Information, Role Models, and Perceived Returns to Education: Experimental Evidence from Madagascar. - Nguyen, Trang (World Bank, 2013)

Exploring the mismatch between teacher demand-supply in sub-Saharan Africa: Ghana as case study - Ntim, , S. (Mediterranean Center of Social and Educational Research, 2013)
This study presents an analysis of the factors affecting the supply and demand of school teachers in Ghana. The findings suggest that the major pull causing the mismatch in teacher supply-demand equation can be summed up under: a) economic demand, b) demographic factors and c) market forces. Sixty percent of those sampled constituting 162 of the respondents were of the view that there was a significant correlation between remuneration and supply while the other 40% (108) not attributing it to remuneration per se, nevertheless saw a link between supply and other economic issues such as end of service benefit. Ninety five percent of respondents were of the view that teacher upgrading in higher market premium courses in institutions of higher learning exacerbate teacher attrition into other better paid jobs: an indication of non-incentives pulling teachers from the teaching profession. The objective of the study is to contribute to advocacy on teacher issues, especially increased resources as well as innovative funding for the employment of sufficient number of teachers.
KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2013.v4n1p273 2129771:UFJXNNYW 2317526:G97GX7S6
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:incentives; F:learning; F:motivation; F:remuneration; F:teaching; P:economy; P:services; P:teacher education; P:teachers; Q:higher education; R:case study; T:career; Z:Higher education; Z:Teacher career; Z:Teacher deployment; Z:Teacher education; Z:Teacher motivation; _C:Ghana GHA; publicImportV1; ⚠️ Invalid DOI

Education sector strategy, 2012-2021 - OECS (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:2K93ZUJW

Linking informal apprenticeship and formal education in South-Eastern Nigeria through market/mechanic village schools - Ogwo, Benjamin (2013)
The Nigerian government as well as international agencies have implemented several informal apprenticeship intervention programmes aimed at improving productivity, trade union leadership and literacy/numeracy of practitioners. One of such interventions is the Education Trust Fund (ETF) intervention in boy-child education within south-eastern Nigeria established by UNICEF. This paper highlights the process, nature, and scope of the ETF intervention in relation to informal apprenticeships. As research meth9odology, the research & development (R&D) design was used for the study. Among other outcomes, the UNICEF market/mechanic village school curriculum was modified using open-learning principles by informal apprenticeship. School is taken to the apprentices rather than the apprentices to school by incorporating formal education into informal apprenticeship thus ensuring certification and enhanced social status for informal apprenticeship graduates.
KerkoCite.ItemAlsoKnownAs: 2129771:UTQZWLF3 2317526:P4HA5X54
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:curriculum; P:mechanic; P:social; Q:certificate; Q:e-learning; R:survey; T:Formal apprenticeship; T:Lehrlingsausbildung; publicImportV1

Technical and vocational education and training (TVET) in Nigeria and energy development, marketing and national transformation - Okoye, KRE; Chijioke, Okwelle P. (Journal of Education and Practice, 2013)
Education is considered by many as an agent of human development, social mobility and socio-economic development of any society. However, it is arguable that the type and quality of education a nation offers to its citizens is a function of the level of progression of that nation. In this context, technical and vocational education and training (TVET) has been recognized as the wide-diversified education system instrumental in making the remarkable contribution to economic growth of a country by a way of suitable manpower production relevant to the needs of industry, society and changing technological work environment. This paper explores the TVET situation for Nigeria for its transformation agenda with highlights on such factors as trends on TVET policies for human resource development, capacity building, energy development and professional marketing in the national transformation agenda.
KerkoCite.ItemAlsoKnownAs: 2129771:JVP62MTJ 2317526:PAEALDAN
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:attitude; P:electro; P:technology; T:Educação profissionalizante; T:TVET; publicImportV1; ⛔ No DOI found

"For us it was a learning experience": design, development and implementation of blended learning - Onguko, Brown; Jepchumba, Lucy; Gaceri, Petronilla (European Journal of Training and Development, 2013)
Purpose - The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning. Design/methodology/approach - The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning. Findings - The paper provides insights into the authors' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them. Research limitations/implications - Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts. Practical implications - The paper includes implications for the design, development and implementation of teachers' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA). Originality/value - This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.
Place: Limerick Publisher: Emerald Group Publishing Limited Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1430572667?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-10-2012-0052 2339240:XN53EQR3 2405685:AFTT7Q76 2534378:32ICX4DB 2534378:UTXP2X7Q
Keywords: 5220:Information technology management; 8306:Schools and educational services; 9177:Africa; Appropriate technology; Audio recordings; Business And Economics–Management; Instructional design; Kenya; Personal development; Professional development; Research; Rural schools; Teaching; Technological change; Training; __:import:01; __:match:final; __:matched; __:study_id:2096396; ___working_potential_duplicate; __finaldtb

Pedagogy: Instructivism to socio-constructivism through virtual reality - Onyesolo, M.; Nwasor, V.; Ositanwosu, O.; Iwegbuna, O. (International Journal of Advanced Computer Science and Applications, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:4P5YU5KU 2486141:VGYHUN6S
Keywords: ⛔ No DOI found

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Systematic review - Orr, David; Westbrook, Jo; Pryor, John; Durrani, Naureen; Sebba, Judy; Adu-Yeboah, Christine (EPPI-Centre, Social Science Research Unit, Institute of Education, 2013)
zotzenLib.CopiedFrom: 2405685:YAT9NL4R KerkoCite.ItemAlsoKnownAs: 2129771:4H2Z7GUV 2339240:K82B5UP3 2405685:YAT9NL4R
Keywords: C:Low- and middle-income countries; ___duplicate_item

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?: systematic review - Orr, David; Westbrook, Jo; Pryor, John; Durrani, Naureen; Sebba, Judy; Adu-Yeboah, Christine; others (EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:9YW97PKU 2129771:F4Q5DIY8 2129771:LZYDA4UF 2405685:YAT9NL4R 2486141:LAE22MA6 261495:XSK2293Z
Keywords: C:Low- and middle-income countries; STC-TLC; _C:Afghanistan AFG; _C:Algeria DZA; _C:Angola AGO; _C:Antigua and Barbuda ATG; _C:Argentina ARG; _C:Armenia ARM; _C:Australia AUS; _C:Azerbaijan AZE; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belize BLZ; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Botswana BWA; _C:Brazil BRA; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Central African Republic CAF; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Costa Rica CRI; _C:Cuba CUB; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Federated States of Micronesia FSM; _C:Fiji FJI; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Grenada GRD; _C:Guatemala GTM; _C:Guinea GIN; _C:Guyana GUY; _C:Haiti HTI; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Ivory Coast CIV; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kazakhstan KAZ; _C:Kenya KEN; _C:Kiribati KIR; _C:Korea XKOR; _C:Kosovo XKSVO; _C:Kyrgyzstan KGZ; _C:Laos LAO; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Libya LBY; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Marshall Islands MHL; _C:Mauritania MRT; _C:Mauritius MUS; _C:Mexico MEX; _C:Mongolia MNG; _C:Montenegro MNE; _C:Morocco MAR; _C:Mozambique MOZ; _C:Myanmar MMR; _C:Namibia NAM; _C:Nepal NPL; _C:Netherlands NLD; _C:Nicaragua NIC; _C:Niger NER; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Palau PLW

Learning to argue: a study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students - Osborne, Jonathan; Simon, Shirley; Christodoulou, Andri; Howell-Richardson, Christina; Richardson, Katherine (Journal of Research in Science Teaching, 2013)
This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11- to 16-year-old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning.
Extra URL: http://doi.wiley.com/10.1002/tea.21073

A systematic assessment of rigor in information systems ranking-type Delphi studies - Par‍‍‍é, G.; Cameron, A.-F.; Poba-Nzaou, P. (Information & Management, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.im.2013.03.003 2129771:XDC5B68Q 2486141:N3QLYHDM

Schools going mobile: A study of the adoption of mobile handheld technologies in Western Australian independent schools. - Pegrum, M., Oakley, G., & Faulkner, R. (Australasian Journal of Educational Technology, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:FRV5EY6P 257089:PCFPUJPX

Implementation research: what it is and how to do it - Peters, David H.; Adam, Taghreed; Alonge, Olakunle; Agyepong, Irene Akua; Tran, Nhan (Bmj, 2013)
Publisher: British Medical Journal Publishing Group KerkoCite.ItemAlsoKnownAs: 2129771:PCAXCNMU 2129771:RDBUDTRX
Keywords: ⛔ No DOI found

Implementation research: what it is and how to do it - Peters, David H.; Adam, Taghreed; Alonge, Olakunle; Agyepong, Irene Akua; Tran, Nhan (Bmj, 2013)
Publisher: British Medical Journal Publishing Group KerkoCite.ItemAlsoKnownAs: 2129771:C3PXPQBA 4869029:DTXKUIWA
Keywords: ⛔ No DOI found

Implementation research in health: a practical guide - Peters, David H.; Tran, Nhan T.; Adam, Taghreed (World Health Organization, 2013)
Section: The Chinese version is published by Guangdong Provincial Academy of Chinese Medical Sciences (Guangdong Provincial Hospital of Chinese Medicine; The Second Affiliated Hospital of Guangzhou University of Chinese Medicine), N° 111 Dade Road, Yuexiu District, Guangzhou, Guangdong, 510120, P.R. China. KerkoCite.ItemAlsoKnownAs: 2129771:7XY23XGL 4869029:DAHASF99 4869029:XH43AYIR
Keywords: Delivery of Health Care; Health Plan Implementation; Health Policy; Health Services Research; Research Design; standards

Implementation research in health: a practical guide / edited by David Peters … [et al] - Peters, David; Tran, Nhan; Adam, Taghreed; Alliance for Health Policy and Systems Research; World Health Organization (World Health Organization, 2013)
Section: The Chinese version is published by Guangdong Provincial Academy of Chinese Medical Sciences (Guangdong Provincial Hospital of Chinese Medicine; The Second Affiliated Hospital of Guangzhou University of Chinese Medicine), N° 111 Dade Road, Yuexiu District, Guangzhou, Guangdong, 510120, P.R. China. KerkoCite.ItemAlsoKnownAs: 2129771:5BS8NSP4
Keywords: Delivery of Health Care; Health Plan Implementation; Health Policy; Health Services Research; Research Design; standards

The ‘New’ New Technology: Exploiting the Potential of Mobile Communications and Open Educational Resources - Power, Tom (Teacher Education and the Challenge of of Development: a Global Analysis, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:JWFL6BGX 261495:5MHJI36V

Standards of evidence: an approach that balances the need for evidence with innovation - Puttick, Ruth; Ludlow, Joe (Nesta, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:LD9IBYD3 4426965:MM3XTB22
Keywords: Stefanie

U-report: Rapid SMS - RapidSMS (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:7VJK62GN 2405685:FZNZL6J7
Keywords: sub-Saharan Africa

Competence Development and Assessment in TVET (COMET): Theoretical Framework and Empirical Results - Rauner, Felix; Heinemann, Lars; Maurer, Andrea; Haasler, Bernd (Springer Netherlands, 2013)
The transferability of vocational education and training qualifications across international borders is a live issue in this heterogeneous field. Key to this goal is defining a common methodology for measuring vocational competences. This publication sets out a proposal for just that, based on the results of a pilot project known as ‘COMET’ on competence diagnostics in the field of electrical engineering. The study deploys longitudinal analysis to explore issues of competence development, the development of vocational identity, and occupational commitment. It focuses on two discrete occupational profiles in electrical engineering in an ambitious test of a model currently applied to other professions as well. The model’s success in its first phase is detailed in the second part of the volume, where the authors show that the transfer of the competence framework into an empirical model was successful. They also demonstrate that the methodology can be applied to designing and evaluating vocational education and training processes, making the material relevant to VET teachers and trainers as well as academics. With its first section comprising a full description of the theoretical framework, this book is a significant step forward in an urgent task facing administrations, labor forces and employers around the world. The achievement is in proportion to the notorious complexities of a field whose diversity makes tough demands on large-scale methods of assessment.
zotzenLib.CopiedFrom: 2317526:YC4MVHFL KerkoCite.ItemAlsoKnownAs: 2129771:XEWUWM77 2317526:YC4MVHFL
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Results From a Controlled Study of the iPad Fractions Game Motion Math - Riconscente, Michelle M (Games and Culture, 2013)
00001 KerkoCite.ItemAlsoKnownAs: 10.1177/1555412013496894 10/gf62jj 2129771:TGCRE2G3 257089:ZPT5XUXJ

Theories and research methodologies for design-based implementation research: Examples from four cases - Russell, Jennifer Lin; Jackson, Kara; Krumm, Andrew E.; Frank, Kenneth A. (Teachers College Record, 2013)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501401 2129771:JULINTLU

The permanent textbook hypothesis: School inputs and student outcomes in Sierra Leone - Sabarwal, S.; Evans, D.; Marshak, A. (Compare: A Journal of Comparative and International Education, 2013)
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

“Give courage to the ladies”: Expansive apprenticeship for women in rural Malawi - Safford, K.; Cooper, D.; Wolfenden, F.; Chitsulo, J. (Journal of Vocational Education & Training, 2013)
Apprenticeship in developed and industrialised nations is increasingly understood and practised as learning which connects workplace activity and formal study. The concept of 'expansive apprenticeship' defines frameworks for workforce development where participants acquire knowledge and skills which will help them in the future as well as in their current roles; 'restrictive' apprenticeships limit opportunities for wider, lifelong learning. In developing world economies, apprenticeships are a traditional route to learning and employment, but tend to reflect a restrictive approach characterised by narrowly defined roles and weak educational outcomes. This paper examines the apprenticeship opportunities in a large scale Access to Teaching Scholarship in Malawi. The programme's study materials and support structures are designed to move participants from restrictive to expansive contexts for learning and to develop hybrid roles as students, community workers and apprentice teachers. The authors examine data from the first cohort of participants and consider the extent to which the Scholarship offers an innovative model of expansive apprenticeship to address barriers to female continuing education and chronic teacher shortages in Sub-Saharan Africa. © 2013 Copyright The Vocational Aspect of Education Ltd.
KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2012.755213 10/gf62pr 2129771:W7A3AETF 2317526:J9QU3SAQ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Malawi; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing world; F:access; F:gender; F:learning; F:motivation; F:outcomes; F:teaching; F:women; P:economy; P:measurement; P:teacher education; P:teacher training; P:teachers; Q:certificate; Q:distance education; Q:lifelong learning; T:Lehrlingsausbildung; T:TVET; T:Training; T:apprentice; T:career; T:continuing education; T:workplace education; Z:Access to Education; Z:Adult Education; Z:Apprenticeships; Z:Barriers; Z:Career aspirations; Z:Continuing Education; Z:Distance Education; Z:Distance education; Z:Donors and NGOs; Z:Economic Development; Z:Elementary Schools; Z:Female empowerment; Z:Females; Z:Foreign Countries; Z:Gender Issues; Z:Mentors; Z:Rural Areas; Z:Teacher Certification; Z:Teacher Education; Z:Teacher Shortage; Z:Teacher education; Z:Teacher motivation; Z:VET and development; Z:VET and economic development; Z:Vocational Education; Z:Vocational education and training; Z:Women Faculty; Z:Workplace Learning; Z:adult learning; Z:gender and learning; Z:learning in life &; Z:philosophy of VET; Z:teacher training; Z:training; Z:vocational education &; Z:work transitions; Z:workplace learning; publicImportV1

Training Teachers at a Distance: Perceptions and Challenges of Open and Distance Learning (ODL) in Teacher Education the Zimbabwean Experience - Samkange, Wellington (Turkish Online Journal of Distance Education, 2013)
Zimbabwe like most developing countries continues to experience shortages in skills. One such area that has experienced skills shortages is education. This has resulted in governments and education institutions coming up with innovative ways to improve the training of of teachers. Such innovative models include the Open & Distance Learning (ODL) model in the development of skills. In some instances, there has been a combination of the conventional model and the ODL model. The purpose of the study was to examine the different methods used in the training of teachers and the role of ODL in addressing skills shortages. The study used the qualitative methodology and the case study design. The respondents were purposively selected. Data was collected through lesson observations, document analysis and open-ended questionnaires that were administered to senior teachers, deputy school heads and school heads. These gave a total of twenty respondents from different schools. At the same time twenty trainee teachers in different programmes with the Zimbabwe Open University (ZOU) were observed teaching and were assessed. The study also examined views, attitudes and perceptions about the training of teachers. From the data it could be concluded that the model being used by teachers' colleges (2-5-2) was more inclined to ODL than the 'conventional' model, thus demonstrating that indeed teachers can be trained through ODL. Whilst there were mixed feelings about the role of universities in the training of pre-service teachers, it could be concluded that universities had a role in the training of teachers regardless of the mode of delivery they used. The study noted that the lack of resources and lack of understanding between different stakeholders was negatively affecting the success of the ODL model of training teachers at the Zimbabwe Open University (ZOU).
KerkoCite.ItemAlsoKnownAs: 2129771:7V79AP65 2317526:56BUMTPF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:Zimbabwe; CA:AandC; CL:en; CL:fr; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; F:attitude; F:teaching; P:measurement; P:service industry; P:teacher education; P:teacher training; P:teachers; Q:ODEL; Q:distance education; Q:distance learning; R:case study; R:observation; R:qualitative; R:questionnaire; T:Ausbildung; T:trainee; Z:Zimbabwe Open University (ZOU); Z:distance education; Z:teacher training; publicImportV1; ⛔ No DOI found

Learner-centred education in international perspective - Schweisfurth, Michele (Journal of International and comparative Education, 2013)
KerkoCite.ItemAlsoKnownAs: 10.14425/00.45.70 10/gfw2md 2129771:XA3LV525 261495:N4QCNPI6

Establishing Public-ness in the Network: New Moorings for Development—A Critique of the Concepts of Openness and Open Development - Singh, Parminder Jeet; Gurumurthy, Anita (Open Development: Networked Innovations in International Development, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:MVVQRTLZ 261495:S59JSKC3

The Lifeline Program: A Case Study of Workforce Education Combating Poverty for Females in Ghana - Smith, Bettye P; Lowe, Tony; Hunt-Hurst, Patricia; Okech, David; Blalock, Emily; Dery, Alexis (International Education, 2013)
This case study research examined the contributions of the Lifeline Program in Ghana, West Africa to the preparation of young women for the workforce; this preparation is an effort to combat poverty. In this research report, a succinct overview of Ghana was provided, the economic status of the country was delineated, and the history of the Lifeline Program from its inception was given. The research provided an explanation of each of the three vocational skills training programs offered by Lifeline: catering, dressmaking, and hairdressing. The vocational skills training programs in Ghana are likened to workforce education programs in the United States. Conclusions were drawn for the Lifeline Program and the vocational skills training programs based on the Human Capital Theory, a major economic framework. Also, recommendations were suggested based on the findings and the theory that undergirded this case study. [PUBLICATION ABSTRACT]
KerkoCite.ItemAlsoKnownAs: 2129771:A4EV4G7T 2317526:EWVREBQW LOCAL-PQ-1467994353
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:women; P:economy; P:measurement; R:case study; T:Ausbildung; T:vocational skills; T:workplace education; Z:Accelerated death benefits; Z:Case studies; Z:Education; Z:Females; Z:Workforce; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Open development: networked innovations in international development - Smith, Matthew L. (Mit Press, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:826NR2B7 261495:GVDXU7P6

A meta-analysis of the effectiveness of intelligent tutoring systems on K–12 students’ mathematical learning - Steenbergen-Hu, Saiying; Cooper, Harris (Journal of Educational Psychology, 2013)
In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K–12 students’ mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS with that of regular classroom instruction. A few studies compared ITS with human tutoring or homework practices. Among the major findings are (a) overall, ITS had no negative and perhaps a small positive effect on K–12 students’ mathematical learning, as indicated by the average effect sizes ranging from g = 0.01 to g = 0.09, and (b) on the basis of the few studies that compared ITS with homework or human tutoring, the effectiveness of ITS appeared to be small to modest. Moderator analyses revealed 2 findings of practical importance. First, the effects of ITS appeared to be greater when the interventions lasted for less than a school year than when they lasted for 1 school year or longer. Second, the effectiveness of ITS for helping students drawn from the general population was greater than for helping low achievers. This finding draws attentions to the issue of whether computerized learning might contribute to the achievement gap between students with different achievement levels and aptitudes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Place: US Publisher: American Psychological Association KerkoCite.ItemAlsoKnownAs: 10.1037/a0032447 2129771:92TF69M3 2486141:4WW8HTB4
Keywords: Academic Achievement; Intelligent Tutoring Systems; Learning; Mathematics Education; Tutoring

A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on K–12 Students’ Mathematical Learning - Steenbergen-Hu, Saiying; Cooper, Harris (2013)
KerkoCite.ItemAlsoKnownAs: 10.1037/a0032447 4804264:74TIVY26
Keywords: Final_citation; cited; existing

Teacher professional development in crisis edited series: Annotated bibliography - Sullivan, Timothy (Inter-Agency Network for Education in Emergencies Toolkit. Burns, M., Ed, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:6JTMBTQH
Keywords: __C:filed:1; ⛔ No DOI found

Assessment of policies to improve teacher quality and reduce teacher absenteeism - Suryahadi, Asep; Sambodho, Prio (SMERU Research Institute, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:SHUK26YV 4556019:9P4UH786

An introduction to the coverage of the Data Citation Index (Thomson-Reuters): Disciplines, document types and repositories - Torres-Salinas, Daniel; Martín-Martín, Alberto (arXiv preprint arXiv:1306.6584, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:GRAPAAD2
Keywords: ⛔ No DOI found

Technical and vocational education and training (TVET) for young people in low- and middle-income countries: a systematic review and meta-analysis - Tripney, Janice S; Hombrados, Jorge G (Empirical Research in Vocational Education and Training, 2013)
The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1186/1877-6345-5-3 10/gf62zx 2129771:J9NNI3R6 2249382:8Z39TPIP 2317526:ZDA23HGH UA-ef9e8a77-a2ae-48e7-aee2-7ad36c907bed
Keywords: -AB-Review; -AB-Review-SSA; -RQAsummary; -codedOrSummarised; -review; C:Kenya; CLL:en; FF1.1/3; FF2.2; FF2.7.a; keyReview en; onLongList; retain_obsolete; revofrevSummarisedSeptember2018; summarised

Moving education into the digital age: the contribution of teachers’ professional development - Twining, P.; Raffaghelli, J.; Albion, P.; Knezek, D. (Journal of Computer Assisted Learning, 2013)
This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12031 10/f5f8ts 2129771:FBUXBCTH 2405685:AQTVKM4U 2534378:DKXRGCIE 2534378:NESJ6YZV 261495:GWAQTR9F
Keywords: ICT; IT; digital age; policy recommendations; practitioner research; teacher professional development; transformation

Status of TVET in the SADC region: assessment and review of technical and vocational education and training (TVET) in the Southern African Development Community Region and of the development of a regional strategy for the revitalisation of TVET - UNESCO (UNESCO, 2013)
in spite of the importance of TVET for development and a range of national reform initiatives to support TVET over the past two decades, major concerns remain regarding the state of TVET in the Southern African region. These led SADC and UNESCO to intervene through the commissioning of a pilot TVET monitoring tool and a regional review of the state of TVET, with a view to developing a new strategic programme of action for regional cooperation in TVET. As is made clear throughout this report, the evidence gathering process for these activities demonstrated the very weak current knowledge base for TVET in the region. This means that the report has to be seen as a first step towards better knowledge for better policies and practices. The limitations of the data mean that the findings are often the best currently possible rather than meeting the highest standards of rigour. Equally, the comparative analysis cannot be as sophisticated as may be possible in future years when the data are more robust. Nonetheless, the report represents an important step forward in building an evidence-driven picture of the state of TVET in Southern Africa that provides a valuable basis for future strategic interventions.
KerkoCite.ItemAlsoKnownAs: 2129771:4FTD8LQC 2317526:4QU25BEI
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; CC:Congo; CC:Lesotho; CC:Malawi; CC:Mauritius; CC:Mozambique; CC:Namibia; CC:Seychelles; CC:South Africa; CC:Tanzania; CC:Zambia; CC:Zanzibar (tz); CC:Zimbabwe; CC:eSwatini (Swaziland); CLL:en; publicImportV1

Facing the challenges of the One-Tablet-Per-Child policy in Thai primary school education. - Viriyapong, Ratchada; Harfield, Antony (International Journal of Advanced Computer Science & Applications, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 10.14569/ijacsa.2013.040928 10/gf62ht 2129771:5SZI5Q55 257089:WZKCJHII

Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan - Ward, Nicholas D; Finley, Rachel J; Keil, Richard G; Clay, Tansy G (Journal of Geoscience Education, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:BSXCKKIW 257089:FZV7ZGFU
Keywords: ⛔ No DOI found

A Review of Community Extension Approaches to Innovation for Improved Livelihoods in Ghana, Uganda and Malawi - Wellard, Kate; Rafanomezana, Jenny; Nyirenda, Mahara; Okotel, Misaki; Subbey, Vincent (The Journal of Agricultural Education and Extension, 2013)
Purpose: Farmer-to-farmer extension offers a potentially low-cost and wide-reach alternative in supporting agricultural innovation. Various approaches are being promoted but information on their impact and sustainability is sparse. This study examines experiences of Self Help Africa and partners in Ghana, Uganda and Malawi. It asks: What is good practice in community extension for agriculture? What has been the impact of community extension on food security for smallholder farmers? What is the potential for scale-up and policy influence? Design/methodology/approach: Findings are based on a three-country mixed methods study of 240 households, farmer groups and community, government and NGO extensionists. Findings: Models of good practice include: community selection of extensionists, a twin technical and community development focus, and mutual learning. Impact of community based extension approaches on uptake of technologies, food security and livelihoods of poor groups was found to be broadly positive. Practical implications: Community based approaches appear sustainable where: communities provide support for their extensionists; community extensionists have marketable skills; communities and extensionists are developing Community Based Organisations (CBOs); and linkages are maintained with research and extension bodies. Community based extension approaches are being scaled-up in Malawi and elsewhere. To achieve sustainable pro-poor impacts, support will be needed for continued technical and community development training and back-stopping for community extensionists, and evaluation of different approaches. Originality/value: The study provides important evidence that community extensionists can help facilitate innovation in sustainable agriculture and reach the poor in a cost-effective way. They should be seen by policy-makers as part of pluralistic demand-driven extension, complementing over-stretched extension services. (Contains 6 tables.)
KerkoCite.ItemAlsoKnownAs: 10.1080/1389224x.2012.714712 10/gf62k8 2129771:3TBPH3VN 2317526:63P23WRI
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Malawi; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; F:policy; F:pro-poor; P:agricultural; P:agriculture; P:economy; P:measurement; P:services; P:technology; R:evaluation; R:impact; R:mixed method; T:Training; Z:Agricultural Occupations; Z:Agriculture; Z:Community Development; Z:Community Support; Z:Economically Disadvantaged; Z:Evidence; Z:Food; Z:Foreign Countries; Z:Innovation; Z:Poverty; Z:Rural Education; Z:Rural Extension; Z:Security (Psychology); Z:Sustainability; _C:Benin BEN; _C:Ghana GHA; _C:Malawi MWI; _C:Morocco MAR; _C:Norway NOR; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

Pedagogy, Curriculum, Teaching Practices and Teacher Education - Westbrook, J.; Durrani, N; Brown, R (2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:XM6FY2CY 257089:IX7S752V

Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia - Widodo, Ari; Riandi (Teacher Development, 2013)
This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia
Place: United Kingdom Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=BEI.221367&site=ehost-live&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2013.813757 2405685:M5WDVH5K 2534378:9P4LRFZC 2534378:BR8DXZB4 2534378:UHSPASDV 2534378:Z8BCLDYY
Keywords: CONTINUING education; EDUCATION & state; EDUCATION – Forecasting; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational Change; Educational Strategies; Elementary Secondary Education; FORECASTING; Faculty Development; Foreign Countries; HIGHER education; Higher Education; INDONESIA; Indonesia; Information Skills; Instructional Design; Interviews; Models; Needs Assessment; Online instruction; PROFESSIONAL education; Pedagogical Content Knowledge; Postsecondary Education; Professional development; Public policy; Questionnaires; Science Teachers; TEACHER certification; TEACHER development; TEACHER education; Teacher Education; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2097039; ___working_potential_duplicate; __finaldtb

Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:95P2UK7M 2339240:ANFH2ALH 2405685:QAFBTUE9
Keywords: _C:Sierra Leone SLE

A meta-analysis of the cognitive and motivational effects of serious games. - Wouters, Pieter; Van Nimwegen, Christof; Van Oostendorp, Herre; Van Der Spek, Erik D. (Journal of Educational Psychology, 2013)
It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k = 77, N 5,547; motivation: k = 31, N 2,216). Consistent with our hypotheses, serious games were found to be more effective in terms of learning (d= 0.29, p .05) than conventional instruction methods. Additional moderator analyses on the learning effects revealed that learners in serious games learned more, relative to those taught with conventional instruction methods, when the game was supplemented with other instruction methods, when multiple training sessions were involved, and when players worked in groups.
KerkoCite.ItemAlsoKnownAs: 10.1037/a0031311 2129771:UV4GVUGT 2486141:TCTVLPLF

Integrating service quality with system and information quality: an empirical test in the e-service context - Xu, J.; Benbasat, I.; Benbasat, I. (MIS Quarterly, 2013)
KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2013/37.3.05 2129771:C48LC8G4 2486141:IDDWRC83
Keywords: _z:no_pdf

Critical pedagogy and emotion: Working through ‘troubled knowledge’in posttraumatic contexts - Zembylas, Michalinos (Critical Studies in Education, 2013)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/17508487.2012.743468 2129771:VHHJWEPF 2486141:J6KHQK2R

Development and evaluation of Ning social network for teaching training online surveillance - Mohd Nawi, Mohd Aliff; Jamsari, Ezad Azraai; Sulaiman, Adibah; Hamzah, Mohd Isa (Turkish Online Journal of Distance Education, 2013)
Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and evaluate a social-networking site Ning's platform for the supervision of lecturers to teach on-line training. This study used the case design where a total of nine teacher trainees involved in this study. It found that overall, acceptance of the use of the social-networking site Ning mean score at the highest level of 3.91. In addition, all student teachers have positive attitudes towards the use of the social-networking site Ning social-networking site and agree a suitable approach to the supervision of one of the online teaching practices. While the "blog" is the most active facility used by student teachers in which they do self-reflection. In conclusion, the social-networking site Ning has the potential to assist lecturers to carry out supervision on-line teaching practice. (Contains 5 figures and 1 table.)
Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey KerkoCite.ItemAlsoKnownAs: 2405685:XGBJE4CK 2534378:5L9R6WLC 2534378:MFQCBZSB
Keywords: Courseware; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; Higher Education; Interviews; Malaysia; Observation; Online Courses; Social Networks; Student Teachers; Supervisory Methods; Teacher Education Programs; Teacher Supervision; Teaching Methods; Trainees; Web 2.0 Technologies; __:import:01; __:match:final; __:matched; __:study_id:2098097; __finaldtb; ⛔ No DOI found

Is the German Qualifications Framework an Instrument that Contributes to Permeability and Progression Within the VET System? – An International Perspective - Deissinger, Thomas (From Diagnostics to Learning Success: Proceedings in Vocational Education and Training, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-6209-191-7_22 10.1007/9789462091917_023 2129771:4FAQSXRA 2129771:F5GH7BN5 2317526:PVUGJWBG
Keywords: Apprenticeship System; Apprenticeship Training; Dual System; Qualification Framework; Vocational Qualification; ⚠️ Invalid DOI

Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools? - Harn, Beth; Parisi, Danielle; Stoolmiller, Mike (Exceptional Children, 2013)
Treatment fidelity, or the application of an intervention as it is designed, is a critical issue for the successful implementation of evidence-based practices. Typically it is assumed that evidence-based practices implemented with high fidelity will result in improved outcomes, whereas low fidelity will lead to poorer outcomes. These assumptions presume agreement across researchers and practitioners on what fidelity is, how to measure it, and what level of fidelity optimizes outcomes; however, there is no widespread agreement on any of these issues. This article discusses the dimensions and nuances of treatment fidelity as well as the implications for measuring and analyzing it in relation to student outcomes. The authors review research demonstrating the differential relationship of fidelity across schools, program type, and impact on student outcomes that special educators should consider when designing intervention studies and implementing evidence-based practices. Special educators should prioritize practices and programs with clearly identified components that are empirically validated yet designed flexibly to match various contexts and student populations. Suggestions to support schools in implementing and sustaining evidence-based practices are provided.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/001440291307900204 2129771:2TSVHKTP 2486141:HBAYERET

Reforming Teacher Education for Inclusion in Developing Countries in the Asia-Pacific Region - Sharma, Umesh; Forlin, Chris; Deppeler, Joanne; Guang-Xue, Yang (International Journal of Inclusive Education, 2013)
A number of Asian Pacific countries have ratified the UN Conventions on the Rights of People with Disabilities and have identified an urgent need to include children with special educational needs in regular school programs. Successful implementation of such a policy reform requires significant changes in the way education is provided to all students, but most importantly depends upon how adequately the teachers and related professionals are prepared to implement the reform. This paper reviews research from 13 Asian Pacific countries, undertaken in the last five years, to address two questions. First it reports on the issues, challenges, and proposals related to inclusive education in these countries. Second the review reports on how each region has progressed towards implementing the Millennium Development Goals with particular emphasis on how teacher education has or has not responded to this. The review concludes that a lack of well thought out policy, few resources, and limited understanding of inclusion seems widespread in the Asia-Pacific region. As yet special education and related service expertise and teacher education for inclusion, is not in place to support teachers to work inclusively.
Keywords: ⛔ No DOI found

Digital Literacy and Public Policy through the Library Lens - Visser, Marijke (Maine Policy Review, 2013)
KerkoCite.ItemAlsoKnownAs: 10.53558/WCUZ5068 2129771:6G6AUNIE 5242966:2E57HDL9

GIS in Northern Ireland secondary schools: mapping where we are now - Roulston, Stephen (International Research in Geographical and Environmental Education, 2013)
A number of studies suggest that integrating Geographical Information Systems (GIS) into Geography teaching in schools has been and is challenging, and it seems that much of the early promise for the technology supporting learning in Geography has not been realised. This paper examines the progress made in Northern Ireland in implementing GIS in secondary schools. The deployment of a centrally procured entry-level GIS, in the context of a programme of centralised provision of information and communication technology (ICT) services to all schools, is examined and the results of an online survey of 85 Geography teachers provides an insight into how effective that provision has been. This combination of a regional strategy on GIS, curriculum changes and increased access to computers seems to have ensured that GIS is being used in many Geography classrooms. There is evidence that a range of GI systems are being used in schools and in a number of different ways, but mostly for teacher rather than for pupil use at present. Teachers expressed a need for coordinated training in order to make full use of the hardware and software available.
Publisher: Routledge _eprint: https://doi.org/10.1080/10382046.2012.759437
Keywords: C2k; Geographic Information Systems; Northern Ireland; _C:Australia AUS; _C:Germany DEU; _C:Ireland IRL; _C:Singapore SGP; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; geography education

Chatbot technology: A possible means of unlocking student potential to learn how to learn - Kiptonui, Bii (Educational Research, 2013)
This paper explores the possibility of implementing a constructivist learning environment using chatbot technology as a basis of enabling students acquire global economy and technological information age skills and competencies (21st century skills) within the context of a developing country. The suggested approach is to integrate chatbot technology into the prevailing teaching-learning environment taking into consideration enabling and constraining factors. Social constructivism provides the basis for concretization of this approach, where social interaction plays a fundamental role in the development of cognition, with mediation using cultural tools and scaffolding contributing to the process of learning.
Keywords: ⛔ No DOI found

Advanced Certificate in Education (ACE) Programme Evaluation - University of Fort Hare; African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC); Kelello Consulting (2013)
KerkoCite.ItemAlsoKnownAs: 10.53832/aimssec.0202 2486141:UJN22HUU

The State of Inclusive Education in Zimbabwe: Bachelor of Education (Special Needs Education) Students’ Perceptions - Chireshe, Regis (Journal of Social Sciences, 2013)
The study sought to establish the current state of inclusive education in Zimbabwe. Focus was on the perceived gains of inclusive education, challenges in its implementation and how the challenges could be addressed. A survey design which was fundamentally qualitative in nature was used. Forty-two Bachelor of Education (Special Needs Education)(BEd SNE) purposefully selected students from Great Zimbabwe University participated in the study. The data were collected using an open ended questionnaire and were content analysed. The results revealed that the participants perceived inclusive education as having resulted in social acceptance of children with special educational needs. They perceived inclusion as having promoted positive attitudes among children without disabilities and in communities. Stigmatisation and discrimination were perceived as having been reduced. The challenges that were still perceived to be experienced included: lack of specific policy on inclusive education; scarcity of resources such as special needs education trained teachers and assistive devices; existence of negative attitudes among some stakeholders and lack of understanding of the meaning of inclusive education. The participants suggested several ways to address some of the above challenges. These included enacting a specific policy on inclusive education, training more teachers in special needs education, implementing more community awareness programmes, having itinerant specialist teachers, sufficient funding of the education system as a whole and availing more resources for inclusion.
Publisher: Routledge _eprint: https://doi.org/10.1080/09718923.2013.11893133 KerkoCite.ItemAlsoKnownAs: 10.1080/09718923.2013.11893133 2129771:8DEZEXL7 4502395:P8FI63MU 4502395:XRKGX3YQ
Keywords: Bachelor of Education; Disability; Inclusion; Mainstreaming; Perceptions; Students; Students with Special Needs; Zimbabwe

Introducing Geographic Information Systems with ArcGIS: A Workbook Approach to Learning GIS - Kennedy, Michael D. (John Wiley & Sons, 2013)
An integrated approach that combines essential GIS background with a practical workbook on applying the principles in ArcGIS 10.0 and 10.1 Introducing Geographic Information Systems with ArcGISintegrates a broad introduction to GIS with a software-specific workbook for Esri's ArcGIS. Where most courses make do using two separate texts, one covering GIS and another the software, this book enables students and instructors to use a single text with an integrated approach covering both in one volume with a common vocabulary and instructional style. This revised edition focuses on the latest software updates—ArcGIS 10.0 and 10.1. In addition to its already successful coverage, the book allows students to experience publishing maps on the Internet through new exercises, and introduces the idea of programming in the language Esri has chosen for applications (i.e., Python). A DVD is packaged with the book, as in prior editions, containing data for working out all of the exercises. This complete, user-friendly coursebook: Is updated for the latest ArcGIS releases—ArcGIS 10.0 and 10.1 Introduces the central concepts of GIS and topics needed to understand spatial information analysis Provides a considerable ability to operate important tools in ArcGIS Demonstrates new capabilities of ArcGIS 10.0 and 10.1 Provides a basis for the advanced study of GIS and the study of the newly emerging field of GIScience Introducing Geographic Information Systems with ArcGIS, Third Edition is the ideal guide for undergraduate students taking courses such as Introduction to GIS, Fundamentals of GIS, and Introduction to ArcGIS Desktop. It is also an important guide for professionals looking to update their skills for ArcGIS 10.0 and 10.1.
Google-Books-ID: v6WcvrT8jRsC
Keywords: Science / Earth Sciences / Geography

Exploring Students' Perceptions of Academic Disengagement and Reengagement in a Dropout Recovery Charter School Setting - Iachini, Aidyn L.; Buettner, Cynthia; Anderson-Butcher, Dawn; Reno, Rebecca (Children & Schools, 2013)
Abstract. The purpose of this exploratory case study was to understand the academic disengagement and reengagement process from the perspective of students enro
Publisher: Oxford Academic KerkoCite.ItemAlsoKnownAs: 10.1093/cs/cdt005 2129771:W82JW4FM 2486141:T75B69AF
Keywords: _Added to LR; _G:reviewed

21 Ways to 21st Century Skills: Why Students Need Them and Ideas for Practical Implementation - Kaufman, Kristina J. (Kappa Delta Pi Record, 2013)
Publisher: Routledge _eprint: https://doi.org/10.1080/00228958.2013.786594 KerkoCite.ItemAlsoKnownAs: 10.1080/00228958.2013.786594 2129771:B9RM5BSB 2486141:3WDDIQAG

The Challenge of Education and Learning in the Developing World - Kremer, M.; Brannen, C.; Glennerster, R. (Science, 2013)
Publisher: keytype=ref& siteid=sci KerkoCite.ItemAlsoKnownAs: 2129771:2WSR7XP4 2129771:LINIEJYU 2129771:N4H9IUI9 2129771:ZP7QRSPZ

The impact and reach of MOOCs: A developing countries’ perspective - Liyanagunawardena, Tharindu; Williams, Shirley; Adams, Andrew (eLearning Papers, 2013)
Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learn- ers from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these ar- eas of the world. The paper further shows the need for more data on the demograph- ics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries.
KerkoCite.ItemAlsoKnownAs: 2129771:EGN52YWE 2129771:I236WQ36 2129771:P768IDQH 2339240:KUBQWJSR 2339240:U3ZRM9IM 2405685:4RBFSPKP 2405685:WBWECXQ5 2486141:9GZATIPJ 261495:JMKKF9GF
Keywords: C:Low- and middle-income countries; MOOCs; NOTdocs.opendeved.net; _C:Afghanistan AFG; _C:Australia AUS; _C:Burundi BDI; _C:China CHN; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Italy ITA; _C:Jordan JOR; _C:Mexico MEX; _C:Nepal NPL; _C:Norway NOR; _C:Rwanda RWA; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sweden SWE; _C:Switzerland CHE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Private-Public Partnership and Technical Vocational Education and Training (TVET) in a Developing Economy - Okoye, KRE; Chijioke, Okwelle P. (Arabian Journal of Business and Management Review (Oman Chapter); Sohar, 2013)
Technical Vocational Education and Training (TVET) system is widely recognised as education system expected to produce a competent workforce who can compete and excel in a rapidly changing environment and improves a country's economy. That TVET system in Nigeria and many other countries are in crisis or in immediate need for intervention, are often heard. Private Public Partnership (PPP) is viewed as an alternative strategy put forward to address the challenges confronting this all-important education system. Therefore, this paper attempts to add to the available literature on PPP in TVET by examining; conceptualizing PPP and its relative importance in economic growth, revamping TVET for technological advancement and economic growth in Nigeria through PPP collaboration. Constraints on TVET as a measure for economic development in Nigeria were also highlighted. The paper concludes by recommending for a proper PPP involvement in TVET system in Nigeria to enhance its economic potentiality. [PUBLICATION ABSTRACT]
KerkoCite.ItemAlsoKnownAs: 10.12816/0002333 10/gf623m 2129771:7DMPRDQN 2317526:DLRDBJDN
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; Business And Economics–Management; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; Economic growth; P:economy; Public private partnerships; Q:Private Public Partnership; Studies; T:TVET; Vocational education; publicImportV1

Audio-described educational materials: Ugandan teachers' experiences - Wormnaes, Siri; Sellaeg, Nina (British Journal of Visual Impairment, 2013)
This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.)
Publisher: SAGE Publications, 2455 Teller Road, Thousand Oaks, CA 91320 Extra URL: https://journals.sagepub.com/doi/10.1177/0264619613485029 KerkoCite.ItemAlsoKnownAs: 10.1177/0264619613485029 2405685:IR6UNF66 2405685:W293NXX6 2534378:JDCGUHUG 2534378:YXS3JJVS
Keywords: Access to Education; Cultural Relevance; Culturally Relevant Education; ERIC; Current Index to Journals in Education (CIJE); Educational Objectives; Foreign Countries; Higher Education; Inclusion; Instructional Materials; Interviews; Learning Processes; Postsecondary Education; Qualitative Research; Reflection; Student Teachers; Teacher Attitudes; Teacher Education; Teachers; Uganda; Video Technology; Visual Impairments; __:import:01; __:match:final; __:matched; __:study_id:2098573; __finaldtb

A meta-analysis of the cognitive and motivational effects of serious games. - Wouters, Pieter; Nimwegen, Christof van; Oostendorp, Herre van; Spek, Erik D. van der (Journal of Educational Psychology, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1037/a0031311 4804264:ABPLUB6W
Keywords: Final_citation; cited; existing

School drop out in Bangladesh: Insights using panel data - Sabates, Ricardo; Hossain, Altaf; Lewin, Keith M. (International Journal of Educational Development, 2013)
This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4–15, was selected across six districts for a household survey focusing on children's school access and experiences. Two groups of children were identified: those who were enrolled in school in both 2007 and 2009 and those who dropped out by 2009. Using a multivariate logit model, results show age and gender, together with financial constraints, such as lack of income and school expenditure, as the top predictors of school drop out. Two other important predictors are lack of parental support for children's school work and school absenteeism. This paper identifies some possible interventions that could reduce school drop out. These include campaigns to reduce late entry and overage enrolment, reductions in direct costs of schooling, and more support for low achieving children to compensate for lack of educational support at home.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.09.007 2129771:TCYI69QF
Keywords: Bangladesh; Educational exclusion; Educational support; Household survey

Preparing teachers for early learning in Sub Saharan Africa - Pryor, J., J. Westbrook (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:WJGSC6XE 261495:AZBBBHFZ

Educational design research - McKenney, Susan; Reeves, Thomas C. (Handbook of research on educational communications and technology, 2013)
Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs, or policies. Educational design research not only targets solving significant problems facing educational practitioners but at the same time seeks to discover new knowledge that can inform the work of others facing similar problems. Working systematically and simultaneously toward these dual goals is perhaps the most defining feature of educational design research. This chapter seeks to clarify the nature of educational design research by distinguishing it from other types of inquiry conducted in the field of educational communications and technology. Examples of design research conducted by different researchers working in the field of educational communications and technology are described. The chapter concludes with a discussion of several important issues facing educational design researchers as they pursue future work using this innovative research approach.
Journal Abbreviation: Handbook of Research on Educational Communications and Technology: Fourth Edition KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-4614-3185-5_11 2405685:2BJ2F495 2534378:G5GRRNAJ

not all literature ‘reviews’ are the same - Thomson, Pat (patter, 2013)
I was trying to explain to a doctoral researcher the other day that the literature work that you do at the beginning of the doctorate is not the same as the literature work for the actual, final th…
KerkoCite.ItemAlsoKnownAs: 2129771:XJKNTE4G

Staying or leaving? Designing for persistence in an online educator training programme in Indonesia - Burns, Mary (Open Learning: The Journal of Open, Distance and e-Learning, 2013)
shortDOI: 10/ggx3rg KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2013.851023 10/ggx3rg 2129771:J2A298Q8 2339240:Z4Q6JPIM 2405685:FQJN7IPM 2405685:M5M8WHW2 2405685:QM54QTRZ
Keywords: Indonesia; completion; online learning; persistence; readiness

Serious games as new educational tools: how effective are they? A meta-analysis of recent studies: Serious games as educational tools - Girard, C.; Ecalle, J.; Magnan, A. (Journal of Computer Assisted Learning, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2012.00489.x 4804264:VXGV3L7T
Keywords: Final_citation; cited; existing

TVET for a Green Economy - Mertineit, Klaus-Dieter (2013)

The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis - Cheung, Alan C. K.; Slavin, Robert E. (Educational Research Review, 2013)
The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between educational technology applications and study features. A total of 74 qualified studies were included in our final analysis with a total sample size of 56,886 K-12 students: 45 elementary studies (N=31,555) and 29 secondary studies (N=25,331). Consistent with the more recent reviews, the findings suggest that educational technology applications generally produced a positive, though modest, effect (ES=+0.15) in comparison to traditional methods. However, the effects may vary by educational technology type. Among the three types of educational technology applications, supplemental CAI had the largest effect with an effect size of +0.18. The other two interventions, computer-management learning and comprehensive programs, had a much smaller effect size, +0.08 and +0.07, respectively. Differential impacts by various study and methodological features are also discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2013.01.001 2129771:4BGS2HPS 2486141:YBFX34WR
Keywords: Educational technology applications; K-12; Mathematics achievement; Meta-analysis

Computer assisted learning as extracurricular tutor? Evidence from a randomised experiment in rural boarding schools in Shaanxi - Lai, Fang; Zhang, Linxiu; Hu, Xiao; Qu, Qinghe; Shi, Yaojiang; Qiao, Yajie; Boswell, Matthew; Rozelle, Scott (Journal of Development Effectiveness, 2013)
This paper uses a clustered randomised field experiment to explore the effects of a computer assisted learning (CAL) programme on student academic and non-academic outcomes in poor, rural public schools in China. Our results show that a remedial, game-based CAL programme in math held outside of regular school hours with boarding students in poor rural public schools improved standardised math scores by 0.12 standard deviations. Students from poorer families tended to benefit more from the programme. However, CAL did not have any significant impact on either Chinese language standardised test scores or non-academic outcomes.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2013.780089 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2013.780089 2129771:5YV5PZPD 2129771:QCE5S6QX 2486141:CIALQUZL
Keywords: China; _Added to LR; _G:reviewed; computer assisted learning; development; education; random assignment; rural schools; test scores

Pre-pilot findings on developing a literacy tablet - Chang, Angela; Nunez, David; Roberts, Tom; Sengeh, David; Breazeal, Cynthia (Proceedings of the 12th International Conference on Interaction Design and Children, 2013)
We report observations on how children in a developing country respond to a literacy tablet that is designed to initiate and scaffold literacy learning toward self-sufficiency. This paper describes our first lessons from developing an educational system for enabling children who have no access to schooling to read with minimal outside intervention. We share lessons learned from challenges in the design process, discuss implementation considerations for deploying in remote developing areas, and discuss observations of how children use the technology. We reflect how this experience impacts ongoing work on developing countries regarding collaboration and literacy learning.
00000 KerkoCite.ItemAlsoKnownAs: 10.1145/2485760.2485809 2129771:27GP9JCM 2129771:IANNNRMF 257089:BI6G6GDW
Keywords: developing countries; literacy tablet; tablet interaction; technology implementation

Strategiepapier der Bundesregierung zur internationalen Berufsbildungszusammenarbeit - BMBF (Bundesministerium für Bildung und Forschung, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:LPD7DU74 2317526:6RI87PDW 2317526:RZ354GI2
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CLL:de; publicImportV1

GIS in Education Planning: The Kenyan School Mapping Project - Mulaku, G. C.; Nyadimo, E. (Survey Review, 2013)
School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision...
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1179/003962611X13117748892155 2129771:D7LGKELW 2129771:EG8QF9R9
Keywords: _C:Ethiopia ETH; _C:France FRA; _C:India IND; _C:Ireland IRL; _C:Kenya KEN; _C:State of Palestine PSE; _C:Thailand THA; _C:Uganda UGA; __C:filed:1; __C:scheme:1

Overlapping meta-analyses on the same topic: survey of published studies - Siontis, Konstantinos C.; Hernandez-Boussard, Tina; Ioannidis, John P. A. (BMJ, 2013)
Objective To assess how common it is to have multiple overlapping meta-analyses of randomized trials published on the same topic. Design Survey of published meta-analyses. Data sources PubMed. Study selection and methods Meta-analyses published in 2010 were identified, and 5% of them were randomly selected. We further selected those that included randomized trials and examined effectiveness of any medical intervention. For eligible meta-analyses, we searched for other meta-analyses on the same topic (covering the same comparisons, indications/settings, and outcomes or overlapping subsets of them) published until February 2013. Results Of 73 eligible meta-analyses published in 2010, 49 (67%) had at least one other overlapping meta-analysis (median two meta-analyses per topic, interquartile range 1-4, maximum 13). In 17 topics at least one author was involved in at least two of the overlapping meta-analyses. No characteristics of the index meta-analyses were associated with the potential for overlapping meta-analyses. Among pairs of overlapping meta-analyses in 20 randomly selected topics, 13 of the more recent meta-analyses did not include any additional outcomes. In three of the four topics with eight or more published meta-analyses, many meta-analyses examined only a subset of the eligible interventions or indications/settings covered by the index meta-analysis. Conversely, for statins in the prevention of atrial fibrillation after cardiac surgery, 11 meta-analyses were published with similar eligibility criteria for interventions and setting: there was still variability on which studies were included, but the results were always similar or even identical across meta-analyses. Conclusions While some independent replication of meta-analyses by different teams is possibly useful, the overall picture suggests that there is a waste of efforts with many topics covered by multiple overlapping meta-analyses.
Publisher: British Medical Journal Publishing Group Section: Research KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.f4501 2129771:7V4KCIUJ

Sierra Leone: Education Country Status Report: An analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:BQXDV8SC 2405685:FWX5GT4H
Keywords: _C:Sierra Leone SLE

Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda - Ojok, Patrick; Wormnæs, Siri (International Journal of Inclusive Education, 2013)
Teachers in regular schools have a responsibility to accommodate the needs and interests of all learners. The attitudes and willingness of teachers to include learners with intellectual disabilities in their classes in regular schools in a district with a semi-nomadic pastoral population in north-eastern Uganda was investigated. A survey of 125 school teachers was conducted, using an attitude scale and a willingness sub-scale. The results showed slightly more positive than negative attitudes, and more willingness than unwillingness to teach learners with intellectual disabilities. Attendance of workshops and seminars had a positive impact on teacher attitudes and willingness towards inclusive education. The findings are discussed with reference to historical–cultural characteristics of the district, as well as pupil and teacher characteristics.
Publisher: Routledge _eprint: https://doi.org/10.1080/13603116.2012.728251 KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2012.728251 2129771:X9H7VD7S 2486141:9A3F2SFM
Keywords: Uganda; attitudes; inclusive education; intellectual disabilities; teachers; willingness

Can the Ugly Duckling of ODL be Transformed into a Swan? The MOOC Effect - Kanwar, Asha (2013)
Public Lecture, University of South Africa (Unisa), Johannesburg, South Africa, 4 October 2013 by Professor Asha Kanwar, Commonwealth of Learning // Or more pertinently for us,‘Can the ugly duckling of ODL be transformed into a swan? What is the MOOC Effect? As you know, as distance educators we have been constantly working towards ‘parity of esteem’ with a system of higher education which goes back 900 years. In many developing countries ODL is still regarded as a second chance and second choice option. MOOCs, a form of distance learning has captured global media attention in the past two years. Will some of this high profile rub off on more traditional ODL provision?
KerkoCite.ItemAlsoKnownAs: 2129771:EXDNGKEC
Keywords: ⛔ No DOI found

Report shows student tablet flaws - Lamphai Intathep (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:ZZYXHEJL 257089:9BZ5KEFI

MOOCs taken by educated few - Emanuel, Ezekiel J. (Nature, 2013)
Remarkably, human immunodeficiency virus (HIV)-1 infects macrophages — immune cells that are equipped to detect pathogens and mediate innate immune responses — without stimulating innate immunity. Greg Towers and colleagues now show that this depends on the recruitment to the HIV-1 capsid of specific cofactors that are involved in orchestrating nuclear entry and targeting. When these capsid–cofactor interactions are prevented either by virus mutation, cofactor depletion or pharmacological inhibition of cofactor recruitment, viral DNA can be detected by innate immune sensors, including cyclic GMP-AMP synthase.
KerkoCite.ItemAlsoKnownAs: 10.1038/503342a 2486141:NABHA8CX 4804264:TDMT9N66
Keywords: Final_citation; cited; existing

Utilization of water reed in production of various insulation panels - Karademir, Arif; Yetis, Ferhat; Imamoglu, Sami; Varlıbas, Hulya (Science and Engineering of Composite Materials, 2013)
Some panels and particleboards were made from reed mats and blends of reed-wood chips to be used inside buildings for sound and heat insulations. It was seen that the outer layers of the reed body (spike) was almost water resistant and exceptionally resistant to the penetration of common adhesives. Therefore, the panels from stitched reed mats exhibited very poor mechanical strength. The sound transmissions of such panels (1–3 km/s) made with various combinations, however, were recorded to be excellent compared with that of particleboards made of wood (17 km/s). Blends of reed chips (2 cm) and wood chips, however, gave particleboards with better mechanical properties (5–17 MPa) than that of panels made from reed mats (2 MPa). An increasing amount of reed chips in tested particleboards was recorded to be improving both sound and heat insulations from 17 to 6 km/s and from 0.34 to 0.27 W/mK, respectively. The bending strength of samples, however, was reduced from 26 to 5 MPa. Thickness swelling was also noted to increase from 18% to 85% due to reed chips addition. It was concluded that the outer layers of water reeds should be modified via chemical and/or enzymatic methods to increase the interfacial bounds between adhesives.
Publisher: De Gruyter
Keywords: heat insulation; insulation panels; particleboards; sound insulation; water reeds

Association between Ambient Noise Exposure and School Performance of Children Living in An Urban Area: A Cross-Sectional Population-Based Study - Pujol, Sophie; Levain, Jean-Pierre; Houot, Hélène; Petit, Rémy; Berthillier, Marc; Defrance, Jérôme; Lardiès, Joseph; Masselot, Cyril; Mauny, Frédéric (Journal of Urban Health, 2013)
Most of the studies investigating the effects of the external noise on children’s school performance have concerned pupils in schools exposed to high levels due to aircraft or freeway traffic noise. However, little is known about the consequences of the chronic ambient noise exposure at a level commonly encountered in residential urban areas. This study aimed to assess the relationship between the school performance of 8- to 9-year-old-children living in an urban environment and their chronic ambient noise exposure at home and at school. The children’s school performances on the national standardized assessment test in French and mathematics were compared with the environmental noise levels. Children’s exposure to ambient noise was calculated in front of their bedrooms (Lden) and schools (LAeq,day) using noise prediction modeling. Questionnaires were distributed to the families to collect potential confounding factors. Among the 746 respondent children, 586 were included in multilevel analyses. On average, the LAeq,day at school was 51.5 dB (SD= 4.5 dB; range = 38–58 dB) and the outdoor Lden at home was 56.4 dB (SD= 4.4 dB; range = 44–69 dB). LAeq,day at school was associated with impaired mathematics score (p = 0.02) or impaired French score (p = 0.01). For a + 10 dB gap, the French and mathematics scores were on average lower by about 5.5 points. Lden at home was significantly associated with impaired French performance when considered alone (p < 10−3) and was borderline significant when the combined home-school exposure was considered (p = 0.06). The magnitude of the observed effect on school performance may appear modest, but should be considered in light of the number of people who are potentially chronically exposed to similar environmental noise levels.
openalex: W1998694229 mag: 1998694229 KerkoCite.ItemAlsoKnownAs: 10.1007/s11524-013-9843-6 2129771:67WD22RJ 5072953:FWT2J8FG
Keywords: C:France; openalex:import; openalex:yes

The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why? - Christensen, Gayle; Steinmetz, Andrew; Alcorn, Brandon; Bennett, Amy; Woods, Deirdre; Emanuel, Ezekiel (Social Science Research Network, 2013)
Massive open online courses (MOOCs) have commanded considerable public attention due to their sudden rise and disruptive potential. But there are no robust, published data that describe who is taking these courses and why they are doing so. As such, we do not yet know how transformative the MOOC phenomenon can or will be. We conducted an online survey of students enrolled in at least one of the University of Pennsylvania’s 32 MOOCs offed on the Coursera platform. The student population tends to be young, well educated, and employed, with a majority from developed countries. There are significantly more males than females taking MOOCs, especially in BRIC and other developing countries. Students’ main reasons for taking a MOOC are advancing in their current job and satisfying curiosity. The individuals the MOOC revolution is supposed to help the most — those without access to higher education in developing countries — are underrepresented among the early adopters.
shortDOI: 10/ghgngt KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2350964 10/ghgngt 2129771:282ABX76 2405685:52M7RSDL 2405685:UCFGTJGC
Keywords: C: International; Distance Education; MOOCs; Massive Open Online Courses; Online Education

Exploring technical vocational education and training systems in emerging markets: A case study on Ghana - Alagaraja, Meera; Arthur-Mensah, Nana (European Journal of Training and Development, 2013)
Purpose - The purpose of this study was to explore trends and changes in technical vocational education and training (TVET) in emerging economies as a national human resource development (NHRD) approach and its practical applications using Ghana as an example. Design/methodology/approach - A case study approach was used to develop an in-depth analysis of TVET practices in Ghana. The study utilizes a targeted review of literature, analysis of government documents and interviews with key informants as illustrative sources of evidence for developing the case study. Findings - TVET has been identified as a major contributor to skills development in Ghana. Capitalizing on the potential of TVET requires addressing the challenges of increasing employer participation in TVET, improving TVET curriculum to enhance student's employability and reflect labor market needs. Additionally, informal TVET plays a major role in skills development therefore it is recognized as part of the TVET planning process. Research limitations/implications - Data for this research were gathered from key informant interviews and archival records. Additional methods such as observations would further enhance this study. Further research of trends in Ghana to validate implications drawn from this research is recommended. Practical implications - This research provides an overview for HRD professionals to understand the potential of TVET as an approach to human capital development within emerging markets. This is because developing comprehensive plans that address national and employer needs regarding talent acquisition, development and retention will re-emerge as a critical objective for TVET system as nations compete in the global market place. Originality/value - This study provides a unique perspective of current TVET practices in Ghana and its implications for human resource development (HRD). Furthermore, it adds to the small but growing literature on HRD in Ghana and in the African context.
KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-04-2013-0037 10/gfc4m2 2129771:KWC5DXAK 2317526:BX9DKE3Z
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:emerging economies; F:curriculum; P:economy; P:human resources manager; P:measurement; R:case study; R:interview; R:observation; T:TVET; Z:Case studies; Z:Economic development; Z:Economic growth; Z:Emerging markets; Z:Globalization; Z:Human capital; Z:Human resource management; Z:Theory; Z:Workforce; _C:Ghana GHA; __C:filed:1; publicImportV1

The Role of E-Learning in the Professional Development of Student Teachers in Cameroon: A Discourse in Curriculum - Lumadi, Mutendwahothe Walter; Len, Kibinkiri Eric (Mediterranean Journal of Social Sciences, 2013)
This study was planned to investigate “the role of e-learning in the professional development of student teachers in Cameroon”. Nevertheless, the ineffectiveness of traditional or conventional methods of teaching and learning in education motivated the researchers to carry out this study. In order to proceed, six hypotheses were formulated to guide the investigation A survey of 796 student-teachers drawn from eight primary government teacher training colleges and three higher teacher training colleges in Cameroon was carried out. Data were collected using a questionnaire that was carefully designed with respect to the variables under study. Results revealed that the use of e-learning has a significant influence on the professional development of student teachers in Cameroon. Findings further revealed that internet-based problem-solving and computer-based direct instruction are the best predictors of the professional development of student teachers in Cameroon. Consequently, recommendations are made to teacher training institutions to adopt alternative and multidimensional perspectives (models) in their training programmes in order to solve existing and future educational challenges. DOI: 10.5901/mjss.2013.v4n13p791
Number: 13 EdTechHub.ItemAlsoKnownAs: 2129771:JMBIHRZG
Keywords: ⛔ No DOI found

Using Mobile Phone Texting to Support the Capacity of School Leaders in Ghana to Practise Leadership for Learning - Swaffield, Sue; Jull, Stephen; Ampah-Mensah, Alfred (Procedia - Social and Behavioral Sciences, 2013)
Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from recipients suggests their value. The paper reports experience and findings from the pilot, and considers plans for scaling-up to reach all 18,000 Basic schools across the country.
Keywords: Ghana; Leadership for Learning; SMS; headteachers; mobile phone; professional development; school leaders; text messages

Pedagogy, curriculum, teaching practices and teacher education in developing countries: final report. - Westbrook, J.; Durrani, N.; Brown, R.; Orr, D.; Pryor, J.; Boddy, J.; Salvi, F. (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:2CLIHNGB 261495:KA7JI6XK

Pedagogy, curriculum, teaching practices and teacher education in developing countries - Westbrook, Jo; Durrani, Naureen; Brown, Rhona; Orr, David; Pryor, John; Boddy, Janet; Salvi, Francesca (Department for International Development and Centre for International Education, University of Sussex, 2013)
Publisher: EPPI-Centre, Social Science Research Unit, Institute of Education …
Keywords: Read; ⛔ No DOI found

Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review - Westbrook, Jo; Durrani, Naureen; Brown, Rhona; Orr, David; Pryor, John; Boddy, Janet; Salvi, Francesca (Department for International Development, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:859VBG8Z 2129771:9AZDKKAA 2129771:HIBUHJUU 2129771:WWDS7WLV 2339240:86HQML65 2405685:C85ZIVDI 2486141:7UV2FD7Y 2486141:BL88RTMF
Keywords: C:Low- and middle-income countries; STC-TLC; __C:filed:1

Professional Development Research: Consensus, Crossroads, and Challenges - Hill, Heather C.; Beisiegel, Mary; Jacob, Robin (Educational Researcher, 2013)
Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of Educational Researcher as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base. The authors illustrate with examples of both a proposed study and reviews of evidence on key questions in the literature.
KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X13512674 10.3102/0013189x13512674 10/gdqbjb 2129771:MF7TTMV3 2129771:MUT2GQHL 2129771:SRQKUI6G 2405685:638YT9CJ 2405685:X5HM4IVD 2534378:YPGSUAT2 261495:VJA8F9C2
Keywords: C:International

A new solution for the roommate problem: The Q-stable matchings (2014)
Keywords: _C:Hungary HUN; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Karlan and Leiden (2014)

Kenya National Qualifications Framework Act (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:LK23SSIH

Learning to Improve Learning: Lessons from Early Primary Interventions and Evaluations in India and Sub-Saharan Africa (Hewlett Foundation, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:6GMGIB5M 261495:6FV2XCAR

Organizational Agility (2014)

PG Day_Literature Review_10062013_Library Presentation.pdf (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:JRQKM7J5

Piper & Mugenda (2014)

Real-Time Evaluation of World Vision's Response to the Syrian Crisis (World Vision, 2014)
26 pages KerkoCite.ItemAlsoKnownAs: 2129771:HYEVC4FF 2486141:JSBLG73C
Keywords: CitedIn:eCubed; eCubed

Teachers of Mathematics (NCTM) (Principles to actions: Ensuring mathematical success for all, 2014)

'The Impact of an Adolescent Girls Employment Program. The EPAG Project in Liberia. ', Policy Research Working Paper, The World Bank (2014)

Building mental health workforce capacity through training and retention of psychiatrists in Zimbabwe - Abas, Melanie A.; Nhiwatiwa, Sekai M.; Mangezi, Walter; Jack, Helen; Piette, Angharad; Cowan, Frances M.; Barley, Elizabeth; Chingono, Alfred; Iversen, Amy; Chibanda, Dixon; Barley, Elizabeth; Barley, Elizabeth; et al. (International Review of Psychiatry, 2014)
Despite the need to improve the quantity and quality of psychiatry training in sub-Saharan Africa (SSA), very little is known about the experiences of psychiatric trainees in the region. This is the first study examining psychiatric trainees in a low-income country in SSA. It was carried out as part of the needs assessment for a unique Medical Education Partnership Initiative (MEPI) programme to find African solutions for medical shortages in Africa. We approached all doctors who had trained in post-graduate psychiatry in Zimbabwe in 2010 and conducted in-depth qualitative interviews with all except one (n = 6). We analysed the data using constant comparison and thematic analysis. Trainees described the apprenticeship model as the programme's primary strength, through providing clinical exposure and role models. Programme weaknesses included shortages in information sources, trainee salaries, trainers, public health education, and in the mental health service. Most respondents were, however, eager to continue practising psychiatry in Zimbabwe, motivated by family ties, national commitment and helping vulnerable, stigmatized individuals. Respondents called for sub-speciality training and for infrastructure and training to do research. Resources need to be made available for psychiatric trainees in more SSA settings to develop public health competencies. However, investment in psychiatry training programmes must balance service provision with trainees' educational needs. Directing investment towards needs identified by trainees may be a cost-effective, context-sensitive way to increase retention and learning outcomes. © 2014 Institute of Psychiatry.
KerkoCite.ItemAlsoKnownAs: 10.3109/09540261.2014.924487 10/gf62pv 2129771:S37KJPZJ 2317526:H7G6FTSU
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Zimbabwe; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:low-income country; F:assessment; F:learning; F:outcomes; F:salary; P:health; P:measurement; P:media; P:services; R:interview; R:qualitative; T:Lehrlingsausbildung; T:Training; T:trainee; _C:Canada CAN; _C:Ghana GHA; _C:Mexico MEX; _C:Nicaragua NIC; _C:South Africa ZAF; _C:United Kingdom GBR; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; publicImportV1

What matters most for education management information systems: A framework paper - Abdul-Hamid, Husein (2014)
Publisher: World Bank Group, Washington, DC KerkoCite.ItemAlsoKnownAs: 2129771:C4JC4EQI
Keywords: _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Djibouti DJI; _C:Dominica DMA; _C:Ethiopia ETH; _C:Ghana GHA; _C:Grenada GRD; _C:Guinea GIN; _C:India IND; _C:Indonesia IDN; _C:Japan JPN; _C:Jordan JOR; _C:Liberia LBR; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mozambique MOZ; _C:Nicaragua NIC; _C:Nigeria NGA; _C:Pakistan PAK; _C:Philippines PHL; _C:Saint Kitts and Nevis KNA; _C:Saint Vincent and the Grenadines VCT; _C:Senegal SEN; _C:State of Palestine PSE; _C:Sudan SDN; _C:Thailand THA; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice - Agyei, Douglas D.; Voogt, Joke (Australasian Journal of Educational Technology, 2014)
This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program. Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.499 2405685:EBNRF3XR 2534378:L2FKFKGZ 2534378:SI3VKRQI
Keywords: __:import:02; __:match:final; __:matched; __:study_id:2425905; __finaldtb

Gender Inequalities and the Question of Human Rights Among the Hausa/Fulani Muslim Women - Aisha Abdu-Ismail (Bayero Journal of Political Science, Maiden Edition, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:CUGHRGR4 2129771:QFLWJ7CJ 2486141:995GBVH7
Keywords: ⛔ No DOI found

Muslim Women and The Balancing Act: Planning and Time Management to the Rescue - Aisha Abdu-Ismail (Journal of Policy and Development Studies, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:A87HFDEB 2129771:Z67EKAAX 2486141:F4VHWPUR

Religion and Politics: The Debate with Reference to Nigeria - Aisha Abdu-Ismail (International Journal of Islamic Thought, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:ADP6GEG5 2129771:DZZM6QH5 2486141:DGLD4LTS
Keywords: ⛔ No DOI found

Secularism and The Secular State - Aisha Abdu-Ismail (International Journal of Islamic Thought, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:RCM6KXPF 2129771:YNHMEGA2 2486141:PM7HJVPF
Keywords: ⛔ No DOI found

'Apoptosis in City Systems: A Biomimetic Approach to City Regeneration' - Ajadi, S.B. (Journal of Planning and Construction Management, 2014)
Keywords: ⚠️ Invalid DOI

'Lady Marina: Proposed Skyscraper in Lagos Nigeria', Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2014)

Impact of a Workplace-based Malaria Treatment Program on Earnings, Labor Supply and Productivity of Agricultural Workers in Nigeria - Akogun, Oladele B; Dillon, A.; Friedman, J.; Serneels, P. (Mimeo, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:A7XETF7R 2129771:ALMQBCDJ 2486141:C62NGY8U
Keywords: ⛔ No DOI found

Informing the scale-up of Kenya's nursing workforce: A mixed methods study of factors affecting pre-service training capacity and production - Appiagyei, Ashley A.; Kiriinya, Rose N.; Gross, Jessica M.; Wambua, David N.; Oywer, Elizabeth O.; Kamenju, Andrew K.; Higgins, Melinda K.; Riley, Patricia L.; Rogers, Martha F. (Human Resources for Health, 2014)
© 2014 Appiagyei et al.; licensee BioMed Central Ltd. Background: Given the global nursing shortage and investments to scale-up the workforce, this study evaluated trends in annual student nurse enrolment, pre-service attrition between enrolment and registration, and factors that influence nurse production in Kenya.Methods: This study used a mixed methods approach with data from the Regulatory Human Resources Information System (tracks initial student enrolment through registration) and the Kenya Health Workforce Information System (tracks deployment and demographic information on licensed nurses) for the quantitative analyses and qualitative data from key informant interviews with nurse training institution educators and/or administrators. Trends in annual student nurse enrolment from 1999 to 2010 were analyzed using regulatory and demographic data. To assess pre-service attrition between training enrolment and registration with the nursing council, data for a cohort that enrolled in training from 1999 to 2004 and completed training by 2010 was analyzed. Multivariate logistic regression was used to test for factors that significantly affected attrition. To assess the capacity of nurse training institutions for scale-up, qualitative data was obtained through key informant interviews.Results: From 1999 to 2010, 23,350 students enrolled in nurse training in Kenya. While annual new student enrolment doubled between 1999 (1,493) and 2010 (3,030), training institutions reported challenges in their capacity to accommodate the increased numbers. Key factors identified by the nursing faculty included congestion at clinical placement sites, limited clinical mentorship by qualified nurses, challenges with faculty recruitment and retention, and inadequate student housing, transportation and classroom space. Pre-service attrition among the cohort that enrolled between 1999 and 2004 and completed training by 2010 was found to be low (6%).Conclusion: To scale-up the nursing workforce in Kenya, concurrent investments in expanding the number of student nurse clinical placement sites, utilizing alternate forms of skills training, hiring more faculty and clinical instructors, and expanding the dormitory and classroom space to accommodate new students are needed to ensure that increases in student enrolment are not at the cost of quality nursing education. Student attrition does not appear to be a concern in Kenya compared to other African countries (10 to 40%).
KerkoCite.ItemAlsoKnownAs: 10.1186/1478-4491-12-47 10/f6sjbd 2129771:STXD3RRB 2317526:S85ZAYJD
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CCZ:Kenya; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:health; P:logistics; P:nurse; P:production; P:services; R:interview; R:mixed method; R:qualitative; R:quantitative; R:regression; T:Training; Z:Nursing workforce; Z:Scale-up; Z:Training; __C:filed:1; publicImportV1

Using the Infrastructure of a Conditional Cash Transfer Program to Deliver a Scalable Integrated Early Child Development Program in Colombia: Cluster Randomized Controlled Trial. - Attanasio, Orazio P.; Fernández, Camila; Fitzsimons, Emla O.A.; Grantham-McGregor, Sally M.; Meghir, Costas; Rubio-Codina, Marta (BMJ, 2014)

An assessment of the impacts of Sri Lanka’s programme for school improvement and school report card programme on students’ academic progress - Aturupane, Harsha; Glewwe, Paul; Ravina, Renato; Sonnadara, Upul; Wisniewski, Suzanne (The Journal of Development Studies, 2014)

Is theory king?: questioning the theory fetish in Information Systems - Avison, D; Malaurent, J (Journal of Information Technology, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1057/jit.2014.8 2129771:AWKBH5L5 2486141:WQ5E93NP

Design-based research: a methodological toolkit for engineering change - Barab, S. (Handbook of the Learning Sciences, 2014)
EdTechHub.Source: 2405685:SB55YALH KerkoCite.ItemAlsoKnownAs: 2129771:N54R9A2V 2339240:HZYMHDPX 2405685:SB55YALH

Development of an emergency nursing training curriculum in Ghana - Bell, Sue Anne; Oteng, Rockefeller; Redman, Richard; Lapham, Jeremy; Bam, Victoria; Dzomecku, Veronica; Yakubu, Jamila; Tagoe, Nadia; Donkor, Peter (International Emergency Nursing, 2014)
Abstract The formal provision of emergency health care is a developing specialty in many sub-Saharan African countries, including Ghana. While emergency medicine training programs for physicians are on the rise, there are few established training programs for emergency nurses. The results of a unique collaboration are described between a university in the United States, a Ghanaian university and a Ghanaian teaching hospital that has developed an emergency nursing diploma program. The expected outcomes of this training program include: (a) an innovative, interdisciplinary, team-based clinical training model, (b) a unique and low-resource emergency nursing curriculum and (c) a comprehensive and sustainable training program to increase in-country retention of nurses.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ienj.2014.02.002 10/f6vv27 2129771:UFJJIVJS 2317526:5WYR796J
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; F:outcomes; F:teaching; P:health; P:media; P:nurse; Q:diploma; T:Training; Z:Curriculum; Z:Emergency Nursing; Z:Sub-Saharan Africa; Z:Training; _C:Ghana GHA; __C:filed:1; publicImportV1

A Systematic Review of One-to-One Access to Laptop Computing in K-12 Classrooms: An Investigation of Factors That Influence Program Impact - Bethel, Edward C. (2014)
KerkoCite.ItemAlsoKnownAs: 4804264:N69TQFF4
Keywords: Final_citation; anystyle; existing

Training of School Teachers in West Africa: Remediation of Reading Difficulties through Training in Phonological Awareness and Letter Names - Briquet-Duhazé, Sophie (FIRE: Forum for International Research in Education, 2014)
The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for a week. We have been asked four times tn Dakar (Senegal) to provide training for teachers of West Africa. It is all about being trained in order to resolve reading difficulties for students using our scientific research. This paper presents the theoretical framework of phonological awareness and letter names and the 0 phase and the beginning of Phase 1 of our research. We use these predictors as remedial reading difficulties among students aged 8 to 11 years. We present the first results.
KerkoCite.ItemAlsoKnownAs: 2129771:TC75Z8YL 2317526:ZGBCTLGU LOCAL-eric:EJ1133799
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Burkina Faso; C:Cape Verde; C:Gambia; C:Guinea; C:Ivory Coast; C:Mali; C:Mauritania; C:Senegal; CA:AandC; CL:de; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:Improvement; P:teachers; T:TVET; T:Training; T:trainee; Z:Alphabets; Z:Elementary School Students; Z:Faculty Development; Z:Foreign Countries; Z:Longitudinal Studies; Z:Phoneme Grapheme Correspondence; Z:Phonological Awareness; Z:Predictor Variables; Z:Professional Continuing Education; Z:Reading Difficulties; Z:Relevance (Education); Z:Remedial Reading; Z:Teacher Improvement; __C:filed:1; publicImportV1; ⛔ No DOI found

Strengthening systems for integrated early childhood development services: a cross-national analysis of governance - Britto, Pia Rebello; Yoshikawa, Hirokazu; van Ravens, Jan; Ponguta, Liliana Angelica; Reyes, Maria; Oh, Soojin; Dimaya, Roland; Nieto, Ana María; Seder, Richard (Annals of the New York Academy of Sciences, 2014)
While there has been substantial growth in early childhood development (ECD) services in low- and middle-income countries (LMICs), there is considerable inequity in their distribution and quality. Evidence-based governance strategies are necessary, but currently they are insufficient for widespread, quality implementation. In particular, there is a limited understanding of the use of systems approaches for the analysis of ECD services as they go to scale. The aim of this paper is to present findings from four countries, using a cross-national case study approach to explore governance mechanisms required to strengthen national systems of ECD services. While different sets of governance strategies and challenges were identified in each country, overarching themes also emerged with implications for systems strengthening. Study results focus on local, mid-level and central governance, with recommendations for effective coordination and the integration of ECD services in LMICs.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/nyas.12365
Keywords: coordination; early childhood; governance; low- and middle-income countries (LMICs); systems strengthening

Great teachers: How to raise student learning in Latin America and the Caribbean - Bruns, Barbara; Luque, Javier (World Bank Group, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:LR5JEH7V 2405685:IWC7GUBK 2405685:XIDFUBL9
Keywords: C:Latin America and the Carribeans

Distributed learning as a potential approach to distance education: prospects and challenges at Allama Iqbal Open University. - Bukhsh, Qadir (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:9PADUG5F

Rural development: Putting the last first - Chambers, Robert (Routledge, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:VJUWRBSI

Chesterton Tablet Learning Scheme - Evaluation Report - Chesterton Community College (2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:LYMXZP2D 257089:QDCX6V9N

Measuring the impacts of teachers II: Teacher valueadded and student outcomes in adulthood - Chetty, R.; Friedman, J.N.; Rockoff, J.E. (The American Economic Review, 2014)

Learning in a mobile age: an investigation of student motivation: Learning in a mobile age - Ciampa, K. (Journal of Computer Assisted Learning, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12036 10/f5rf5t 2129771:JTR4P68L 257089:ZNI8JCZ7

Teacher education in anglophone west Africa: Does policy match practice? - Colley, Kabba E. (International Perspectives on Education and Society, 2014)
© 2014 by Emerald Group Publishing Limited All rights of reproduction in any form reserved. This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are "add-on," meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.
KerkoCite.ItemAlsoKnownAs: 10.1108/s1479-367920140000025015 10/gf62j3 2129771:RTR537TR 2317526:3VLABS4Y
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; AAZ:West Africa; C:Gambia; C:Liberia; C:Nigeria; C:Sierra Leone; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:inclusion; F:outcomes; F:policy; P:services; P:teacher education; P:teacher training; P:teachers; Q:tertiary education; R:qualitative; R:quantitative; R:synthesis; T:Training; Z:Education; Z:Policy; Z:Supply; Z:Teacher; Z:Training; _C:Ghana GHA; _C:Sierra Leone SLE; publicImportV1

Identifying effective education interventions in sub-Saharan Africa: A meta-analysis of rigorous impact evaluations - Conn, K. (Columbia University, 2014)

21st century learning in Zambia - iSchool.zm and OER4Schools.org - Cook, Peter (2014)
This video features http://ischool.zm and http://www.oer4schools.org. It was produced by Björn Haßler (http://bjohas.de), directed by Peter Cook, and camera by Rich Peart. The video was part-funded by ARM, and part-funded by OER4Schools.
KerkoCite.ItemAlsoKnownAs: 2129771:S8DGM9HE
Keywords: Author:Haßler; Author:OpenDevEd; _bjoern_cv; _r:ImportedToMyEducationEvidence

Student acceptance of tablet devices in secondary education: A three-wave longitudinal cross-lagged case study - Courtois, Cédric; Montrieux, Hannelore; De Grove, Frederik; Raes, Annelies; De Marez, Lieven; Schellens, Tammy (Computers in Human Behavior, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 10.1016/j.chb.2014.03.017 10/f5528j 2129771:7GI2HKMA 257089:KQ4B6S86

Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions - Crouch, Ronald; Keys, Christopher B.; McMahon, Susan D. (Journal of Prevention & Intervention in the Community, 2014)
For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.
KerkoCite.ItemAlsoKnownAs: 10.1080/10852352.2014.855054 2129771:GPHYZXD6
Keywords: Adaptation; Psychological; Adolescent; Data Collection; Disabled Children; Faculty; Female; Humans; Interpersonal Relations; Mainstreaming; Education; Male; Midwestern United States; Peer Group; Social Adjustment; Social Identification; Social Perception; Surveys and Questionnaires

iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project - Cumming, Therese M; Strnadová, Iva; Singh, Sylvia (Action Research, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 10.1177/1476750314525480 10/f53pm5 2129771:K97LMCWI 257089:E6MASECP

Simulations for STEM Learning: Systematic Review and Meta-Analysis - D’Angelo, Cynthia; Rutstein, Daisy; Harris, Christopher; Haertel, Geneva; Bernard, Robert; Borokhovski, Evgueni (SRI Education, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:TIRHGU2B 2486141:WUBSL4TS

Outreach Activities by Universities as a Channel for Science Communication - Davis, Lloyd Spencer (Communicating Science to the Public, 2014)
Universities engage in outreach activities about science for a variety of reasons, including enhancing their reputation, recruitment and the personal satisfaction of those involved. Be that as it may, such activities are typically portrayed as a form of science communication whereby the public is informed about science. Outreach activities may be classified according to their costs, their reach (i.e. the audience size) and their persistence (i.e. the duration of the activity and how long it is available to the public). When costs of many activities traditionally favoured by universities as outreach for science are weighed against their reach and persistence, they prove not to be the most effective forms of outreach in terms of the value they provide. Encouraging and facilitating staff (and, where appropriate, students) to engage in interviews about science with the media as well as to popularise science – through writing books and articles for the popular press and, where possible, being involved in documentaries about science – are amongst the most effective means by which universities can communicate science to the public. Enhancing such practices will require universities to recognise and reward staff for popularising science, rather than rewarding only publications and citations in scientific journals. Online outreach activities are also an area of great potential when it comes to persistence and the size of the audience: promoting science on the university’s website, encouraging staff to write blogs or contribute to group blogs or forums about science and posting material about science to iTunes U are some of the most cost-effective ways to communicate science to the public. When using more traditional forms of outreach – such as public talks, café scientifiques and U3A – their effectiveness may be enhanced if they occur regularly or are packaged as a group of activities in a way that the public can subscribe to them. Talks in schools, often treated as a source of potential recruitment by universities, can also be viewed as critical for helping to reverse a developing trend in recent times of disinterest in science amongst secondary school pupils. Finally, there may be social reasons favouring outreach activities by universities that go beyond a simple cost-benefit analysis, such as engaging indigenous peoples in science.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-017-9097-0_10 2129771:IJB99U2B

TVET System Research - Deissinger, Thomas (Areas of Vocational Education Research, 2014)
Research on TVET systems now comes up with various theoretical approaches. Apart from methodological issues, such as ‘typologies’, comparative criteria are crucial theoretical components by which existing TVET systems can be analysed. It is against this background—and not just by looking at the institutional and/or organisational pattern typical of a given TVET system—that underlying factors, such as the evaluation given to TVET, the different cultural imprints, the meaning of TVET and the political attention states dedicate to the field of post-compulsory education in general, should be taken into account. Differences between the German-speaking countries and the Anglo-Saxon world are hereby obvious and a good example for depicting cultural and pedagogical diversity in the field of TVET. The article focusses on various methodological perspectives for the purpose of understanding, among others, these differences.
KerkoCite.ItemAlsoKnownAs: 2129771:PF9MR8QV 2317526:CE2H9P7W UA-26AB1748-767A-43D1-9632-50B0E415DBC1
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; Dual System; Vocational Pathway; Vocational School; Vocational Training; Workplace Learning; publicImportV1

Violence against primary school children with disabilities in Uganda: a cross-sectional study - Devries, Karen M.; Kyegombe, Nambusi; Zuurmond, Maria; Parkes, Jenny; Child, Jennifer C.; Walakira, Eddy J.; Naker, Dipak (BMC public health, 2014)
Publisher: Springer

Orchestrating the XO computer with digital and conventional resources to teach mathematics - Diaz, A; Nussbaum, M; Varela, I (Journal of Computer Assisted Learning, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12081 10/f7fddg 2129771:AQVD8PJD 257089:S7V4VXTM

Which World Bank Reports are Widely Read? - Doemeland, Doerte; Trevino, James (The World Bank, 2014)

The Elements of Play: Towards a Philosophy and Definition of Play - Eberle, Scott G (American Journal of Play, 2014)
Scholars conventionally find play difficult to define because the concept is complex and ambiguous. The author proffers a definition of play that takes into consideration its dynamic character, posits six basic elements of play (anticipation, surprise, pleasure, understanding, strength, and poise), and explores some of their emotional, physical, and intellectual dimensions. He argues for a play ethos that recognizes play is evolution based and developmentally beneficial. He insists, however, that, at its most elemental, play always promises fun. In this context, any activity that lacks these six elements, he contends, will not fully qualify as play.
KerkoCite.ItemAlsoKnownAs: 2129771:QGBY42NP 2486141:H52JP3DZ
Keywords: ⛔ No DOI found

You get what you pay for: Schooling incentives and child labor - Edmonds, Eric V.; Shrestha, Maheshwor (Journal of Development Economics, 2014)

EEF Toolkit - Education Endowment Foundation (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:9WDHUTIB

The importance of context in implementation research - Edwards, Nancy; Barker, Pierre M. (JAIDS Journal of Acquired Immune Deficiency Syndromes, 2014)
Publisher: LWW KerkoCite.ItemAlsoKnownAs: 10.1097/QAI.0000000000000322 2129771:E28V4TLQ 2129771:ZDUB26I8

The importance of context in implementation research - Edwards, Nancy; Barker, Pierre M. (JAIDS Journal of Acquired Immune Deficiency Syndromes, 2014)
Publisher: LWW KerkoCite.ItemAlsoKnownAs: 10.1097/QAI.0000000000000322 2129771:NTB9UBLK 4869029:7VC6NPCS

Mobile phone images and video in science teaching and learning - Ekanayake, Sakunthala; Wishart, Jocelyn (Learning Media and Technology, 2014)
shortDOI: 10/ghgn5j KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2013.825628 10/ghgn5j 2129771:GSRH2XWN 2405685:RFWQKYW5

The eLearning Africa Report 2014 - Elletson, H; MacKinnon,, A (ICWE, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:QW73IAIF 257089:GN822NM5

Knowledge Production in the Knowledge Economy: Higher Education Institutions and the Application of Innovations in ICT for Capacity Development in Africa - Evoh, CJ; Mugimu, Christopher; Chavula, Hopestone (2014)
[FRGMNT] … 16.7 101.6 34.1 6 6.1 0 20 40 60 80 100 120 Pre-primary Primary secondary TVET Tertiary Fig. 1. Education Access in Sub-Saharan Africa (% GER), 2011. Sources: Nsapato, Limbani (2012). Knowledge Production in the Knowledge Economy 295 Page 12 … [...]… RESEARCH METHODOLOGY Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … [...]… Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … 120 Pre-primary Primary secondary TVET Tertiary Fig …
KerkoCite.ItemAlsoKnownAs: 2129771:VZPVMDHI 2317526:52LF3UGR
Keywords: -FullBiblioUHMLgen; -RRQ:LOW; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Kenya; 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:access; P:economy; P:measurement; P:production; Q:ICT; Q:higher education; R:case study; R:qualitative; R:research method; T:TVET; _C:Uganda UGA; publicImportV1; ⛔ No DOI found

Cash transfers and teen education: evidence from South Africa - Eyal, Katherine; Woolard, Ingrid; Burns, Justine (Report, unpublished, 2014)

& - Eyal, Woolard (Burns, 2014)

iPads in the Primary School: Emerging Research - Falloon, Garry (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:PFTIL4RJ 257089:3QBFWZZT
Keywords: ⛔ No DOI found

Exploring young students’ talk in iPad-supported collaborative learning environments - Falloon, Garry; Khoo, Elaine (Computers & Education, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2014.04.008 10/f59djk 2129771:RTLLXK27 257089:FUNNS6HX

Stakeholders' Roles in Prioritizing Technical Vocational Education and Training in Postconflict Liberia - Forh, Edward (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:PWU6FMNR 2317526:IGW3YU3D

Stakeholders' Roles in Prioritizing Technical and Vocational Education and Training in PostConflict Liberia - Forh, Edward S. (Walden University, 2014)
Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.
KerkoCite.ItemAlsoKnownAs: 2129771:I45EDFZ6 2317526:V4Y69WGI
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Liberia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:achievement; F:leadership; F:motivation; F:policy; P:administration; P:social; Q:higher education; R:case study; R:focus groups; R:interview; R:qualitative; T:TVET; T:Training; Z:Education Policy; Z:Higher Education Administration; Z:Higher education; Z:Sub Saharan Africa Studies; Z:Vocational education; publicImportV1; ⛔ No DOI found

Estimating Reading Growth Attributable to Accelerated Reader at One American School in the Caribbean - Foster, David K; Foster, Dean P (Reading Psychology, 2014)
This article provides a statistical analysis of the reading gains observed at one American school in the Caribbean that was using Accelerated Reader. It provides an estimate of the number of hours students needed to read to advance their reading performance an additional year. The authors estimate how much Accelerated Reader contributed to the advancement and determine how many points per grade a student needs to earn to make a year of reading growth. When points are converted to hours of time, the data show that it takes about 800 hours of time each year for students in grade 3 through grade 12 to achieve a year of growth. It is the conclusion then that students who read this much would spend about 9,600 total hours reading during their first 12 years of schooling.
KerkoCite.ItemAlsoKnownAs: 10.1080/02702711.2013.789764 2129771:9PZ9SMF6 2486141:PXKSMQQE
Keywords: _Added to LR; _G:reviewed

Preparing for life in a digital age: The IEA International Computer and Information Literacy Study international report - Fraillon, Julian; Ainley, John; Schulz, Wolfram; Friedman, Tim; Gebhardt, Eveline (Springer Nature, 2014)
KerkoCite.ItemAlsoKnownAs: 4804264:W7DBH7LP
Keywords: Final_citation

Students’ Use of and Engagement with ICT at Home and School - Fraillon, Julian; Ainley, John; Schulz, Wolfram; Friedman, Tim; Gebhardt, Eveline (Preparing for Life in a Digital Age, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-14222-7_6 4804264:UA4CEVR4
Keywords: Final_citation

Transforming education through teacher leadership - Frost, David (Leadership for Learning: The Cambridge Network, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:AFF4GJR3 261495:QIGVMSXE

Mobile learning vs. traditional classroom lessons: a comparative study - Furió, D; Juan, M-C; Seguí, I; Vivó, R (Journal of Computer Assisted Learning, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12071 10/f7dqjb 2129771:6H2BPCC9 257089:VWSWF3H4

Understanding the distribution of teacher effectiveness - Gagnon, Douglas Jude (University of New Hampshire, 2014)
The classroom teacher plays a powerful role in improving student outcomes, and teachers are increasingly looked at as a means to address disparities in achievement. Consequently, policy makers are becoming interested in understanding the distribution of teacher effectiveness across school characteristics. Very recent research suggests that, on average, students in high-poverty schools receive instruction from less effective teachers (as operationalized through teacher value-added scores) than do students in lower-poverty schools. This research seeks to build upon this literature by also examining how teacher effectiveness varies across urbanicity and location, doing so while using an often overlooked subset of schools—namely those that come from small and/or rural districts. The results of this study support the notion that teacher effectiveness is not equal across the poverty level of schools, as it finds a meaningful and robust connection between school FRPL rates and teacher value-added scores; findings pertaining to the urbanicity of schools are less conclusive. This study also finds that teacher effects vary across location, as does the connection between teacher effects and school FRPL rates. Evidence is put forth which suggests that this variability may do due in part to the supply of teachers in a given region. This study is organized into three essays: the first examines teacher effects across school income and urbanicity; the second incorporates the impact of location and teacher staffing theory; the third essay is a policy brief intended for a wide audience, as it synthesizes the findings of the first two essays to make concrete policy recommendations.
ISBN: 9781321342796
Keywords: Distribtution of Effectiveness; Education; Equality of Opportunity; Social sciences; Teacher Effectiveness; Teacher Supply; Value-Added Modeling; _C:United States USA; __C:filed:1; __C:scheme:1

Summary of research on the effectiveness of math professional development approaches - Gersten, R.; Taylor, M.J.; Keys, T.D.; Rolfhus, E.; Newman-Gonchar, R. (for Education Evaluation and Regional Assistance, U. S. Department of Education; and Regional Educational Laboratory Southeast at Florida State University, 2014)

Labor Market Returns to an Early Childhood Stimulation Intervention in Jamaica. - Gertler, Paul; Heckman, James; Pinto, Rodrigo; Zanolini, Arianna; Vermeersch, Christel; Walker, Susan; Chang, Susan M.; Grantham-McGregor, Sally (Science, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:Q4EZ83HT 2129771:S8P8CH43

Conceptual design science research? How and why untested meta-artifacts have a place in *IS* - Gleasure, R. (Proceedings of the international conference on design science research in information systems and technology, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:WURQDFAL 2486141:3GDD4WXC
Keywords: ⛔ No DOI found

School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010 - Glewwe, P.W.; Hanushek, E.; Humpage, S.D.; Ravina, R. (University of Chicago Press, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:5A6XNWA5 2129771:PQW9XJ35

Gender Responsive Pedagogy Manual - Government of Ethiopia (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:ZA488YF5 2317526:ZMCJNHXW
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Gender Strategy for the Education and Training Sector - Government of Ethiopia (2014)
UA-46cd01a7-d8a9-492d-8b98-a24cd842a26c KerkoCite.ItemAlsoKnownAs: 2129771:7JH29QYT 2317526:PMC5SD9Y
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ethiopia; gender; inclusion; publicImportV1

Education (Early Childhood Education Services) Regulations - Government of Grenada (Government of Grenada, 2014)
Keywords: _publish

Kenya National Qualifications Framework Act Nº 22 - Government of Kenya (2014)
AN ACT of Parliament to establish the Kenya National Qualifications Authority; to provide for the development of a Kenya Qualifications Framework and for connected purposes
UA-c7caea3d-31e5-4518-894a-f2a923cf3c88 KerkoCite.ItemAlsoKnownAs: 2129771:YYI2DH67 2317526:L8PU5BJQ
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Qualification Framework; publicImportV1

Guidelines and Procedures for the Establishment of Private Technical and Technological Institutions - Government of Nigeria (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:8WBLVZR9 2317526:GRWQEZKP
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1

UBTEB rules on the assessment of competences and conduct of business, technical and vocational examinations in Uganda - Government of Uganda (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:7R66QFK4 2317526:P6V2SGQI
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Randomized trials with missing outcome data: how to analyze and what to report - Groenwold, Rolf HH; Moons, Karel GM; Vandenbroucke, Jan P. (Canadian Medical Association Journal, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1503/cmaj.131353 2129771:J5YNSL5W 2486141:5JB2CPE3
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Closing the achievement gap in mathematics: Evidence from a remedial program in Mexico City - Gutiérrez, Emilio; Rodrigo, Rodimiro (Latin American Economic Review, 2014)
This paper evaluates the impact of an intervention targeted at marginalized low-performance students in public secondary schools in Mexico City. The program consisted in offering free additional math courses, taught by undergraduate students from some of the most prestigious Mexican universities, to the lowest performance students in a set of marginalized schools in Mexico City. We exploit the information available in all students' (treated and not treated by the program) transcripts enrolled in participating and non-participating schools. Before the implementation of the program, participating students lagged behind non-participating ones by more than a half base point in their GPA (over 10). Using a difference-in-differences approach, we find that students participating in the program observed a higher increase in their school grades after the implementation of the program, and that the difference in grades between the two groups decreases over time. By the end of the school year (when the free extra courses had been offered, on average, for 10 weeks), participating students' grades were not significantly lower than non-participating students' grades. These results provide some evidence that short and low-cost interventions can have important effects on student achievement.
KerkoCite.ItemAlsoKnownAs: 10.1007/s40503-014-0014-2 2129771:4YB3RK8Y 2486141:FURZ7YR7
Keywords: _Added to LR; _G:reviewed

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants' Version - Haßler, Björn (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:99Q3XYMC 2129771:FULY4AFY
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; ___duplicate_item

School-based professional development in a developing context: Lessons learnt from a case study in Zambia - Haßler, Björn; Hennessy, S.; Cross,, A. (Professional Development in Education, 2014)
This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all.
00015 EdTechHub.Copy: 2405685:RUTXQFGV KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2014.938355 10/gfv5xw 2129771:7RVZCL3K 2129771:GA2J43XP 2129771:NAPYJ8MD 2129771:TU868QEN 2129771:Y2CH4MCW 2405685:RUTXQFGV 257089:F5UDH5X5 261495:VMEXDVG4
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Iran IRN; _C:Italy ITA; _C:Malawi MWI; _C:Namibia NAM; _C:Nigeria NGA; _C:South Africa ZAF; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:a

Developing an Open Resource Bank for Interactive Teaching of STEM: Perspectives of school teachers and teacher educators - Haßler, Björn; Hennessy, Sara; Knight, Simon; Connolly, Teresa (Journal of Interactive Media in Education, 2014)
EdTechHub.ItemAlsoKnownAs: 2129771:LSRHIKC8
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:b; ⛔ No DOI found

The Role of Meta-analysis in Educational Research - Hattie, John; Rogers, H. Jane; Swaminathan, Hariharan (A Companion to Research in Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-007-6809-3_26 2129771:PAPB2SUU

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Additional Materials - Hennessy, S.; Haßler, Björn (2014)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5295152 2129771:FULY4AFY 2129771:RRWQ32J6
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _DOILIVE; _zenodo:submitted

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Facilitators' Version - Hennessy, S.; Haßler, Björn (2014)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5295150 2129771:7PAZU7KI 2129771:FULY4AFY
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _DOILIVE; _zenodo:submitted

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants' Version - Hennessy, S.; Haßler, Björn (The Centre for Commonwealth Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5295148 2129771:FULY4AFY 2129771:TK8L954M 2129771:Z8LSIEMV 2339240:58TW376N 2405685:FBGNRJ43
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _DOILIVE; ___duplicate_item; _zenodo:submitted; dode_eth-src-dode; dode_eth-trf2-dode

Reading at the Transition - Higgins, Steve; Katsipataki, Maria; Coleman, Robbie (Education Endowment Foundation, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:DPJT5K2B 2486141:UTPTZ58X
Keywords: _Added to LR; _T:reviewed

School and system improvement: A narrative state-of-the-art review - Hopkins, David; Stringfield, Sam; Harris, Alma; Stoll, Louise; Mackay, Tony (School Effectiveness and School Improvement, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/09243453.2014.885452 10/gfj8f3 2129771:AJDJ2C98 261495:348Z97QL

Methods of Meta-Analysis: Correcting Error and Bias in Research Findings - Hunter, JE; Schmidt, FL (Sage, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:HQN2ST3D 2486141:MXVJVAAZ

The Hartung-Knapp-Sidik-Jonkman method for random effects meta-analysis is straightforward and considerably outperforms the standard DerSimonian-Laird method - IntHout, Joanna; Ioannidis, John Pa; Borm, George F (BMC Medical Research Methodology, 2014)
Background: The DerSimonian and Laird approach (DL) is widely used for random effects meta-analysis, but this often results in inappropriate type I error rates. The method described by Hartung, Knapp, Sidik and Jonkman (HKSJ) is known to perform better when trials of similar size are combined. However evidence in realistic situations, where one trial might be much larger than the other trials, is lacking. We aimed to evaluate the relative performance of the DL and HKSJ methods when studies of different sizes are combined and to develop a simple method to convert DL results to HKSJ results. Methods: We evaluated the performance of the HKSJ versus DL approach in simulated meta-analyses of 2–20 trials with varying sample sizes and between-study heterogeneity, and allowing trials to have various sizes, e.g. 25% of the trials being 10-times larger than the smaller trials. We also compared the number of “positive” (statistically significant at p < 0.05) findings using empirical data of recent meta-analyses with > = 3 studies of interventions from the Cochrane Database of Systematic Reviews. Results: The simulations showed that the HKSJ method consistently resulted in more adequate error rates than the DL method. When the significance level was 5%, the HKSJ error rates at most doubled, whereas for DL they could be over 30%. DL, and, far less so, HKSJ had more inflated error rates when the combined studies had unequal sizes and between-study heterogeneity. The empirical data from 689 meta-analyses showed that 25.1% of the significant findings for the DL method were non-significant with the HKSJ method. DL results can be easily converted into HKSJ results. Conclusions: Our simulations showed that the HKSJ method consistently results in more adequate error rates than the DL method, especially when the number of studies is small, and can easily be applied routinely in meta-analyses. Even with the HKSJ method, extra caution is needed when there are = <5 studies of very unequal sizes.
KerkoCite.ItemAlsoKnownAs: 2129771:2QH76NLV 2129771:FI2ZBCEW

Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: Are videos superior to pictures? A randomized controlled trial - Iserbyt, Peter; Charlier, Nathalie; Mols, Liesbet (Resuscitation, 2014)
00001 KerkoCite.ItemAlsoKnownAs: 10.1016/j.resuscitation.2014.01.018 10/f562g7 2129771:PJ2YNAJP 257089:BEG3GNCN

Technical Vocational Education Training (TVET) Brief - Iyengar, R; Shin, HI; Aliyu, B; Menkiti, A (2014)
As Kaura Specialist Development Foundation (KSDF) explores various pathways to support Technical Vocational Education Training (TVET) for the youth in Bauchi state, Nigeria, this brief has been written to provide information on the current status of education and youth in Bauchi state, as well as to document relevant strategies and best practices utilized around the world for TVET. Positioned within the global framework, under Sustainable Development Goals (SDGs), the aim of this brief is to highlight prevalent trends cited in the TVET literature and global examples to support a design of an effective program for Bauchi state’s youth to develop their personal and professional skills to become an integral part of the workforce and engage in lifelong learning.
KerkoCite.ItemAlsoKnownAs: 2129771:UJ2T9H5L 2317526:E57GM6XJ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Guinea; C:Mali; C:Mauritania; C:Nigeria; C:Senegal; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:gender; F:learning; P:economy; Q:distance learning; Q:mobile learning; T:Ausbildung; T:TVET; T:Training; publicImportV1; ⛔ No DOI found

Sustainable Development in the OECS, an Antiguan and Barbudan case study. - Jenkins, Colin John (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:XY3AGP4C

Implementing a one-to-one iPad program in a secondary school - Johnson, Donald P (UNIVERSITY OF NEBRASKA AT OMAHA, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:D4DRDZCV 257089:J42D6JTZ

NMC Horizon Report: 2014 Library Edition - Johnson, L.; Adams Becker, S.; Estrada, V.; Freeman, A. (Austin, Texas: The New Media Consortium, 2014)
00000 EdTechHub.Copy: 2405685:P5B5CRCC KerkoCite.ItemAlsoKnownAs: 2129771:2YTC5G25 2405685:P5B5CRCC 257089:EPRJM2S4

Chronic Under-Completion in Malawi’s Primary Schools: Its trends and determinants - Kadzamira, Esme (Education Access: Opening spaces for marginalized Conference, Capital Hotel, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:6JSA9WNI 4752638:JWG9XBTG 4752638:N549JHQ6
Keywords: _C:Malawi MWI; ⛔ No DOI found

Patient data as medical facts: social media practices as a foundation for medical knowledge creation - Kallinikos, J; Tempini, N (Information Systems Research, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1287/isre.2014.0544 2129771:45XFMRWY 2486141:AF4BKB5P

Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience - Kraft, M.A.; Papay, J.P. (Educational Evaluation and Policy Analysis, 2014)
Place: Charlottesville, VA Publisher: University of Virginia

A 10-step guide to monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings.
KerkoCite.ItemAlsoKnownAs: 2129771:ZGJ4J92C 2486141:MRFCRAKZ
Keywords: CitedIn:eCubed; _yl:d; eCubed

A Toolkit for Monitoring and Evaluating Children’s Participation — Introduction - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 1: Introduction provides an overview of children’s participation, how the toolkit was created and a brief guide to monitoring and evaluation.
KerkoCite.ItemAlsoKnownAs: 2129771:RVZVEC79 2486141:S28P8443
Keywords: CitedIn:eCubed; _yl:a; eCubed

How to measure the scope, quality and outcomes of children’s - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 3: How to measure the scope, quality and outcomes of children’s participation provides a conceptual framework for children’s participation and introduces a series of benchmarks and tables to measure children’s participation.
KerkoCite.ItemAlsoKnownAs: 2129771:UCVE7QK4 2486141:UPXHDX9A
Keywords: CitedIn:eCubed; _yl:c; eCubed

Measuring the creation of a participatory and respectful environment for children provides - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 2: Measuring the creation of a participatory and respectful environment for children provides a framework and practical tools to measure children’s participation in their community and society.
KerkoCite.ItemAlsoKnownAs: 2129771:CHEXLRK9 2486141:DM3ZE248
Keywords: CitedIn:eCubed; _yl:b; eCubed

Tools for monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 5: Tools for monitoring and evaluating children’s participation provides a range of tools that you can use with children and young people, as well as other stakeholders.
KerkoCite.ItemAlsoKnownAs: 2129771:U4QIKHHM 2486141:Q34UAI56
Keywords: CitedIn:eCubed; _yl:e; eCubed

Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment - Liu, Tzu-Chien; Lin, Yi-Chun; Paas, Fred (Computers & Education, 2014)
00001 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2013.10.019 10/f5rxgq 2129771:CBG72EKD 257089:MPM53ICJ

Improving early-grade literacy in East Africa: Experimental evidence from Kenya and Uganda - Lucas, A.M.; McEwan, P.J.; Ngware, M.; Oketch, M. (Journal of Policy Analysis and Management, 2014)

The emerging pattern of disability in Rwanda - M’kumbuzi, Vyvienne RP; Sagahutu, J.-B.; Kagwiza, J.; Urimubenshi, G.; Mostert-Wentzel, Karien (Disability and Rehabilitation, 2014)
Publisher: Taylor & Francis

A framework for an ICT-based development program for science teachers in state universities and colleges in region VI - Magallanes, Amel Lavezores; Lavezores, Amel (Universal Journal of Educational Research, 2014)
Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers.
Publisher: Horizon Research Publishing, 506 North Garfield Avenue #210, Alhambra, CA 91801 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1697502673?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2014.020909 2405685:FXQZCGHG 2534378:CCZ6ZKIL
Keywords: Barriers; College Faculty; College Science; Computer Literacy; Computer Uses in Education; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; Higher Education; Information Technology; Mixed Methods Research; Philippines; Postsecondary Education; Science Teachers; State Colleges; State Universities; Teacher Attitudes; Technology Integration; Training

Does Google Scholar contain all highly cited documents (1950-2013)? - Martín-Martín, Alberto; Orduña-Malea, Enrique; Ayllón, Juan Manuel; López-Cózar, Emilio Delgado (arXiv preprint arXiv:1410.8464, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:HBYZTXPB
Keywords: ⛔ No DOI found

Zambia: An overview of formal education - Masaiti, Gift; Chita, Joseph (Education in East and Central Africa, 2014)
Publisher: Bloomsbury London
Keywords: ⛔ No DOI found