2017)
Keywords: ⛔ No DOI found

Education Technology: An Evidence-Based Review - Escueta, Maya; Quan, Vincent; Nickow, Andre Joshua; Oreopoulos, Philip (National Bureau of Economic Research, 2017)
In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning.
KerkoCite.ItemAlsoKnownAs: 10.3386/w23744 2129771:YGXG8JWD 4426965:UYMB4RTW 4804264:ZT9I3M27

Paradigms for Networking Universities and Vocational Education and Training (VET) Institutions on Competency-Based Further Education in Sub-Saharan Africa - Ezekoye, Benadeth N (2017)
zotzenLib.CopiedFrom: 2317526:4VJR4K93 KerkoCite.ItemAlsoKnownAs: 2129771:D6URN4W6 2317526:4VJR4K93
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; CLL:en; publicImportV1; ⛔ No DOI found

Is Standardization the Answer to Personalization? - France, P.E. (Educational Leadership, 2017)
KerkoCite.ItemAlsoKnownAs: 4804264:QJ3EE38A
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

NMC/CoSN horizon report: 2017 K - Freeman, Alex; Becker, Samantha Adams; Cummins, Michele (The New Media Consortium, 2017)
KerkoCite.ItemAlsoKnownAs: 4804264:QJUICKKM
Keywords: Final_citation

Tusome external evaluation—Midline report. Prepared for the Ministry of Education of Kenya, USAID/Kenya, and the UK Department for International Development under Contract No. AID-615-TO-1600012 - Freudenberger, E.; Davis, J. (Management Sciences International (MSI), a Tetra Tech company, 2017)

The production of human capital in developed countries: Evidence from 196 randomized field experiments - Fryer, R.G., Jr (Handbook of Economic Field Experiments, 2017)

Entrepreneurship Education in Sub-Saharan Africa: Results of a Case Study in Senegal - Garcia-Rodriguez, Francisco J; Gil-Soto, Esperanza; Ruiz-Rosa, Ines; Sene, Papa Mamour (2017)
The number of entrepreneurship education programs has grown worldwide in the last two decades. This has helped consolidate a fruitful line of research focusing on measuring the impact that these programs have on participating students' entrepreneurship potential. However, to date, these programs have almost exclusively centered on more developed countries. The present work, on the contrary, analyses the impact of an entrepreneurship promotion program carried out for a period of three years in the socioeconomic and cultural context of a less developed country: Senegal. Specifically, the program was aimed at students on different degree programs at the University of Gaston Berger. Theoretical approaches of effectuation and bricolage were applied and students' enterprise potential was tested ex ante and ex post. The results show that students had a significant improvement in their entrepreneurial potential, thus reflecting the effectiveness of entrepreneurship education in these contexts.
KerkoCite.ItemAlsoKnownAs: 2129771:BLNBLAL2 2317526:RSJYRBT8
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Senegal; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; D:less developed country; F:Improvement; F:attitude; P:culture; Q:degree; R:case study; R:impact; T:entrepreneurship education; Z:Attitudes; Z:Developing countries–LDCs; Z:Entrepreneurs; Z:Students; publicImportV1; ⛔ No DOI found

Sparking a Reading Revolution: Results of Early Literacy Interventions in Egypt and Jordan - Gove, Amber; Brombacher, Arnout; Ward-Brent, Michelle (New Directions for Child and Adolescent Development, 2017)
This article examines the effects of two early grade reading interventions in two Arabic-speaking contexts (Egypt and Jordan), developed in partnership with ministries of education. The interventions relied on similar research bases for improving reading instruction in Arabic. In Egypt, the results of a 166-school pilot led to the national scale-up of the Early Grade Reading Program for more than 4 million children in grades 13. Informed by Egypt's experience, a demonstration effort in 43 schools led to a national rollout in Jordan's 2,651 public primary schools and the creation of a remediation program. We reflect on the conditions that influenced the pilot and scale-up outcomes given the commitments made to "inclusive and equitable quality education and lifelong learning opportunities for all" under the United Nations Sustainable Development Goals.
KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20194 2129771:9ZLRFHN8 2486141:RE3CG34D
Keywords: _Added to LR; _T:reviewed

Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia - Gove, Amber; Korda Poole, Medina; Piper, Benjamin (New Directions for Child and Adolescent Development, 2017)
Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/cad.20195 KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20195 4804264:6AIK442N
Keywords: Final_citation; cited; existing

Digest of TVET institutions statistics in Nigeria 2014-15 - Government of Nigeria (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:48U2KYV5 2317526:UU6VCLET
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Directory of Accredited Programmes Offered in Polytechnics, Technical and Vocational Institutions - Government of Nigeria (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:J5VZIWBX 2317526:ZLQF4KYM
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; TVET Provider; publicImportV1

SECT: The standardized early childhood development costing tool - Gustafsson‐Wright, Emily; Boggild‐Jones, Izzy; Gardiner, Sophie (2017)
Keywords: ⛔ No DOI found

Teachers’ Use of Information and Communications Technology in Education: Cameroon Secondary Schools Perspectives - Haji, abdoulai; Moluayonge, Gracemary Eloheneke; Park, Innwoo (TOJET : The Turkish Online Journal of Educational Technology; Adapazari, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:37KUWFUV 2292089:Z6WTYUVS
Keywords: :C:Cameroon; Cited; Communications technology; Data acquisition; Developing nations; Education; Education–Teaching Methods And Curriculum; Information technology; Learning; RRQ1:High; RRQ2:Medium; Rural areas; Secondary schools; Statistical tests; Teachers; Teaching; Training; ⛔ No DOI found

Extracting business objects and activities from labels of German process models - Hake, P.; Fettke, P.; Neumann, G. (Proceedings of the international conference on design science research in information system and technology, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:X7JPRLIR 2486141:XH9BRVWC
Keywords: ⛔ No DOI found

Gestaltungsorientierung als Entwicklungsstrategie zur Beförderung der beruflichen Fortbildung – dargestellt und untersucht am Beispiel des Projektes VET-Net - Haseloff, Gesine (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:U972YMBU 2317526:CP2DPGD3 UA-7a56c9f3-ad17-469f-b082-d4f037a697d4
Keywords: -FullBiblioUHMLgen; -GeneralCitations; C:Mozambique; C:South Africa; publicImportV1; ⛔ No DOI found

The Train the Trainer-System ؊ Results of a research and development project for and with VET pedagogues in Sub-Saharan Africa - Haseloff, Gesine (2017)
zotzenLib.CopiedFrom: 2317526:B27FYPZL KerkoCite.ItemAlsoKnownAs: 2129771:UCZIFCRI 2317526:B27FYPZL
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; CLL:en; publicImportV1; ⛔ No DOI found

The Availability of Electronic Courses Using ICT Infrastructure in Teaching and Learning among Teachers in Nigeria's TVET Institutions. - Hashim, MHM; Abubakar, B (2017)
Abstract: As information and communication technology becomes a regular feature of the educational environment, it may be difficult for teaching and learning activities especially in TVET institutions to remain unchallenged. However, ICT application as a pedagogical tool in Nigerian TVET institutions is not a common practice and it also remains unclear how utilisation of ICT enhances pedagogy. This study is interested in the availability of electronic courses using ICT infrastructure in teaching and learning. Using activity theory as a guide, multiple case studies are conducted. The Qualitative Case Study Methodology is used in this research. Five TVET institutions and 20 participants are selected using maximum variation and homogeneous purposive sampling strategies, respectively. During the visits to the institutions, classroom observation is carried out, documents such as the curriculum and teacher's lecture materials are reviewed for triangulation. Semi-structured interviews are conducted with 20 selected participants as the primary data collection method. At the data analysis stage, the inductive and deductive methods are used to analyse the data and two strategies of grounded theory as open and axial coding are employed. The coding process is achieved through the use of an inherent feature of NViVOlO. The findings show that four themes: availability of infrastructure, computer specifications, educational software and connectivity.
KerkoCite.ItemAlsoKnownAs: 2129771:DLZZV2QH 2317526:W742575Q UTI-659E7698-0E52-3D96-B24B-CB8235ECD882
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:teaching; P:electro; P:teachers; Q:ICT; Q:educational technology; T:TVET; publicImportV1; ⛔ No DOI found

An Atlas of The Forty Colleges of Education in Ghana - Haßler, Björn; Akunor, J. T.; Nyamador, E. S. (2017)
EdTechHub.Source: <this> EdTechHub.Source: 2129771:F7ZRYUZX KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911076 2129771:F7ZRYUZX 2129771:U3IVX9WX 2405685:SKFNBK29
Keywords: Author:Haßler; Author:OpenDevEd; _C:Ghana GHA; _C:Mexico MEX; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence

Effective teaching and learning of large cohorts in institutions of higher learning in Zambia: Challenges and opportunities - Haßler, Björn; Shemi, Alice (2017)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1033 2129771:6SW7NKWT
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _bjoern_cv; _comingsoon; _r:AddedByMyEducationEvidence

Measuring teacher classroom management skills: a comparative analysis of distance trained and conventional trained teachers - Henaku, Christina Bampo; Pobbi, Michael Asamani (Journal of Education and Practice, 2017)
Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country. The general aim of the study is compare the classroom management skills exhibited by distance trained teachers to that of conventional trained teachers in their field of work. Teacher classroom management was classified into two multidimensional constructs consisting of effective behavior management skills and instructional learning format skills. A quantitative design strategy was adapted for the study. Primary data was collected using a questionnaire from 500 teachers-consisting of 250 conventional and 250 distance trained teachers–and 60 head teachers selected from basic schools across 10 regions in Ghana. Head teachers assessment of teachers served as a means of triangulating results obtained. Data obtained during survey was coded and entered into a SPSS statistical software and subsequently analysed using both descriptive and inferential methods. Results from the study reveal that there were no significant differences in all nineteen (19) items used in measuring teacher classroom control mechanism. Recommendations were made based on the findings of the study.
Publisher: IISTE, No 1 Central, Hong Kong Island, Hong Kong SAR KerkoCite.ItemAlsoKnownAs: 2534378:BN4CL6MA 2534378:V3NGM6FT 2534378:WHV54Y47
Keywords: Behavior Change; Classroom Techniques; Comparative Analysis; Conventional Instruction; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Elementary Education; Elementary School Teachers; Foreign Countries; Ghana; Intermode Differences; Multidimensional Scaling; Questionnaires; Statistical Analysis; Teacher Surveys; Teaching Skills; Training Methods; __:import:01; __:match:final; __:matched; __:study_id:2096069; __finaldtb; ⛔ No DOI found

Improving Mathematics in Key Stages 2 and 3 - Henderson, P; Hodgen, J; Foster, C; Kuchemann, D (2017)
Eight recommendations to improve outcomes in maths for 7-14 year olds
EdTechHub.ItemAlsoKnownAs: 2129771:9839Q568

International Experiences with Intergrating Interactive Whiteboards: Policy, Practice, Pedagogy and Professional Development - Hennessy, Sara (Life in schools and classrooms, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:FXFIKRTN
Keywords: __C:filed:1

Features of iPad language applications for speech-language therapy with children - Heyman, Nikki (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:3ZM4YRJR 2129771:4CY5A3GY
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Canada CAN; _C:India IND; _C:Japan JPN; _C:New Zealand NZL; _C:Portugal PRT; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Switzerland CHE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Barriers to and facilitators of the inclusion of learners with special education needs: An appraisal of the education systems of the islands of the Eastern Caribbean - Hodge, Carel Eulena; Bennett, Cary; Harrington, Ingrid; Zafarullah, Habib M. (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:RKCIQ8T2 2129771:WVKVFY98 2486141:4VYMPB5T 2486141:CSFKQA8Q
Keywords: _Added to LR; _G:reviewed; ⛔ No DOI found

Professional development in clinical leadership: Evaluation of the chief residents clinical leadership and management programme - Hofmann, Riikka; Vermunt, Jan D. (Faculty of Education, University of Cambridge Working Paper, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:6Q2DFWUW
Keywords: __C:filed:1; ⛔ No DOI found

EdTech Decision-making in Higher Education - Hollands, Fiona M.; Escueta, Maya (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:978PSYV3 4426965:GE57VWNH
Keywords: Stefanie

Chapter 12: Considerations in Costing ODL and ICTs in TVET - Hoosen, S; Butcher, N (Using ICTs and Blended Learning in Transforming TVET, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:NTRZ8NZ5 2249382:CNYM4R76 2317526:IQCV5LKH
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Botswana; C:Namibia; C:South Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:Q; CT:T; Q:OER; T:TVET; publicImportV1

Bring your own device? - Hynes, Paul; Younie, Sarah (Debates in Computing and ICT Education, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 10.4324/9781315709505-11 10/gf62hd 2129771:FUQLVRKQ 2129771:XRN4EG85
Keywords: __C:filed:1

World Employment and Social Outlook: Trends for Women 2017 - I.L.O. (Essays on the Economics of Education'. International Initiative for Impact Evaluation (3ie). 2016. "Impact Evaluation Repository." In. Islam, Asad. 2019. 'Parent–teacher meetings and student outcomes: Evidence from a developing country, 2017)
Publisher: Margaret Pinder, Elena L Grigorenko, Helen Baños Smith, Gijs Walraven, Elisa Meier
Keywords: ⛔ No DOI found

Chapter 9: INVEST Africa - Isaacs, Shafika (Using ICTs and Blended Learning in Transforming TVET, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:WVV3BNC3 2317526:SVVD5ZKB
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Kenya; C:Zambia; CA:AandC; CLL:en; publicImportV1

Roll Call: Getting Children into School - J-PAL (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:49Z7QGQR
Keywords: ⛔ No DOI found

Tablets im Schulunterricht in Skandinavien - Jahnke, Isa (Tablets in Schule und Unterricht, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:22G7SWYT 2129771:C5D956HD 2129771:D7NEIFME 2129771:HLF6UVI5
Keywords: __C:filed:1

Open Government Case Study: Costing Sierra Leone’s Open Data Program - Joswiak, Naomi (Results for Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:6XTCFJU4 2339240:ZNYWJ9PF 2405685:7HSIXMSV
Keywords: _C:Sierra Leone SLE; ___working_potential_duplicate

Improving literacy instruction in Kenya through teacher professional development and text messages support: a cluster randomized trial - Jukes, Matthew CH; Turner, Elizabeth L.; Dubeck, Margaret M.; Halliday, Katherine E.; Inyega, Hellen N.; Wolf, Sharon; Zuilkowski, Stephanie Simmons; Brooker, Simon J. (Journal of Research on Educational Effectiveness, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2016.1221487 4804264:8E5JQ9XX
Keywords: Final_citation; cited; existing

Developing inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers - Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo (International Journal of Whole Schooling, 2017)
Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected through semi-structured interviews and self-reflective journals kept by the teachers and the first author. The qualitative thematic content analysis revealed: (1) the need to embed inclusive education and action research into pre-service and in-service teacher education curricula and (2) both school-based organisational learning and school–community and school–university collaborations may foster collaborative school cultures and inclusive inservice teacher education. The study discusses the role of teachers’ voices in informing teacher education development for educational equity and inclusion.
KerkoCite.ItemAlsoKnownAs: 2129771:2T3354QE 2129771:V42L3ESP
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Central African Republic CAF; _C:Finland FIN; _C:India IND; _C:Japan JPN; _C:Namibia NAM; _C:North Macedonia MKD; _C:Pakistan PAK; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Social Dimension and Participation in Vocational Education and Training - Kaiser, Franz; Krugmann, Susann (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:MZMQHYT6 2317526:R7T3YDRK
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Egypt; CLL:en; publicImportV1; ⛔ No DOI found

An Observational Study of Classroom Acoustical Design and Repetitive Behaviors in Children With Autism - Kanakri, Shireen M.; Shepley, Mardelle; Tassinary, Louis G.; Varni, James W.; Fawaz, Haitham M. (Environment and Behavior, 2017)
The objective of the present study is to explore the impact of acoustical design on children with autism in school classrooms. Empirical research on this topic will provide information on how interior space features and spatial environment characteristics can be used to support the learning and developmental needs of children with autism. Specifically, the connection between repetitive behaviors and ambient noise levels in school classroom environments was observed in four classrooms. The occurrence of repetitive motor movements, repetitive speech, ear covering, hitting, loud vocalizations, blinking, and verbally complaining in relation to decibel levels were analyzed using Noldus Observer XT software. As hypothesized, a correlation between noise levels and frequency of target behaviors was found; that is, as decibel levels increased, several of the observed behaviors occurred with greater frequency. Further empirical testing is necessary to test a causal relationship between increased ambient noise levels and autism-related behaviors, and sensory discomfort as a mediator of that relationship. Findings are applied to the development of classroom design guidelines.

A guide for Accelerated Education Programme designers, implementers, evaluators and agencies - Kayla Boisvert; Jennifer Flemming; Ritesh Shah (2017)

Challenges of Technical Vocational Teacher Education and Teaching in Nigeria: The Need for Intervention - Kennedy, George W; Udoetuk, Udeme S (2017)
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.
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

The impact of teachers’ perspectives on the development of computing as a subject - Kennewell, Steve; Barnes, Jan (Debates in Computing and ICT Education, 2017)
00001 KerkoCite.ItemAlsoKnownAs: 2129771:DLA98QSG 2129771:LV79K5MB
Keywords: __C:filed:1

Blog-based professional development of English teachers in Mumbai: the potential of innovative practice under scrutiny - Khan, Atiya (Australasian Journal of Educational Technology, 2017)
The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.
Publisher: Australasian Society for Computers in Learning in Tertiary Education, Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1969007459?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.2784 2405685:EPKS7TDM 2534378:MQYLKXN6 2534378:Y6KUBK5K
Keywords: Action Research; Case Studies; Communities of Practice; Diaries; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Faculty Development; Foreign Countries; India; Language Teachers; Participant Observation; Private Schools; Qualitative Research; Questionnaires; Reflective Teaching; Second Language Instruction; Semi Structured Interviews; Teacher Collaboration; Web Sites; Workshops; __:import:01; __:match:final; __:matched; __:study_id:2096053; __finaldtb

Investigating teachers’ pedagogical experiences with tablet integration in Korean rural schools - Kim, Hye Jeong; Kim, Hyeoncheol (The Asia-Pacific Education Researcher, 2017)
00002 KerkoCite.ItemAlsoKnownAs: 10.1007/s40299-017-0331-8 10/gdm2td 2129771:4NP68KHA 2129771:VTKIFVPQ
Keywords: __C:filed:1

A development and application of the teaching and learning model of artificial intelligence education for elementary students - Kim, Kapsu; Park, Youngki (Journal of The Korean Association of Information Education, 2017)
Publisher: Korea Association of Information Education
Keywords: ❓ Multiple DOI

Landscape report on early grade literacy - Kim, Y.-S.G.; Boyle, H.; Zuilkowski, S.S.; Nakamura, P. (USAID, 2017)

Darpa Is Funding Projects that Will Try to Open up AI’s Black Boxes - Knight, W. (MIT Technology Review, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:ZPVJ4CNV 2486141:AX7KT6F5
Keywords: ⛔ No DOI found

Text mining in organizational research - Kobayashi, V.B.; Mol, S.T.; Berkers, H.A. (Organizational Research Methods, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1177/1094428117722619 2129771:8EIDUCLK 2129771:JX9XJEWX 2405685:AXPR9XQR 2486141:MTUNEGNY
Keywords: _Added-ailr-2024

Empfehlung zur Beruflichen Orientierung an Schulen - Kultusministerkonferenz (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:H8ZGDHMT 2317526:WSDNU4B8

Implementing the flipped classroom in teacher education: evidence from Turkey - Kurt, Gökçe (Journal of Educational Technology & Society, 2017)
The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.
Publisher: International Forum of Educational Technology & Society, Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895978809?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:3HJZ8ZXE 2534378:D65UEKHJ 2534378:I5BUKZQ2 2534378:KDF2VCK5
Keywords: Blended Learning; Blended learning; Classroom Techniques; Classroom management; Classrooms; Control Groups; Conventional Instruction; ERIC; Current Index to Journals in Education (CIJE); Education; Education–Teaching Methods And Curriculum; Educational Technology; English (Second Language); Experimental Groups; Flipped classroom; Focus Groups; Foreign Countries; Higher Education; Homework; Language Teachers; Learning; Postsecondary Education; Pre-service teachers of English; Preservice Teacher Education; Pretests Posttests; Program Effectiveness; Qualitative analysis; Quasiexperimental Design; Reversing; Scores; Second Language Instruction; Self Efficacy; Statistical Analysis; Teacher education; Teachers; Teaching Methods; Teaching methods; Technology Uses in Education; Tests; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2097427; __finaldtb; ⛔ No DOI found

The Concept of Competence Based Assessment in Vocational Education and Training - Kyobe, Ethel (2017)
zotzenLib.CopiedFrom: 2317526:IKEEGDJC KerkoCite.ItemAlsoKnownAs: 2129771:NRG332FI 2317526:IKEEGDJC
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; CLL:en; publicImportV1; ⛔ No DOI found

Education ICT assemblage: encounters of discourses, emotions, affects, subjects, and their productive forces - Lameu, Paula Cristina (University of Birmingham, 2017)
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

Chapter 13: Planning for the Use of ICTs at the National and Institutional Levels - Latchem, C (Using ICTs and Blended Learning in Transforming TVET, 2017)
Open and distance learning (ODL) and information and communication technologies (ICTs) are viewed by many policy makers, at both national and institutional levels, as a potentially cost-effective means of tackling the challenges of access, equity and quality in education. Sound and rigorous financial planning is essential for governments and institutions seeking to harness these methods, but unfortunately there has been little analysis of the costs of such provision in the Technical and Vocational Education and Training (TVET) sector. Arguably, this is because there appears to have been less of a focus on research in TVET compared to tertiary education. Also, there may be a perception among some in the sector that ODL is an inappropriate means of imparting vocational and technical skills, a perception that possibly derives from memories of the shortcomings of earlier correspondence education and the notion that technical and vocational skills can only be mastered in the workplace or training centres. With the growing ability to present simulations and modelling using ICTs, it is becoming increasingly possible to offer new forms of TVET at a distance. However, there may be misguided or ill-informed assumptions and claims about the cost savings of employing these technologies that suggest that ODL is less expensive than traditional contact education. For a start, achieving economies of scale can be a major challenge in integrating ICTs in TVET, since the training demand in most developing countries is for small numbers of graduates in a wide range of occupational profiles (UNESCO IITE, 2005). Economic concerns can raise major barriers to offering ODL programmes in TVET. This is particularly challenging in contexts where government funding for TVET is low. For example, in Zambia, the level of government subvention to TVET institutions is less than 6 per cent in some cases (Herd and Mead Richardson, 2015). This lack of funding limits the Considerations in Costing ODL and ICTs in TVET Sarah Hoosen and Neil Butcher CHAPTER 186 extent of training, the number of students who can be trained and the quality of the training, with the recruitment of teachers, modernisation of equipment and acquisition of training resources being especially affected (Siriwardene and Qureshi, 2009). With many TVET systems in the developing world now considering the adoption of ODL and ICTs because of the promised cost efficiencies, it is important to examine the costing of these new educational and training practices. Given the dearth of resources focusing specifically on costing ODL in TVET, this chapter focuses more generally on costs in the use of ODL and ICTs and extrapolates these findings to the TVET context. This chapter explores the costs of ODL and how to avoid the ramifications of weak financial planning.
KerkoCite.ItemAlsoKnownAs: 2129771:9YWMKAFA 2317526:XXQT2WH6
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CLL:en; publicImportV1

Chapter 14: Conclusions and Recommendations - Latchem, Colin (Using ICTs and Blended Learning in Transforming TVET, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:A44MFPDQ 2317526:ID6XQ8BZ UA-B83528DA-8C8F-4ED1-BA18-A42B0981A1CD
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; publicImportV1

Using ICTs and Blended Learning in Transforming TVET - Latchem, Colin (UNESCO; COL, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:TG8CQVSN 2317526:KKUAMAI5
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; HDR25; publicImportV1

The Future of Jobs and Jobs Training - Lee, Rainee; Anderson, Janna (Pew Research Center, 2017)
As robots, automation and artificial intelligence perform more tasks and there is massive disruption of jobs, experts say a wider array of education and skills-building programs will be created to meet new demands. There are two uncertainties: Will well-prepared workers be able to keep up in the race with AI tools? And will market capitalism survive?
KerkoCite.ItemAlsoKnownAs: 2129771:UTDRSJY7 5242966:3JXZP3VB

Learning to teach in higher education in South Africa - Leibowitz, Brenda; Bozalek, Vivienne; Garraway, James; Herman, Nicoline; Jawitz, Jeff; Muhuro, Patricia; Ndebele, Clever; Quinn, Lynn; Van Schalkwyk, Susan; Vorster, Jo-Anne (2017)
Publisher: Council on Higher Education (South Africa)
Keywords: ⛔ No DOI found

THE USE OF MOBILE PLATFORMS IN SCIENCE LEARNING: A COMPARATIVE STUDY BETWEEN PORTUGAL AND THE UK - Leitão, Rui; Turner, Sarah; Maguire, Martin (2017)
00001 KerkoCite.ItemAlsoKnownAs: 10.21125/iceri.2017.1357 10/gdm2tm 2129771:W5FFLVWP 2129771:WRDSBNEI
Keywords: _C:Portugal PRT; _C:Spain ESP; __C:filed:1; __C:scheme:1

Design-based implementation research - LeMahieu, Paul G.; Nordstrum, Lee E.; Potvin, Ashley Seidel (Quality Assurance in Education, 2017)
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/QAE-11-2016-0077 2129771:IDZX4JTC

Apprentissages scolaires et technologies numériques: une revue critique des méta-analyses - Leroux, Gabrielle; Monteil, Jean-Marc; Huguet, Pascal (L’Année psychologique, 2017)
00001 KerkoCite.ItemAlsoKnownAs: 10.4074/s0003503317004018 10/gdm2th 2129771:FMSYYY46 2129771:JTM6B3WV
Keywords: __C:filed:1; literature / systematic review

Generalizing about Public Health Interventions: A Mixed-Methods Approach to External Validity - Leviton, Laura C. (Annual Review of Public Health, 2017)
Public health researchers and practitioners are calling for greater focus on external validity, the ability to generalize findings of evidence-based interventions (EBIs) beyond the limited number of studies testing effectiveness. For public health, the goal is applicability: to translate, disseminate, and implement EBIs for an impact on population health. This article is a review of methods and how they might be combined to better assess external validity. The methods include (a) better description of EBIs and their contexts; (b) combining of statistical tools and logic to draw inferences about study samples; (c) sharper definition of the theory behind the intervention and core intervention components; and (d) more systematic consultation of practitioners. For population impact, studies should focus on context features that are likely to be both important (based on program theory) and frequently encountered by practitioners. Mixed-method programs of research will allow public health to expand causal generalizations.
_eprint: https://doi.org/10.1146/annurev-publhealth-031816-044509 KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-publhealth-031816-044509 2129771:YEB9448Q 2486141:XS8NBQGE

Effect van een Robot op het aanleren van Productieve Woordenschat in een Tweede Taal bij Kleuters - Limpens, Lisa GA (2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:CQWE4Y8R 2129771:FPI9Y4R8 2129771:GFULDR68 2129771:R8DFIFJQ
Keywords: _C:Chile CHL; _C:Netherlands NLD; _C:United States USA; __C:filed:1; __C:scheme:1

Technical and Vocational Education and Training in Sub-Saharan Africa: the missing middle in post-school education - Lolwana, Peliwe (2017)
The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school.
KerkoCite.ItemAlsoKnownAs: 2129771:3RGQD5ZH 2317526:Q9Z74URP
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CLL:en; publicImportV1; ⛔ No DOI found

Introduction Keynotes - Technical and Vocational Education and Training in Sub-Saharan Africa: the missing middle in post-school education - Lolwana, Peliwe; Oketch, Moses O. (Vocational Education and Training in Sub-Saharan Africa, 2017)
The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school.
KerkoCite.ItemAlsoKnownAs: 2129771:6ZRJNF95 2317526:VCT6X7C5 UA-87A24DE6-E939-465C-ADCF-2E8C0DF0D801
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; AA:SSA; CLL:en; Comparative Analysis; publicImportV1

Geo-spatial analyses in education research: the critical challenge and methodological possibilities - Lubienski, Christopher; Lee, Jin (Geographical Research, 2017)
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.
_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

The datafied child: The dataveillance of children and implications for their rights - Lupton, Deborah; Williamson, Ben (New Media & Society, 2017)
Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/1461444816686328 2129771:GY344QMN 4426965:XI8XJHUJ

BRIEF Implementation Science and Practice in the Education Sector - Lyon, Aaron R (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:BAABT2DP 2129771:QN4UWSL2 2486141:HF3IQP5I 4869029:GM9C33Q5
Keywords: education; ⛔ No DOI found

Tablet use in schools: impact, affordances and considerations - Major, Louis; Haßler, Björn; Hennessy, Sara (Handbook on Digital Learning for K-12 Schools, 2017)
00007 KerkoCite.ItemAlsoKnownAs: 2129771:485MSZJF 2129771:8BTH5YPD 2129771:FLMTLZDC 2129771:TYSXQU5W 2129771:W8LWQ8RD 2129771:YJ3TC54F
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Australia AUS; _C:New Zealand NZL; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence

The effects of language-and literacy-focused professional development on early educators and children: A best-evidence meta-analysis - Markussen-Brown, Justin; Juhl, Carsten B.; Piasta, Shayne B.; Bleses, Dorthe; Højen, Anders; Justice, Laura M. (Early childhood research quarterly, 2017)
Publisher: Elsevier

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 - Martí, Mar Camacho; Mon, Francesc Marc Esteve (Revista de educación, 2017)
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

Can we use Google Scholar to identify highly-cited documents? - Martín-Martín, Alberto; Orduña-Malea, Enrique; Harzing, Anne-Wil; López-Cózar, Emilio Delgado (Journal of informetrics, 2017)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.joi.2016.11.008 2129771:BSRFIE6U

Preschool and Child Development Under Extreme Poverty: Evidence from a Randomized Experiment in Rural Mozambique. - Martinez, Sebastian; Naudeau, Sophie; Pereira, Vitor (World Bank, 2017)

The Integration of Tablet Computers in Preparing Students for the Grade Four Literacy Test: Perception Versus Reality - McGhie-Sinclair, Tracy-Ann S. (Temple University, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:2HKBINJJ 2129771:FX5PEQGH
Keywords: __C:filed:1

Challenging Conventional Wisdom for Multivariate Statistical Models With Small Samples - McNeish, Daniel (Review of Educational Research, 2017)

Strengthening Teacher Professional Development: Local and global communities of practice in Kakuma Refugee Camp - Mendenhall, Mary (Columbia University, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:IVDJK7KL 2339240:7WPJ543M 2405685:32Z977JS
Keywords: C:Kenya; _C:Burundi BDI; _C:Congo XCO; _C:Ethiopia ETH; _C:France FRA; _C:Kenya KEN; _C:Pakistan PAK; _C:Somalia SOM; _C:South Sudan SSD; _C:Sudan SDN; _C:Tanzania TZA; _C:Uganda UGA; __C:filed:1; __C:scheme:1

Lernprozesse mit digitalen Werkzeugen unterstützen–Perspektiven aus der Didaktik naturwissenschaftlicher Fächer - Meßinger-Koppelt, Jenny; Schanze, S.; Groß, Jorge (Joachim Herz Stiftung Verlag, Hamburg, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:3FBWNWDK 2129771:4KURGHBT 2129771:7H4BHGYV 2129771:9XYBHTJ6 2129771:NS2DV7WJ 2129771:YPKVC2GJ
Keywords: _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom - Minaz, Maksal; Tabassum, Rabia; Idris, Muhammad (Pakistan Journal of Education, 2017)
Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan.
Place: Islamabad Publisher: Allama Iqbal Open University Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2364383027?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:AUM7ANGN 2534378:Q5BTRXDU 2534378:ZZ43GQ5G
Keywords: Education; Educational technology; Learning; Pedagogy; Podcasts; Professional development; Teacher attitudes; __:import:01; __:match:final; __:matched; __:study_id:2096864; __finaldtb; ⛔ No DOI found

What does the African Education Research Database tell us about research in West Africa? - Mitchell, R.; Rose, P. (ADEA. Available at: http://www. adeanet. org/en/blogs/what-does-the-african-education-research-database-tell-us-about-research-in-west-africa (Accessed 05/03/18), 2017)
Keywords: ⛔ No DOI found

The economy of hope - Miyazaki, Hirokazu; Swedberg, Richard (University of Pennsylvania Press, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:PLSYGCFZ 2129771:RXG2ZUS5
Keywords: Hope

Education Sector Plan (2018-2020) - MOEST (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:L3KM6UKJ 2129771:UKB8W53E 2486141:696Z5KK3 2486141:Q25QEXVQ

Sierra Leone Ethics and Scientific Review Committee – APPLICATION GUIDELINES - MoHS (Ministry of Health and Sanitation, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:4965LF4D 2486141:E3PBCINQ
Keywords: _C:Sierra Leone SLE

‘The best app is the teacher’Introducing classroom scripts in technology-enhanced education - Montrieux, Hannelore; Raes, Annelies; Schellens, Tammy (Journal of Computer Assisted Learning, 2017)
00003 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12177 10/f98p79 2129771:JFD4BDVA 2129771:NL99RDLM
Keywords: _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:Greece GRC; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Can new modes of digital learning help resolve the teacher crisis in sub-Saharan Africa? - Moon, Bob; Villet, Charmaine (Journal of Learning for Development, 2017)
Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.
Publisher: Commonwealth of Learning, 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada KerkoCite.ItemAlsoKnownAs: 2405685:C4EES7UW 2534378:LSYA2A2W
Keywords: Africa; Computer Uses in Education; ERIC; Current Index to Journals in Education (CIJE); Educational Change; Educational Policy; Electronic Learning; Faculty Development; Foreign Countries; Higher Education; Inservice Teacher Education; Online Courses; Postsecondary Education; Preservice Teacher Education; Resource Units; Teacher Shortage; ⛔ No DOI found

The strategic action field framework for policy implementation research - Moulton, Stephanie; Sandfort, Jodi R. (Policy Studies Journal, 2017)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/psj.12147 2129771:EHW2RVHQ

Analysis of factors affecting pupil performance in Malawi’s primary schools based on SACMEQ survey results - Mulera, David Mc W.J.; Ndala, Ken Kaziputa; Nyirongo, Richard (International Journal of Educational Development, 2017)
The paper employs techniques of multilevel modelling and geographical information systems (GIS) on Malawi’s SACMEQ1 I, II and III data to identify factors aﬀecting pupil performance in primary education of Malawi. The study reveals that in some districts pupils performed much better than others. Whilst in majority of cases the achievement levels of pupils were closely associated with the levels of inputs and services, there were some districts that did not demonstrate a positive correlation. The analysis further shows that pupils’ low socioeconomic status, high pupil-teacher ratios and the more time head teachers spent in teaching other than on school management were more signiﬁcant factors that negatively aﬀected pupil performance.
Keywords: _C:Botswana BWA; _C:Colombia COL; _C:Kenya KEN; _C:Laos LAO; _C:Malawi MWI; _C:Mozambique MOZ; _C:Namibia NAM; _C:South Africa ZAF; _C:Thailand THA; _C:Uganda UGA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Cycling to School: Increasing Secondary School Enrollment for Girls in India - Muralidharan, Karthik; Prakash, Nishith (American Economic Journal: Applied Economics, 2017)
We study the impact of an innovative program in the Indian state of Bihar that aimed to reduce the gender gap in secondary school enrollment by providing girls who continued to secondary school with a bicycle that would improve access to school. Using data from a large representative household survey, we employ a triple difference approach (using boys and the neighboring state of Jharkhand as comparison groups) and find that being in a cohort that was exposed to the Cycle program increased girls’ age-appropriate enrollment in secondary school by 32 percent and reduced the corresponding gender gap by 40 percent. We also find an 18 percent increase in the number of girls who appear for the high-stakes secondary school certificate exam, and a 12 percent increase in the number of girls who pass it. Parametric and non-parametric decompositions of the triple-difference estimate as a function of distance to the nearest secondary school show that the increases in enrollment mostly took place in villages that were further away from a secondary school, suggesting that the mechanism of impact was the reduction in the time and safety cost of school attendance made possible by the bicycle. We also find that the Cycle program was much more cost effective at increasing girls’ secondary school enrollment than comparable conditional cash transfer programs in South Asia.
KerkoCite.ItemAlsoKnownAs: 10.1257/app.20160004 2129771:4DH7B8U6
Keywords: _genre:PR-primary_research; interesting

The need of developing a self-critical experimental attitude – intentions, concepts and consequences for vocational teacher education - Naeve-Stoß, Nicole (Social Dimension and Participation in Vocational Education and Training, 2017)
The central aim of teacher education is to develop a profound scientific professionalism, which enables teachers to reflect upon their educational actions in a complex and non-standardized pedagogical environment. In this sense, study programs in teacher education for vocational schools should foster the development of both a self-critical experimental attitude and an inquiry-based disposition, as well as the willingness to engage in self-reflection. The development of such attitudes is enabled by the concepts of reflexive and research-based learning, which will be outlined in this paper.
zotzenLib.CopiedFrom: 2317526:6JKHUPGW KerkoCite.ItemAlsoKnownAs: 2129771:8HCK2JGU 2317526:6JKHUPGW UA-A0F88428-D8AF-4C0F-8304-6101FC93A9D0
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; publicImportV1; ⛔ No DOI found

Whatsapp auto responder using natural language processing and AI - Nagender, Y.; Patil, Kiran H. (Int. J. Comput. Eng. Technol, 2017)
Keywords: ⛔ No DOI found

Participatory Learning and Action (PLA) - Napier, Alison; Simister, Nigel (INTRAC for Civil Society, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:PC2DK9W8

Community Information Policing Booklet - National Police Service (2017)

Promoting effective Work Integrated Learning (WIL) and Recognition of Prior Learning (RPL) practices in the TVET sector through research - Nduna, Nothemba Joyce (2017)
There is a growing interest in increasing research capacity in South African public Higher Education Institutions (HEIs) in general and in Universities of Technology (UoTs) and Technical and Vocational Education and Training (TVET) Colleges in particular. As part of its strategy to increase research capacity, the Education, Training and Development Practices Ϫ Sector Education and Training Authority (ETDP SETA) has established six Research Chairs in six public HEIs. This article introduces the work of the Research Chair for Work Integrated Learning (WIL) and Recognition of Prior Learning (RPL) that was established by the ETDP SETA in August 2015. The purpose of introducing the work of the Research Chair is to explore possibilities for research collaborations and partnerships with a variety of stakeholders at local, national and international levels. The article is divided into five sections. The first section is an introduction which provides the context, focus and purpose of the Research Chair. This section also highlights the need for research into WIL current practices and WIL staff development needs and advocates for the development of WIL related HEQSF qualifications in the TVET sector. The second section provides an overview of literature on WIL and RPL and relates the work of the Research Chair to the 2013 Policy on Professional Qualifications for lecturers in TVET and the 2015 Draft RPL Policy for the Higher Education Qualifications Sub-Framework (HEQSF). The third section deals with the research methodology that covers the research questions, intended outcomes and data collection processes that were involved. The fourth section discusses the research findings and enabling factors for the Research Chair. The final section provides a summary of the findings and calls for research collaborations.
KerkoCite.ItemAlsoKnownAs: 2129771:CQSZ4364 2317526:WRM7E45L
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; CLL:en; publicImportV1; ⛔ No DOI found

Medien im naturwissenschaftlichen Unterricht - Nerdel, Claudia (Grundlagen der Naturwissenschaftsdidaktik, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:CGSGYW8F 2129771:GIC7Q6G2 2129771:S8NV2C28 2129771:Y5LWBXYC
Keywords: __C:filed:1

Implications of the University of South Africa's (UNISA) shift to open distance e-learning on teacher education - Ngubane-Mokiwa, Sindile A. (Australian Journal of Teacher Education, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:9GDIRDET
Keywords: ⛔ No DOI found

Blended learning vid lärares professionella lärande - Nilsson, Malin (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:XYDS49VP
Keywords: _C:Canada CAN; _C:Finland FIN; _C:New Zealand NZL; _C:Portugal PRT; _C:Tanzania TZA; _C:United Kingdom GBR; _C:Viet Nam VNM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Cross-country comparison of TVET systems, practices and policies, and employability of youth in sub-Saharan Africa - Oketch, M. O. (In: Eicker, F and Haseloff, G and Lennartz, B, (eds.) Vocational Education and Training in sub-Saharan Africa: Current situation and development. (pp. 25-38). W.Bertelsmann Verlag: Bielefeld, Germany. (2017), 2017)
In recent years, organisations such as the African Development Bank (AfDB), and several African governments have conceded that TVET may have a positive impact on harnessing the youth dividend. There has been some progress in some countries, but there is still insufficient understanding of the place of TVET and youth skills development. The criticisms of TVET in the past, and attitudes toward it, coupled with a period of neglect by governments and donors have all resulted in insufficient understanding of the positive effects TVET can have on the youth and on economic development compared to other regions of the world that have had clearly developed agenda for youth skills development through further colleges, community colleges, or apprenticeships. Nevertheless, there are signs of renewed interest and possible progress, and some countries have started to put in place innovative policies to strengthen Technical and Vocational Education and Training (TVET) systems. But this progress is limited and hasn‘t been well researched and understood in comparison with other regions of the world. This is partly due to the past attitudes toward TVET, but may also result from limited understanding of the present positive role that TVET can play to harness youth dividend in the region. This paper aims to add to better and more research evidence on the role of TVET in youth skills development and employment in Africa using key economic and education highlights and the cases of Kenya, Ghana and Botswana by examining the policies and practices that characterize the TVET landscape across these Sub-Saharan African countries from a political economy approach.
KerkoCite.ItemAlsoKnownAs: 2129771:RPB7RG8H 2486141:HVBC3ADZ

Cross-country comparison of TVET systems, practices and policies, and employability of youth in Sub-Saharan Africa - Oketch, Moses (2017)
In recent years, organisations such as the African Development Bank (AfDB), and several African governments have conceded that TVET may have a positive impact on harnessing the youth dividend. There has been some progress in some countries, but there is still insufficient understanding of the place of TVET and youth skills development. The criticisms of TVET in the past, and attitudes toward it, coupled with a period of neglect by governments and donors have all resulted in insufficient understanding of the positive effects TVET can have on the youth and on economic development compared to other regions of the world that have had clearly developed agenda for youth skills development through further colleges, community colleges, or apprenticeships.
KerkoCite.ItemAlsoKnownAs: 2129771:6I2JU3NY 2317526:R76QDY82
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; C:Botswana; C:Kenya; CLL:en; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in Uganda - Okiror, J.J.; Hayward, Geoff; Winterbottom, M (The Journal of Agricultural Education and Extension, 2017)
This paper examines the in-service teacher training needs of secondary school agriculture teachers in Uganda as the country moves towards an ‘outcome-based’ education by removal of subjects and instead, uses learning areas, presenting a need for new pedagogical skills among teachers. Design/methodology/approach: A cross-sectional survey was conducted in Uganda between June and September 2016 to assess the teaching methods and teacher training needs for secondary school agriculture curriculum. Data were collected from 80 agriculture teachers and 57 administrators from 60 secondary schools, randomly drawn from 25 districts in Uganda. The data were analysed with descriptive statistics. Findings: The findings show that there about 10 key competences required by the teachers to thrive in their profession. These range from traditional classroom teaching to community outreach and linkages with agribusinesses which is in tandem with outcome-based education beyond the classroom walls. Respondents highlight lack of practical agriculture skills and exposure to the modern farming practices. Theoretical implications: This paper examines role of formal in-service teacher training based on theory of change and proposes using professional learning communities for school-level improvements. Practical implication: The results were not significant enough to warrant strong recommendations. However, they suffice to highlight a growing need for in-service teacher support mechanism for a dynamic subject like agriculture using communities of practice at school and district levels. Originality/value: In the current context of growing concern for unemployment in Africa, secondary schools will require competent teachers to engage students into transferable learning, given that it is the terminal level of education for majority. © 2017 Wageningen University.
KerkoCite.ItemAlsoKnownAs: 10.1080/1389224X.2017.1338593 10.1080/1389224x.2017.1338593 10/gf62j8 2129771:5IPHE8U3 2317526:IEDH4V39 DOI-10.1080/1389224X.2017.1338593
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:Improvement; F:curriculum; F:learning; F:outcomes; F:pedagogy; F:teaching method; P:agricultural; P:agriculture; P:measurement; P:mechanic; P:services; P:teacher education; P:teacher training; P:teachers; Q:community of practice; Q:secondary education; R:interview; R:observation; R:questionnaire; R:survey; T:Classroom teaching; T:learning community; T:work-based learning; Z:Administrator Surveys; Z:Agricultural Education; Z:Agricultural education; Z:Curriculum reform; Z:Educational Needs; Z:Employment skills; Z:Foreign Countries; Z:Inservice Teacher Education; Z:Interviews; Z:Observation; Z:Outcome Based Education; Z:Questionnaires; Z:Secondary School Teachers; Z:Secondary education; Z:Teacher Competencies; Z:Teacher Surveys; Z:Teacher capacity; Z:Teacher education; Z:Teaching Methods; Z:Teaching methods; _C:Uganda UGA; publicImportV1

Comparison of Errorless Learning and Response Cost to simple Trial and Error learning in an automated learning environment - Ólafsson, Brynjar (2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:ESBGJ63F 2129771:JA56EF2I
Keywords: _C:Iceland ISL; __C:filed:1; __C:scheme:1

Public Policies of Agroecology in the State of Minas Gerais: An Analysis from the perspective of dichotomic paradigms of agrarian development - Oliveira, Andre Correa de (Anais do Encontro Nacional de Ensino e Pesquisa do Campo de Públicas, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:E5BSXZA3
Keywords: Author:OpenDevEd