Gauging the Effectiveness of Educational Technology Integration in Education: What the Best-Quality Meta-Analyses Tell Us - Bernard, Robert; Borokhovski, Eugene; Schmid, Richard; Tamim, Rana (Learning, design, and technology, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-17727-4_109-2 4804264:2AKTH3EF 4804264:ARF2RY6Q 4804264:BQR9B3I7
Keywords: Final_citation; anystyle; existing

Individual difference in thermal comfort: A literature review - Wang, Zhe; de Dear, Richard; Luo, Maohui; Lin, Borong; He, Yingdong; Ghahramani, Ali; Zhu, Yingxin (Building and Environment, 2018)
Human individual differences widely and markedly affect thermal comfort and should be carefully considered in the design and operation of the built environment. This paper aims to list and examine the magnitude and significance of individual difference in the preferred/neutral/comfort temperature through reviewing previous climate chamber and field studies. Causal factors for individual differences are investigated, including sex, age and etc. There is no clear and consistent conclusions as to the significance and size of inter-group differences in thermal comfort (between females and males, or the young and the old). To address the issue of individual difference, a paradigm shift from centralized to personalized air condition is on the way with the following three steps: first, collecting individual physiological and psychological response; second, predict individual comfort with machine learning algorithms; and third, accommodating individual difference with Personalized Comfort Systems.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2018.04.040 2129771:JYP2UM7K
Keywords: Comfort temperature; Individual comfort model; Individual difference; Personal comfort systems

DFID rated “very good”, FCO “poor”, in aid transparency index - Bond (2018)
While DFID is rated as one of the most transparent donors in the world, the FCO is lagging far behind.
Library Catalog: www.bond.org.uk KerkoCite.ItemAlsoKnownAs: 2129771:S25UJC26

ROER4D Project Activity Toolkit - Communication - Walji, Sukaina (Research on Open Educational Resources for Development project, 2018)
The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by central Network Hub teams based at the University of Cape Town and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity development, and curation and dissemination. It is hoped that these chapters will be of practical use to other research projects attempting to integrate any of these functions in their operational strategy. The chapter charts the experience of the ROER4D Communications Advisor in developing a research communication strategy for the project. It provides a short overview of the research communication field in order to give context and background to some of the field’s key debates and considerations, with attention given to the specific field of development research communication. Following this, it describes the evolution of the ROER4D research communication strategy.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1221329 2129771:VJWFJD64 2486141:GLHZ28A8 503888:XDQBBSZ4
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed; global south; oer; open educational resources; open research; research communication; roer4d; utilization-focused evaluation

ROER4D Project Activity Toolkit - Research Capacity Development - Trotter, Henry; Hodgkinson-Williams, Cheryl; Willmers, Michelle (Research on Open Educational Resources for Development project, 2018)
The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams based at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity development, and curation and dissemination. It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these aspects in their operational strategies. This chapter focuses on the research capacity development activities undertaken in the ROER4D project, which were seen as crucial in terms of addressing the project objectives of building an empirical knowledge base on the use and impact of open educational resources (OER) in the Global South, developing the research capacity of Global South OER researchers and building a network of Global South OER scholars. It outlines the rationale behind and implementation of four central aspects of the research capacity development process, namely: research question harmonisation, concept clarification, developmental editing and open research approaches (incorporating open data). Key insights gained in conducting research capacity development activities amongst participating researchers have led the UCT Network Hub to recommend a research capacity development model which has a cohesive trajectory from conceptualisation to conducting research and, ultimately, publishing and profiling the findings of that work.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1221331 2129771:JFS4GFV7 2486141:JJGDCU6U 503888:3YAPZ9VK
Keywords: CitedIn:eCubed; Done:ReferenceFixed; Global South; OER; Open Educational Resources; ROER4D; concept clarification; developmental editing; eCubed; question harmonisation; research capacity development

The Design Thinking Playbook: Mindful Digital Transformation of Teams, Products, Services, Businesses and Ecosystems - Lewrick, Michael; Link, Patrick; Leifer, Larry (Wiley, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:68EDG9HF 2129771:D9DFYPFM

WRAHA: We Refugees Also Have Ambitions! - research design for an unsuccessful eCubed application - Haßler, Björn (Open Development & Education, 2018)
EdTechHub.Source: 2405685:6PAFL5VC KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595400 2129771:XH2ESLDR 2339240:X22MW4SZ 2405685:6PAFL5VC
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; _yl:e

Economic and Gendered Impacts of the Healthcare Workforce - Browne, Evie (2018)
There is general agreement in the literature that getting more girls into school and into higher education should lead to more women in the healthcare workforce, particularly focusing on getting women into better jobs. However, this is not supported by much explicit evidence. It is a causal assumption made by policymakers and donors. There is little evidence to suggest that women in the healthcare workforce have made strong contributions to economic development beyond that of the health sector as a whole. This may be because it is too difficult to separate out different demographic groups’ contributions. There is some evidence that women’s presence as workers and leaders has improved attitudes about women and is making some progress towards women’s rights. It is unclear to what extent this is due to efforts to increase girls’ schooling, as few studies examine this causal link. Women are battling an extremely patriarchal work environment and the literature makes strong recommendations that structural and institutional elements are improved, in order for women to reach their economic potential.
Accepted: 2018-07-27T12:17:26Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:KCV4ZHFP 4869029:YU6ARXXG
Keywords: ⛔ No DOI found

Linkages Between Poverty, Inequality and Exclusion in Rwanda - Carter, Becky (2018)
This review summarises analysis in the literature that provides more detail behind the quantitative data, exploring the nature of inequalities and exclusion in Rwanda, the drivers of these, and how this shapes Rwandans’ vulnerability to poverty. Undertaken in six days, this review draws largely on academic studies as well as reports by international development agencies (most notably the World Bank). Many of the poverty and development studies include some form of gender analysis; there is also work that focuses solely on women and girl’s situations in Rwanda. There are a few studies looking at the linkages between poverty, exclusion and disabilities in Rwanda. Key findings of this review include few studies looking in-depth at the relationship between poverty and inequality in Rwanda, with a lack of disaggregated analyses or detailed case studies (Dawson 2018). Whilst Rwanda has achieved impressive sustained economic growth since the 1990s, poverty in Rwanda is widespread and Rwanda remains the most unequal country in East Africa. Furthermore, The World Bank’s 2015 poverty assessment finds Rwanda’s high inequality driven by location, education and occupation (Bundervoet et al, 2015) whereby there is a deep rural-urban divide, with those most at risk of poverty dependent on agricultural waged labour or smaller/less productive farms, and household heads with no secondary education. The same assessment finds improvements in agricultural productivity and diversification into non-farm activities the main drivers of consumption growth and poverty reduction for 2006-2011. In contrast, other studies highlight how rapid social transformation leads to winners and losers (in absolute or relative terms), and explores the difficulties faced by many in attempting to escape poverty (Verpoorten, 2014: 4; Abbott et al, 2015). Abbott et al (2015: 932) highlight that about a third of the population face a daily struggle for survival, making it difficult to take advantage of opportunities for empowerment. Finally, Rwanda’s path to development remains controversial, with a sharp contrast between the impressive economic progress and standstill in ‘voice and accountability’ (McKay and Verpoorten, 2016).
Accepted: 2018-12-17T16:07:59Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:DIHIWDBR 4869029:LJNFB6GR
Keywords: ⛔ No DOI found

Evidence on Inequalities in Rwanda - Orrnert, Anna (2018)
This review identifies and reviews the evidence on inequalities in Rwanda. Undertaken in six days, it draws primarily on national Rwandan datasets and smaller-scale case studies from academic research. This study focuses primarily on quantitative datasets and sources, supplemented by some qualitative research. A related report by Carter (2018) which examines the relationship between inequality, exclusion and poverty in Rwanda, also provides insights from key qualitative studies.The body of evidence around inequality in Rwanda is mixed, both in terms of scope and coverage and quality. It is also characterised by competing narratives about whether or not inequality is declining or not (Behuria and Goodfellow 2016: 3). This reflects, in part, the inherently complex nature of inequality, how it is measured, and different approaches to gathering data. Key findings of the review include: there is limited body of disaggregated data on inequalities in Rwanda (Dawson 2018); commonly used standard indicators to measure poverty and inequality don’t always resonate with experiences of poverty and wellbeing of local communities (including women and historically marginalised people), particularly in rural areas (Dawson 2018); inequality measured by access to basic services such as health, education, water, sanitation and electricity shows improvements over the past two decades; enrolment in primary and secondary education has grown and gender gaps narrowed – in some cases, girls’ enrolment is higher than boys; inequalities in access to the labour market were also identified, with variation across contexts; and other factors that affect economic empowerment include distribution of land and financial assets. This study also identified evidence gap in the need for more detailed disaggregated data and for research that takes into account the heterogeneity of the Rwandan poor, in order to better understand rural poverty and inequality (Ansoms and McKay 2010).
Accepted: 2018-12-17T15:44:16Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:U3DT353D 4869029:UK69A8WM
Keywords: ⛔ No DOI found

The Influence of The Transformational Leadership and Work Motivation on Teachers Performance - Andriani, Septi; Kesumawati, Nila; Kristiawan, Muhammad (International Journal of Scientific & Technology Research, 2018)
This study aimed at determing the effect of transformational leadership and work motivation on teachers performance. This research used quantitative method with correlational research type. The research population were 790 teachers of SMK Negeri in Palembang. The sample of research were 193 teachers. Sampling technique in this research was cluster sampling (area sampling). Data collection technique was questionnaires. Data were analyzed using correlation and multiple regression analysis technique. The results showed that (1) transformational leadership has a positive and significant effect on the teachers performance SMK Negeri in Palembang; (2) work motivation has a positive and significant effect on the teachers performance of SMK Negeri in Palembang; and (3) transformational leadership and work motivation have a positive and significant influence on the teachers performance of SMK Negeri in Palembang.
Keywords: ⛔ No DOI found

Legislation and Policy Addressing Inequality and Redistribution in Rwanda - Orrnert, Anna (2018)
This report is one of three related K4D helpdesk reports on inequality in Rwanda. The other two examine links between poverty, inequality and exclusion (Carter 2018) and provide data on inequalities (Orrnert 2018). This review summarises key national policies and legislation related to inequality and redistribution2 in Rwanda. Where available, this review provides insights into how these policies perpetuate inequality or work to address it, as well as how effective they are. Undertaken in six days, this review draws largely on policy documents from the Government of Rwanda, and academic studies, as well as some reports by international donors. A comprehensive review of all the relevant policies and legislation is beyond the scope of this study. Thus, the review focuses on key policies and legislation in specific sectors (economic empowerment and agriculture; health; education; housing and infrastructure) as well as policies and legislation targeted at particular groups (the poorest, women and girls, youth and other marginalised groups). The key findings include: there is a lack of systematic evaluation of many Rwandan government policies, including those aimed at tackling extreme poverty and inequality; Evidence suggests that there exists a tension between the government’s competing policy goals of achieving economic growth and decreasing inequality. In some cases (notably agricultural policies), the government prioritises its economic growth objectives, which can have a negative impact on vulnerable segments of the population; and despite efforts to combat inequality on the policy-level, several groups remain significantly disadvantaged, including the poorest, women, persons with disabilities and historically marginalised people (HMP). Furthermore, the study also identified the gaps in policy assessments based on non-standard measures (such as food insecurity and land tenure) that may illuminate relevant insights about experienced inequalities in rural and agricultural communities and the impact of policies on these. It also highlighted the limitation on the evidence of policy impacts on vulnerable communities, including youth, persons with disabilities and HMP and thus, there is a need for data that provides insights into the challenges that interlocking inequalities present to policy-makers working to dismantle inequality.
Accepted: 2018-12-17T15:56:44Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:KTD6STH9 4869029:MM7Z5GGB
Keywords: ⛔ No DOI found

Girls' Education in Dominica - Ventura, Joseph (The Borgen Project, 2018)
Girls’ education in Dominica is a success story among the broader educational initiatives enacted in the country.
KerkoCite.ItemAlsoKnownAs: 2129771:RRQCPL29 2486141:6P9QPI74

Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings? - Moir, Taryn (Frontiers in Education, 2018)
The current challenging economic climate demands, more than ever, value for money in service delivery. Every service is required to maximize positive outcomes in the most cost-effective way. To date, a smorgasbord of interventions have been designed to benefit society. Those worthy of attention have solid foundations in empirical research, offering service providers reassurance that positive outcomes are assured; many of these programmes lie within the field of education and everyday school practice. However, often even these highly supported programmes yield poor results due to poor implementation. Implementation science is the study of the components necessary to promote authentic adoption of evidence-based interventions, thereby increasing their effectiveness. Following a brief definition of key terms and theories, this article will go on to discuss why implementation is not a straightforward process. To do so, this article will draw upon examples of evidence-based but poorly implemented school programmes. Having acknowledged how good implementation positively affects sustainability, we will then look at the growing number of frameworks for practice within this field. One such framework, the Core Components Model, will be used to facilitate discussion about the processes of successful design and evaluation. This article will continue by illustrating how the quality of implementation has directly affected the sustainability of the Incredible Years programmes and the Promoting Alternative Thinking Strategies (PATHS) curriculum. Then, by analyzing implementation science, some of the challenges currently faced within this field will be highlighted and areas for further research discussed. This article will then link to the implications for educational psychologists (EPs) and will conclude that implementation science is crucial to the design and evaluation of interventions, and that the EP is in an ideal position to support sustainable positive change.
KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2018.00061 2129771:FERXI3UN 2486141:3BB5265B

The Systems Approach to Child Protection - Joynes, Chris; Mattingly, Jacqui (2018)
This purpose of this review is to identify the outcomes of taking a systems approach to child protection by basing on six days of desk-based research. There are four basic principles of design reflectedin the system-based approaches to child protection services in a development context. First, organising all systems components around a common goal or vision in order to provide the strategic direction for system implementation (Delaney et al. 2014: 13; Wulczyn et al. 2010: 2, 11). Second, defining the activities of each system on the basis of a specific set of functions, structures and capacities that interact and influence each other (Wulczyn et al 2010: 2, 12-13; Delaney et al. 2014: 13), while also establishing clear systemic boundaries, roles and responsibilities in order to ensure accountability and good governance (Delaney et al. 2014: 14). Third, involving a wide range of different actors as part of the system, including across and within sectors in horizontal and vertical networks (Delaney et al. 2014: 13; Wulczyn et al. 2010: 10). And fourth, ensuring that the shape, functions and actions of the system should always be grounded in the context in which it operates, and make sense to the communities who are the end users (Wulczyn et al. 2010: 2, 11). There is limited evidence of the impact of a systems approach to child protection in a development context. Across many contexts and national settings, the consensus is that the necessary legal and policy frameworks for child protection are in place at national level, but programme implementation and service delivery still lags far behind (Stuckenbruck 2018: 12). This review noted that there is a significant gap in the availability of evidence, making an assessment of the impact of a systems approach extremely difficult (Krueger et al. 2014; Krueger 2014: 30; Stuckenbruck 2018). Additionally, much of the research and monitoring and evaluation focuses on systems-development programmes delivered by international agencies, rather than on national state-led child protection systems. Within the time available, the review was only able to identify limited examples where overviews of child protection systems development inputs are accompanied by evidence of impact on child protection, rather than just outcomes in terms of targets associated with systems strengthening.
Accepted: 2019-01-03T10:02:49Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:8RE9LGUQ 4869029:GUP6TRP6
Keywords: ⛔ No DOI found

Collaborative workshops for sustainable teacher development. In Proceedings of AFRICME5 - Golding J. (2018)
KerkoCite.ItemAlsoKnownAs: 2486141:45RZIPJS

Teacher Professional Development around the World: The Gap between Evidence and Practice - Popova, Anna; Evans, David K.; Breeding, Mary E.; Arancibia, Violeta (World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8572 10/ghgngf 2129771:5RGFDRNB 2129771:ALHBEW23 2129771:U6VRSXQ6 2129771:VTDHPK39 2339240:XS7TPHW4 2405685:RJX4M8AM 2405685:SQ5CWK8Q 2486141:U6AFHNPF
Keywords: C:Low- and middle-income countries; STC-TLC; __C:filed:1; _genre:LR-literature_review

Location Matters: A Geospatial Analysis of Principal Turnover in the Denver Metropolitan Area - Beckett, Lorna (2018)
Keywords: _C:India IND; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Geospatial mapping of access to timely essential surgery in sub-Saharan Africa - Juran, Sabrina; Broer, P. Niclas; Klug, Stefanie J.; Snow, Rachel C.; Okiro, Emelda A.; Ouma, Paul O.; Snow, Robert W.; Tatem, Andrew J.; Meara, John G.; Alegana, Victor A. (BMJ Global Health, 2018)
Introduction Despite an estimated one-third of the global burden of disease being surgical, only limited estimates of accessibility to surgical treatment in sub-Saharan Africa exist and these remain spatially undefined. Geographical metrics of access to major hospitals were estimated based on travel time. Estimates were then used to assess need for surgery at country level. Methods Major district and regional hospitals were assumed to have capability to perform bellwether procedures. Geographical locations of hospitals in relation to the population in the 47 sub-Saharan countries were combined with spatial ancillary data on roads, elevation, land use or land cover to estimate travel-time metrics of 30 min, 1 hour and 2 hours. Hospital catchment was defined as population residing in areas less than 2 hours of travel time to the next major hospital. Travel-time metrics were combined with fine-scale population maps to define burden of surgery at hospital catchment level. Results Overall, the majority of the population (92.5%) in sub-Saharan Africa reside in areas within 2 hours of a major hospital catchment defined based on spatially defined travel times. The burden of surgery in all-age population was 257.8 million to 294.7 million people and was highest in high-population density countries and lowest in sparsely populated or smaller countries. The estimated burden in children <15 years was 115.3 million to 131.8 million and had similar spatial distribution to the all-age pattern. Conclusion The study provides an assessment of accessibility and burden of surgical disease in sub-Saharan Africa. Yet given the optimistic assumption of adequare surgical capability of major hospitals, the true burden of surgical disease is expected to be much greater. In-depth health facility assessments are needed to define infrastructure, personnel and medicine supply for delivering timely and safe affordable surgery to further inform the analysis.
Publisher: BMJ Specialist Journals Section: Research

Die Schritte zu einer internationalen und international vergleichenden Berufsbildungsforschung - Lauterbach, Uwe (Handbuch Berufsbildungsforschung, 2018)
Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden
EdTechHub.ItemAlsoKnownAs: 2129771:JGF73ALN

Scaling up successfully: Lessons from Kenya’s Tusome national literacy program - Piper, Benjamin; Destefano, Joseph; Kinyanjui, Esther M.; Ong’ele, Salome (Journal of Educational Change, 2018)
Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 4804264:36C342RX
Keywords: Evaluation; Final_citation; Implementation; Literacy; National; Reading; Reform; Systems; cited; existing

Handbuch Berufsbildungsforschung - Rauner, Felix; Grollmann, Philipp (UTB, 2018)
Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden
EdTechHub.ItemAlsoKnownAs: 2129771:E5JWMKXR

Towards an inclusive digital literacy framework for digital India - Nedungadi, Prema P.; Menon, Rajani; Gutjahr, Georg; Erickson, Lynnea; Raman, Raghu (Education + Training, 2018)
Purpose – The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity.
KerkoCite.ItemAlsoKnownAs: 10.1108/ET-03-2018-0061 2129771:5LGXFXWQ

Toward the 2020 goal of soil-transmitted helminthiasis control and elimination - Becker, Sören L.; Liwanag, Harvy Joy; Snyder, Jedidiah S.; Akogun, Oladele B; Belizario., Vicente; Freeman, Matthew C.; Gyorkos, Theresa W.; Imtiaz, Rubina; Keiser, Jennifer; Krolewiecki, Alejandro; Levecke, Bruno; Mwandawiro, Charles; et al. (PLOS Neglected Tropical Diseases, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:U84ZFJJ9 2486141:F2EE8RSS 2486141:WWSUT9GU

Defining the process to literature searching in systematic reviews: a literature review of guidance and supporting studies - Cooper, Chris; Booth, Andrew; Varley-Campbell, Jo; Britten, Nicky; Garside, Ruth (BMC Medical Research Methodology, 2018)
Systematic literature searching is recognised as a critical component of the systematic review process. It involves a systematic search for studies and aims for a transparent report of study identification, leaving readers clear about what was done to identify studies, and how the findings of the review are situated in the relevant evidence.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12874-018-0545-3 2129771:2GE3KZR9
Keywords: Citation Chasing; Information Specialists; Literature Search Process; Tacit Models; Unique Guidance

Think Tanks’ Influence on Education Policymaking in Low-Income Contexts - Boateng, Pearl (2018)
Though think tanks are acknowledged as critical partners bridging research with policy formulation, one significant challenge that almost all think tanks face is measuring and demonstrating their effectiveness and influence. Whilst their engagement might be visible in public discourse, think tanks’ direct impact on policy is somewhat limited. Many ideas generated by think tanks, even when adopted as government policy, are rarely credited as such. Even in instances where think tanks’ ideas seem to have influenced policy change or processes, the timing of such decisions by policymakers often suggests that larger political forces are driving the agenda. In addition to measuring impact, think tanks face a number of challenges which impinge on their operational and organisational capacity and therefore their ability to engage and influence policymakers and other end users of their outputs such as the general public. These challenges include: financing, autonomy and integrity, changes in political and economic environments, relevance, staff capacity, quality and overall sustainability. Notwithstanding, there are a number of potential opportunities for think tanks to increase their efficacy. These include: exploring alternative funding routes, co-creation and genuine partnership with government and other end users of their research/policy outputs, establishing regional/continental think tank networks, making research accessible using technology and other means, creating strategic plans, designing a creative and proactive research agenda, developing a pipeline for early career researchers and collaboration with universities and other research institutions to strengthen influence. There is great interest in collaboration between universities and think tanks and when collaborating under mutually beneficial terms, partnership has resulted in strong engagement with decision makers. This interest in collaboration is not only among the institutions themselves but extends to the individuals working in them as well as the organisations that use and fund policy research, training, policy dialogue and consultancy. Potentially useful synergies between both types of institutions include improved quality of research outputs and training, networking, increased visibility, financial gains and capacity building.
Accepted: 2019-01-11T10:24:35Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:BNHTTAYN 4869029:JVBMTWRS
Keywords: ⛔ No DOI found

Inclusive and Special Education Approaches in Developing Countries - Price, Roz (2018)
The aim of this review was to present the recent evidence on the effectiveness of inclusive and special education approaches in improving learning and behavioural outcomes, with a focus on developing countries, particularly Ethiopia. One of the key difficulties surrounding inclusive education in developing countries is the lack of research about education in these countries. Although there has been an increase of research in the last 5 years, robust, empirical evidence for low- and middle-income countries is still lacking, and difficulties around clear definitions of inclusive education and comparability of data on education of children with disabilities, makes it difficult to assess to what extent they are being left behind. In particular, there is limited long-term data and evidence around learning achievements and outcomes for learners with disabilities, making it difficult to enact systemic changes to the education system that would improve learning achievements for children with disabilities (Schuelka, 2013). For most studies reviewed, data were lacking on whether outcomes differed according to gender, or whether interventions were cost-effective. The lack of data comparing different approaches that try to improve educational inclusion and outcomes for children with disabilities makes it difficult to judge what approach is most effective (Kuper et al, 2018).
Accepted: 2019-01-17T15:07:57Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:5X85V38Z 4869029:IB72CUTV
Keywords: ⛔ No DOI found

School Feeding Interventions in Humanitarian Responses - Tull, Kerina; Plunkett, Róisín (2018)
School feeding interventions aim to support food and nutrition security, improved learning and educational outcomes, and social needs and social safety nets in humanitarian crises. Evidence about their impact is limited and mixed. In terms of the value added by school feeding initiatives when combined with other social protection programmes, evidence suggests that programmes operating cash transfers provide greater opportunities for improving school participation, but generally tend not to improve learning outcomes although some individual programmes have demonstrated positive results. The main findings in the literature on school feeding programmes specifically in humanitarian contexts that we were able to identify in the time available for this report are: - Children’s access to food and protection from deprivation are elementary and primary functions of emergency school feeding (Hatløy & Sommerfelt, 2017:5). - Nutritional impacts of school feeding in humanitarian contexts are less often documented, in part because the age group reached directly is less at risk of undernutrition than younger (pre-school) children (Gentilini, 2016). - In crisis settings, increased school attendance and reduction in school-drop out objectives are regularly met by school feeding and Food for Education (FFE) programmes (Gentilini, 2016). - Protection (against child labour, recruitment into armed forces, and early marriage) cannot be a stand-alone objective of a humanitarian intervention, but must be a co-objective, alongside aims to improve children’s food access, nutrition and educational access (Hatløy & Sommerfelt, 2017:35). In a case in South Sudan, school feeding ‘pulled’ children from other schools to the schools supported by school meals, which resulted in some children walking longer distances to school and which could result in protection risks (UNICEF SSEC, 2018:13). - When responding to natural disasters or economic or political shocks, relationships with governments from the national to the local level are key to successful school feeding programmes (Berger-Fenning & Keylock, 2017), especially as there is a tendency to favour local purchase of food for ‘home grown’ programmes which support local (smallholder) agriculture as well as reduce costs. - Food for Education (FFE) is considered a safety net during times of crisis, but is not a substitute for a well-organised education system and teacher performance (Alderman and Bundy, 2011:213). FFE programmes can only be effective in education terms if combined with quality education programmes (Alderman and Bundy, 2011:213). - The school feeding system is potentially an important base for shock-response and humanitarian assistance. Despite concerns about capacity, FFE has proven flexible in response to crises. However, the flexibility in the system is currently provided by WFP and its partners. Governments can only adjust their own school meals programme to respond to an emergency if they handle two capacity requirements that this would impose: additional material resources and timely financing (O’Brien et al., 2018:31). - School feeding programmes (SFPs) often provide more food, and food of higher nutritional quality, than take-home ration (THR) programmes (Alderman et al., 2012:193). In general, both SFP and THR programmes perform similarly well; for example, significant positive impacts on attendance in both in-school meals and THR programmes have been reported in Internally Displaced Person (IDP) camps in Northern Uganda. However, school meals may have the unintended effect of increasing the time taken to complete primary school because the child is motivated to attend through the provision of meals and may place less emphasis on the learning environment (Alderman et al., 2012:190-192).
Accepted: 2018-10-16T09:40:23Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:PLQAM4SJ 4869029:3I9PLIYC
Keywords: ⛔ No DOI found

GIS Based Suitable Site Selection and Road-map Preparation for Equitable Distribution of Secondary Schools of Amhara Region, Ethiopia - Ayel, Leykun; Wondim, Yirga; Abebe, Abiyu (2018)
The main objective of this study is to select suitable sites for high school construction and prepare 10 years Road-map plan for the equitable distribution of secondary schools in Amhara Region, Ethiopia. The school site selection analysis is done by Multi-Criteria Analysis Method (MCAM) using Arc GIS software and GIS models. Three models: Restriction Model, Suitability Model and Integrated Suitable Sites Model were developed. First, Restriction Model was developed to identify areas excluded from suitability site analysis. Constraints or restrictions considered in this study includes: the area covered by roads, 150-meter noise level buffer along roads, 5-kilometer radius area around existing high schools, ecologically sensitive areas (parks and conservation areas), lakes and dams, and gorges of major rivers. Having Restriction Model results, Suitability Model was developed to identify suitable areas for high school construction. The major criteria used were: number of students in each school and their spatial distribution, slope, access to road, power access, drinking water access and telecommunication access. Finally, the integrated suitable sites model was developed to combine the restricted areas and suitable areas. The combination gives the final suitable sites for construction of new high schools. The finding of high school suitability sites of Amhara Region indicated that 235,903.67ha (2.1%), 2,551,599.57ha (22.3%), 7,518,477.63ha (65.8), 1,127,206.72ha (9.9%) of the areas of the Region were least suitable, marginally suitable, moderately suitable and highly suitable respectively. Finally, prioritization was done by clustering the primary schools according to the number of students, nearness to each other and considering geographical barriers. In general, about 902 school sites were selected and prioritized for the construction of new high schools in the coming 10 years. In connection, a 10-year road-map plan was prepared so as to achieve a reasonable high school coverage in Amhara region.
KerkoCite.ItemAlsoKnownAs: 2129771:89E7GE75 2129771:Z42PHB85
Keywords: ⛔ No DOI found

Reducing class size - Education Endowment Foundation (Education Endowment Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:WI7KETCX 2486141:3QD3MREA

Implementing Inclusive Education - Schuelka, Matthew J. (2018)
This rapid review synthesises evidence and literatures on the key elements of successful implementation of inclusive education. This includes a clear concept and definition of inclusive education. Second element is concrete inclusive education targets, indicators, measures, and outcomes. Third, an understanding of existing structural, educational, and cultural challenges to successful implementation. Fourth, a well-designed implementation strategy that includes a clear plan, evaluation, and school review process. Fifth, providing inclusive education training, sustained support, and resources for all teachers and school leaders. Final element is national leadership on inclusive education policy, education management information systems, curricular-reform, and coordinating social systems such as inclusive education and inclusive employment. In addition to this, this review also identifies that inclusive education is a continuous process of educational transformation, and a clear set of equity indicators – such as from UNESCO (2017) – can support inclusive education implementation. Measuring the success of inclusive education should go beyond merely counting students to evaluate access, but should include measures of educational quality, outcomes, and experiences. It also finds that the barriers to inclusive education are well-understood now, and include inadequacies in policy and legal support, resources and facilities, specialised staff, teacher training, pedagogical techniques, flexible curricula, supportive leadership, and cultural attitudes. However, current thinking suggests that it is perhaps more useful to think about ways in which existing successful inclusive education practices can be identified and scaled up, rather than focusing attention on deficiencies. In summary, key factors in inclusive education implementation include school and classroom level implementation such as school reviews and plans; training and supporting all teachers in inclusive practices, not just ‘specialised’ ones; and supporting school leadership to enact an inclusive vision for their schools. National-level implementation requires enabling policy to clearly articulate and support inclusive education; having strong systems to data collection and management; providing flexibility in curriculum; and coordinating with other aspects of society in which inclusive education factors, such as employment.
Accepted: 2019-01-04T15:44:28Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:L9I9FL78 4869029:K6XZ9F8D
Keywords: ⛔ No DOI found

Dinus Intelligent Assistance (DINA) Chatbot for University Admission Services - Agus Santoso, Heru; Anisa Sri Winarsih, Nurul; Mulyanto, Edy; Wilujeng saraswati, Galuh; Enggar Sukmana, Septian; Rustad, Supriadi; Syaifur Rohman, Muhammad; Nugraha, Adhitya; Firdausillah, Fahri (2018 International Seminar on Application for Technology of Information and Communication, 2018)
Nowadays, universities offer most of their services using corporate website. In higher education services including admission services, a university needs to always provide excellent service to ensure student candidate satisfaction. To obtain student candidate satisfaction apart from the quality of education must also be accompanied by providing consultation services and information to them. This paper proposes the development of Chatbot which acts as a conversation agent that can play a role of as student candidate service. This Chatbot is called Dinus Intelligent Assistance (DINA). DINA uses knowledge based as a center for machine learning approach. The pattern extracted from the knowledge based can be used to provide responses to the user. The source of knowledge based is taken from Universitas Dian Nuswantoro (UDINUS) guest book. It contains of questions and answers about UDINUS admission services. Testing of this system is done by entering questions. From 166 intents, the author tested it using ten random sample questions. Among them, it got eight tested questions answered correctly. Therefore, by using this study we can develop further intelligent Chatbots to help student candidates find the information they need without waiting for the admission staffs's answer.
Keywords: Chatbot; Knowledge based systems; NLP; Neural network; Ontologies; Robots; Seminars; Task analysis; ontology

Unbundling and Rebundling Higher Education in an Age of Inequality - Czerniewicz, Laura (2018)
Unbundling and rebundling are happening in different parts of college and university education, through new forms of teaching and learning provision a
KerkoCite.ItemAlsoKnownAs: 4804264:3UY57V7T 4804264:BYJBA3CC
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Randomized Trial of Tablet Computers for Education and Learning in Children and Young People with Low Vision - Gothwal, Vijaya K.; Thomas, Rachel; Crossland, Michael; Bharani, Seelam; Sharma, Sujata; Unwin, Hilary; Xing, Wen; Khabra, Komel; Dahlmann-Noor, Annegret (Optometry and Vision Science, 2018)
SIGNIFICANCE Mobile devices such as tablet computers have become widely available as mainstream devices and are also used in some schools, but there is an absence of robust information regarding the efficacy of any optical/electronic low vision device or tablet computer in supporting education of young people with low vision. PURPOSE A randomized controlled trial (RCT) is needed to measure the impact of tablet computers on education, specifically on independent access to educational material, in children and young people with low vision. We conducted a pilot RCT to determine the feasibility of conducting a full-scale trial. METHODS This was a randomized multicenter pilot trial across two sites in the United Kingdom and one site in India. Forty children and young people aged 10 to 18 years with low vision (best-corrected visual acuity for distance between <20/60 [0.48 logMAR] and 20/400 [1.30 logMAR] in the better eye) in the United Kingdom (n = 20) and India (n = 20) were randomized to two parallel arms, with a 1:1 allocation ratio, to control (n = 20) or intervention (n = 20). Control group participants received standard low vision care. The intervention group received a tablet computer (iPad) with low vision applications and instruction in its use, including accessibility features. Four primary outcomes included (1) 6-month recruitment rate, (2) retention of participants for 3 months, (3) acceptance/usage of device, and (4) accessibility of device. RESULTS Nineteen participants (95%) enrolled within 6 months in the United Kingdom, and 20 participants (100%), in India. Retention at 3 months was 85% (n = 17) in the United Kingdom and 95% (n = 19) in India. More than one half of participants reported using a tablet computer at school at least once every day. The majority (90%) found it easily accessible. CONCLUSIONS This study demonstrated that it is feasible to recruit children and young people with low vision into an international multicenter RCT of electronic assistive technology. Regardless of geographical location, children and young people with low vision reported using tablet computers at least once a day at school and accessed them easily.
KerkoCite.ItemAlsoKnownAs: 10.1097/OPX.0000000000001270 2129771:6Q4P4FXX

Interaction in a discussion list: an exploration of cognitive, social, and teaching presence in teachers’ online collaborations - Nami, Fatemeh; Marandi, S Susan; Sotoudehnama, Elaheh (ReCALL: the Journal of EUROCALL, 2018)
Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants’ asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave’s (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education.
Place: Cambridge Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 2534378:59HFNMGI 2534378:A5Y5932K 2534378:EEFLCSXC 2534378:G3TW72LP Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2084810389?accountid=9851
Keywords: Asynchronous Communication; Blended Learning; CALL teacher education; CASE studies; COMPUTER assisted language instruction; Cognitive processes; Collaborative learning; Colleges & universities; Computer Mediated Communication; Computer assisted instruction–CAI; Computer assisted language learning; Critical thinking; Curriculum development; Data analysis; Discourse Analysis; Distance learning; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Educational technology; English (Second Language); English as a second language instruction; Faculty Development; Foreign Countries; Foreign languages; Group Discussion; Higher Education; Higher education; Hybrid computers; Interactive learning; Iran; LANGUAGE & languages; Language Teachers; Linguistics–Computer Applications; PROFESSIONAL education; Professional development; School environment; Second Language Instruction; Second language teachers; Social factors; TEACHERS; Teacher Education Programs; Teacher education; Teachers; Teaching; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2095858; __finaldtb; asynchronous interaction; cognitive presence; online collaboration; social presence; teaching presence

Transparency in literature reviews: an assessment of reporting practices across review types and genres in top IS journals - Templier, Mathieu; Paré, Guy (European Journal of Information Systems, 2018)
The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/0960085X.2017.1398880 KerkoCite.ItemAlsoKnownAs: 10.1080/0960085X.2017.1398880 2129771:LRDNIL5D 2129771:TTIT7TBJ 2405685:Q276HLE3 2486141:87GPNG7X 2486141:NU76JNZC 2486141:RWR6BN8D 2486141:YMRZDEHX
Keywords: Literature reviews; assessment; reporting; transparency; trustworthiness

Benefits of STEM Education - Ismail, Zenobia (2018)
The literature on STEM education in developing countries focuses on the challenges many young people face with regard to access to secondary and tertiary education in general as well as the gender gaps in STEM education. It therefore proposes strategies for overcoming these difficulties. Studies on STEM education usually adopt a regional focus such as Africa or Asia and therefore the reports amalgamate data from middle-income and low-income countries. There is some literature on the benefits of science and technology (as a sector) on economic growth or combating diseases such as HIV or malaria. The literature does not discuss the benefits of STEM education beyond the general view that STEM facilitates economic growth and competitiveness. Given that the literature does not address the query directly, the following approach is used in this rapid literature review: literature from developed and developing countries is used to discuss the rationale for STEM education and the key trends in this field. Statistics relating to the gender gap are presented and the impact of some programmes which aim to improve female participation in STEM in developing countries is discussed. Since much of the literature on STEM education mentions teacher training, this is discussed as a benefit of STEM education, together with meeting the demand for skills and innovations for secondary education. Case studies of STEM education projects in Rwanda, a low-income country which has prioritised education and undertaken several initiatives to improve STEM education, are used to highlight the benefits of STEM education.
Accepted: 2019-01-11T10:28:54Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:AC6P2YA9 4869029:QKTSYDWP
Keywords: ⛔ No DOI found

Girls’ Educational Needs in Libya - Carter, Becky (2018)
Girls’ – and boys’ – education in Libya has been affected by the ongoing conflict. Seven years on from the 2011 crisis, three governments compete for power, with deep divisions along political, geographic, religious and ethnic lines (Freedom House, 2018; OCHA, 2017, pp. 7-8). Fighting continues in populated areas, and there is an environment of deepening vulnerability for the population at large with a proliferation of weapons and autonomous militias, and a rapidly deteriorating economy and public sector (Freedom House, 2018; OCHA, 2017, p. 7). The protracted crisis has damaged vital education infrastructure, and impacted on the education system’s delivery, outreach, coverage, retention and quality. In 2017 the majority of households with school-aged children (87.3%) reported facing no barrier to accessing education; IDP households were more likely to report barriers. For those that did report barriers, the most common challenges were the distance to school and not being able to afford educational services. Girls are particularly vulnerable to violence and insecurity in Libya. Their educational needs are shaped by multiple, intersecting factors such as location, tribal affiliation, presence of armed militias and organised crime, social norms driving gendered experiences including harmful practices such as child marriage, and the lack of adequate school WASH facilities, among others (Larsson and Mannergren, 2014, p. 21).
Accepted: 2018-09-13T11:03:10Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:SRPCU2T5 4869029:XGBNZMVB
Keywords: ⛔ No DOI found

How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching - Cilliers, Jacobus; Fleisch, Brahm; Prinsloo, Cas; Taylor, Stephen (Research on Improving Systems of Education (RISE), 2018)
We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the ofﬁcial literacy curriculum. Pupils exposed to two years of the program improved their reading proﬁciency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proﬁciency.
shortDOI: 10/ghgnff KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2018/024 10/ghgnff 2129771:8TR54IFM 2405685:WYIY3SSM
Keywords: C: South Africa; _C:South Africa ZAF; _C:United States USA; __C:filed:1; __C:scheme:1

Impact of Education Interventions for Working Children - Orrnert, Anna (2018)
Recent global estimates indicate that 152 million children – 64 million girls and 88 million boys – are engaged in child labour across the world (ILO 2017b: 8). According to these same estimates, 71% of child labourers work in the agricultural sector and 69% in unpaid work within their own family. Nearly half of all those in child labour are doing ‘hazardous work’ (ibid). According to the ILO, the total number of children in child labour has declined by about 94 million since 2000, although this trend has slowed significantly in recent years (ILO 2017a: 10). Four policy areas have been identified as key to tackling the problem of child labour: legal standards and regulation, social protection, labour markets and – the topic of this review – education. This report examines the available evidence on short and long-term impacts of interventions targeted at working children. The existing body of evidence on the impact of education interventions on children in work is mixed. There is a relatively substantial volume of research which examines the impacts of conditional cash transfers linked with children’s education. There is also a smaller body of evidence around the impact of financial incentives to children and their families (including scholarships and school subsidies). The evidence on other types of education interventions – such as provision of non-financial subsidies (for example, Food-for-Education or free transportation), improving quality of education as well as transitional or informal learning programmes for working children- is much more fragmented and patchy.
Accepted: 2018-11-01T09:31:27Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:ML9CER2V 4869029:CPIXXWSI
Keywords: ⛔ No DOI found

Links Between Education and Child Labour - Orrnert, Anna (2018)
According to recent estimates, approximately 152 million children were engaged in child labour globally in 2016 (ILO 2017a: 5). There are many forms of children's work, involving different levels of demand and danger. The International Labour Organisation (ILO) defines child labour as work that is detrimental to children, by depriving them of their childhood, their potential and their dignity. Children's work is sometimes distinguished as being hazardous or more benign (e.g., safe and does not undermine schooling), although this distinction is not relevant in all contexts. In some cases, children's work has the potential for both benefit and harm, and assessing harm and benefit in each context may be more useful than applying generalised standards. The worst forms of child labour (as defined by ILO Convention No. 182) are out of scope for this review. In many cases, work interferes with children's formal education by depriving them of the opportunity to attend school; forcing them to drop out prematurely; or requiring them to balance the competing pressures of schooling and work. Since the launch of the global Education for All (EFA) movement, education is often understood to mean formal schooling. However, this definition excludes non-traditional and informal spaces of learning, as well as significant forms of learning that happen in the workplace. Many children's rights organisations and anti-child labour campaigns believe that child labour and education are incompatible, that children's work is an obstacle to EFA, that child labour should be abolished and that education is a key element in its prevention. With regards to hazardous child labour, this view is widely accepted. However, there is a counterview which argues that not all children's work is bad, that children's labour can be compatible with education and learning and that work can actually enable education. This study examines evidence on the links between child labour and education, including the use of education as a tool to bring children out of child labour, poor quality education pushing children out of the classroom and into work, as well as on children who combine work and school. It is one of a two-part series of reports. The second report examines the evidence on short- and long-term impacts of education interventions targeting working children.
Accepted: 2018-11-01T09:39:16Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:8HI3MREX 4869029:FLZKGNQ8
Keywords: ⛔ No DOI found

Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia - Pouezevara, Sarah (RTI Press, 2018)
KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.bk.0022.1809 2129771:69X6P654
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Belgium BEL; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Congo XCO; _C:Cuba CUB; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Haiti HTI; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea; Republic KOR; _C:Liberia LBR; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Morocco MAR; _C:Namibia NAM; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Panama PAN; _C:Papua New Guinea PNG; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:Singapore SGP; _C:Somalia SOM; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Tuvalu TUV; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university - Rooyen, Carina Van; Marais, Ingrid Estha (Scholarship of Teaching and Learning in the South, 2018)
In a highly unequal society such as South Africa, higher education is seen as having a social justice mandate to widen participation, and using technology is one way to achieve this. One university in South Africa made mobile devices compulsory for all first-year students since 2014. This article, drawing on data collected from first-year Humanities students at this university, attempts to understand whether the use of mobile devices for learning met requirements for a socially just pedagogy. We used a sequential mixed methods research design, first surveying the first-year Humanities students in late 2015, and then followed up with focus group discussions in 2016 and early 2017. We utilise Nancy Fraser’s idea of ‘participatory parity’ to unpack a socially just pedagogy, and specifically focus on the component of access to resources. We found that most students had functional access to devices and on-campus data. The manner in which these were accessed was affirmative, rather than transformative. By extending the notion of access beyond just opportunity (functional access as owning or having access to a device and data), to also knowing how to use the opportunity (digital access through digital literacies and fluencies), we found that our case study fell short of being socially just pedagogy. We urge that lecturers take up a central role in enabling students to use their devices for transformative learning. How to cite this article:VAN ROOYEN, Carina; MARAIS, Ingrid Estha. A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 53-70, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=66 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
Publisher: University of Johannesburg KerkoCite.ItemAlsoKnownAs: 10.36615/sotls.v2i2.66 2129771:3H667WQZ
Keywords: _C:France FRA; _C:India IND; _C:Saudi Arabia SAU; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Teaching Learning Toolkit: An accessible summary of the international evidence on teaching 5-16 year-olds (2018)

Early Marriage, Pregnancy and Girl Child School Dropout - Birchall, Jenny (2018)
The aim of this review was to present the recent evidence on the impact of early marriage and/or pregnancy on the rates of girl child drop out. It also synthesises evidence that focus on laws, policies and practices that force pregnant girls or new mothers out of school. Although early marriage and pregnancy are often linked to school dropout, evidence proving a direct and causal link is limited. This is because early marriage and pregnancy can be both the cause and consequence of dropping out of school. Girls certainly leave or are taken out of school because they are pregnant or married, but girls who have already dropped out of school are more likely to marry and/or become pregnant. There is a significant body of evidence looking at the links between early pregnancy (often outside of marriage) and school dropout in Sub-Saharan Africa, and there are some studies that consider the relationship between early marriage (and resulting early pregnancies) and school drop out in South Asia. While it is clear that early pregnancy and marriage play an important part in girl child school dropout, the different perimeters of available studies, combined with a lack of robust, comparable national data, and the fact that early marriage and pregnancy, as well as school dropout, are so interlinked with socioeconomic inequalities and unequal gender norms, means it is difficult to make simple causal assumptions about exactly how early marriage and pregnancy influence school dropout.
Accepted: 2019-01-17T15:09:30Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:PLMDELP4 4869029:9NFMXNI4
Keywords: ⛔ No DOI found

Learning through play - The LEGO Foundation (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:LK77KZBI 2486141:TS59K9F4

Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course - Zengin, Yilmaz (International Journal of Mathematical Education in Science and Technology, 2018)
The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.
Place: London Publisher: Taylor & Francis Ltd. KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2018.1431850 2534378:4Q558XJM 2534378:5DFZ3ICN 2534378:IACQXPAX Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2081325301?accountid=9851
Keywords: Colleges & universities; Computer Software; Content analysis; Data acquisition; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; GeoGebra; Geometry; Higher Education; History; History of mathematics; Mathematical Concepts; Mathematical Logic; Mathematical analysis; Mathematics; Mathematics Instruction; Mathematics Teachers; Preservice Teachers; Qualitative analysis; Qualitative research; Software; Student Attitudes; Teachers; Turkey; Validity; __:import:01; __:match:final; __:matched; __:study_id:2098800; __finaldtb; dynamic mathematics software; pre-service teachers' views

Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education - Evens, Marie; Elen, Jan; Larmuseau, Charlotte; Depaepe, Fien (Teaching and Teacher Education, 2018)
The study investigates the explicit and integrated presentation of pedagogical content knowledge (PCK), pedagogical knowledge (PK), and content knowledge (CK) in teacher education. We compare learning environments to study whether only presenting PK and CK is sufficient for PCK development, whether only presenting PCK is sufficient for PK and CK development, and whether PCK development is affected by integrating PCK, PK and CK. We find that only presenting two knowledge domains to students is insufficient to develop the third one, and integrating knowledge domains does not impact PCK development.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2018.07.001 2129771:P46BY82T 2486141:CHVQTFG5
Keywords: Digital learning environment; Instructional design; Knowledge integration; Pedagogical content knowledge; Teacher professional knowledge

Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups - Lantz-Andersson, Annika; Lundin, Mona; Selwyn, Neil (Teaching and Teacher Education, 2018)
This paper presents a systematic review of 52 empirical studies of formally-organized and informally-developed online teacher communities from the early 2000s to the present time. Focusing on the social as well as technological aspects of online participation, the review explores how teacher communities are shaped by broader contexts of teaching. The review shows that while formally-organized and informally-developed communities address different needs amongst teachers and support different outcomes, they also share several common characteristics. Indeed, regardless of type, online communities can be a valuable means of developing supportive and collegial professional practices. That said, more evidence is required on the specific collaborative merits of teachers' online interactions.

Correlation of ambient air temperature and cognitive performance: A systematic review and meta-analysis - Yeganeh, Armin Jeddi; Reichard, Georg; McCoy, Andrew P.; Bulbul, Tanyel; Jazizadeh, Farrokh (Building and Environment, 2018)
Despite their impact on work performance, cognitive responses to thermal variations in buildings have not been accurately quantified. Practical limitations in individual laboratory experiments with limited participants often cause low statistical power and restrict generalizability. Thus, inconsistencies in individual studies motivate summary reviews and meta-analyses. The objective of this study is to estimate the correlation between ambient air temperature and cognitive performance through a systematic literature review. We identified laboratory experiment reports published between 1980 and 2018, out of which 45 passed the targeted inclusion and exclusion criteria set forward by the scope of this study. To obtain summary effect statistics, 28 reports were included in a single analysis conducted by the use of the Comprehensive Meta-Analysis software. Under laboratory conditions with fixed clothing values, studies with the weighted mean of 4.34 °C, 10.04 °C, and 26.68 °C increase in the control air temperature show about % 0.40, % 5.37, and % 7.97 reductions in cognitive performance, respectively. Heat stress causes the most significant decline in the most attention-demanding tasks. The results show an overall decline in both speed and accuracy measures due to changes in ambient air temperature. Accuracy measures and longer exposures are associated with relatively more decline in heat and cold. The estimated temperature-performance correlation follows a bell-shaped curve centered around the average control temperature. The results help inform policy and design decisions concerned with thermal comfort and upper limits for occupational exposure to cold and heat.
Keywords: Cold; Comfort; Heat; Indoor; Productivity; Work

Mixing and matching: using qualitative methods to improve quantitative impact evaluations (IEs) and systematic reviews (SRs) of development outcomes - Jimenez, Emmanuel; Waddington, Hugh; Goel, Neeta; Prost, Audrey; Pullin, Andrew; White, Howard; Lahiri, Shaon; Narain, Anmol (Journal of Development Effectiveness, 2018)
Recent evaluations have begun to use qualitative data in a manner that helps improve the quality and relevance of studies through the inferences that are drawn from them, and their applicability to policy makers and programme implementers. This paper reviews this work and identiﬁes good practices to integrate qualitative methods into quantitative impact evaluations (IEs) and systematic reviews (SRs). Using recent literature on the characteristics of such practices, we developed two tools to assess the methodological rigour and mixed methods integration of 40 IEs and 7 SRs, drawing upon previous approaches. Our ﬁndings are that successful mixed methods quantitative impact evaluations: (1) provide a clear rationale for integration of methods; (2) deploy multidisciplinary teams; (3) provide adequate documentation; and (4) acknowledge limitations to the generalisability of qualitative and quantitative ﬁndings. Successful integration tended to improve mixed methods impact evaluations by collecting better data to inform the study design and ﬁndings, which helped contextualise quantitative ﬁndings. Our main observation on the integration of mixed methods in the systematic reviews is that mixed methods systematic reviews bringing together literatures that answer diﬀerent questions can go beyond the ‘sum of their parts’ to provide holistic answers about development eﬀectiveness. The ﬁndings of this study inform several recommendations to improve the conduct and reporting of mixed methods impact evaluations and systematic reviews.
KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2018.1534875 2129771:V34R7Q5Q
Keywords: ___duplicate_item

World Yearbook of Education 2019: Comparative Methodology in the Era of Big Data and Global Networks - Gorur, Radhika; Sellar, Sam; Steiner-Khamsi, Gita (Routledge, 2018)
Digital methodologies, new forms of data visualization and computer-based learning and assessment are creating new challenges as well as opportunities for scholars in educational research. The World Yearbook of Education 2019 explores this highly relevant topic, opening a new discussion about the various conceptual and methodological challenges and opportunities in contemporary educational research. This volume explores contemporary methods of inquiry, with chapters organized around four topics of enduring interest in this field: impacts, patterns, relations and contexts. The World Yearbook of Education 2019 comprises contributions from internationally renowned scholars exploring novel concepts and methodologies in grappling with contemporary empirical phenomena in educational research. Vital questions such as how we understand the technological developments that are creating new possibilities for and demands on education, and how we make sense of complex cases that cut across multiple nations, are discussed. This newest addition to the prestigious World Yearbook of Education series provides a fascinating read for scholars in the fields of education policy and comparative education. It is not only a useful resource for educational researchers and policy makers examining new trends and emerging issues, but would be of interest to graduate students exploring innovative methodologies, particularly in the study of education and education policy.
Google-Books-ID: 0T33DwAAQBAJ
Keywords: Education / Experimental Methods; Education / General; Education / Research

Innovation in Mixed Methods Research: A Practical Guide to Integrative Thinking with Complexity - Poth, Cheryl N. (SAGE, 2018)
Explaining both why and how to use mixed methods for discovering solutions to complex research problems, this guide gives readers the tools to adapt approaches to suit their own research conditions. Written in a warm, encouraging tone and packed with helpful diagrams and visual organizers, it provides an easy-to-follow map to the mixed methods process, covering everything from ‘what is mixed methods research?’ to framing, integrating, and describing a complexity-sensitive mixed methods approach. Features include: Key questions to navigate the important concepts of each chapter Practice alerts to provide practical tips on working in the field Chapter check-ins to assess development of key skills Further reading to expand and deepen knowledge of mixed methods practices An annotated glossary to get to grips with foundational terms and revise for exams Supported throughout by real-world examples and advice from the author and other mixed methods experts, this book helps readers succeed in their projects and think innovatively about the methods they use.
Google-Books-ID: JSxUDwAAQBAJ
Keywords: Reference / Research; Social Science / Methodology; Social Science / Research

Teacher self-efficacy in online education: a review of the literature - Corry, Michael; Stella, Julie (Publisher, 2018)
Although empirical validation of teacher self-efficacy in face-to-face environments continues, it remains a relatively new construct in online education. This literature review, which was conducted over academic databases and which examined work published in the past 15 years, explores three areas of research about teacher self-efficacy in online education: (1) ease of adopting online teaching, (2) online teaching self-efficacy in comparison to demographic and experience variables and (3) changes in teacher self-efficacy in professional development scenarios where self-efficacy was measured before and after treatment. Research studies demonstrate agreement (or no discernible disagreement) in the importance of system/curriculum quality in the implementation of online learning and the recognition that a measure of self-efficacy in online pedagogy has not yet been empirically derived. Researchers continue to examine the balance of technological and pedagogical knowledge that supports the development of teacher self-efficacy, the role of learner self-efficacy in teacher self-efficacy and whether teacher self-efficacy differs fundamentally in online education. In addition, it seems clear that empirical validation of the association of teacher self-efficacy and student success has yet to occur in online education with the rigour seen in face-to-face modes of delivery.
Accepted: 2019-10-24T21:25:08Z Publisher: Association for Learning Technology KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v26.2047 2129771:AEFZ3LCT 2129771:BAZAG7DZ 2129771:RRNDFXUH
Keywords: _C:State of Palestine PSE; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Mental health and Psychosocial Support and Social and Emotional Learning support for Learning Outcomes in Conflict-Affected Settings - Gallagher, Emma (2018)
This rapid review synthesises findings on the importance of provision of mental health and psychosocial support interventions (MHPSS) and social and emotional learning (SEL) support for protecting or promoting the general psychosocial wellbeing of individuals and the treatment of more serious mental health issues, particularly in conflict or post-conflict situations. In conducting the literature search for this report, several papers which discuss how education can have a positive impact on psychosocial wellbeing were identified. However, the evidence showing the link in the other direction - on the effect of psychosocial support interventions on education outcomes - is sparse. Of the three studies identified which do attempt to show this link between MHPSS and education, one measured school attendance and classroom behaviour only (not learning), while another included academic performance as one element of a multi-component ‘school wellbeing’ metric. It was therefore impossible to ascertain the extent to which the programme had actually improved learning. The third study identified no effect of the intervention on education outcomes. It is therefore impossible to draw any conclusions about MHPSS and their effects on learning other than that a research link may have been established, which is based on evidence from a small number of studies, and often using less objectively verifiable research methods such as self-reported feedback or qualitative interviewing. The review finds body of evidence indicating direct links between SEL and learning is more established than MHPSS; however, given the context-specific nature of both MHPSS and SEL it will not be sufficient to rely on this body of evidence alone. Therefore, there is learning to be had from the US-based studies and the small number of LMICs studies which do exist and can draw a clear link between SEL and learning outcomes. However, further empirical research is needed in order to understand if and how such programmes will work in conflict-affected settings. Aber et al. (2016a; 2016b) makes a useful first step with this but more evidence is required in order to ensure the benefits are transferable.
Accepted: 2018-12-21T10:33:18Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:23EF5XE7 4869029:YT7C9Q49
Keywords: ⛔ No DOI found

In Bringing a Literacy Project to Scale, has Kenya Found a Holy Grail? - Bruns, Barbara (Center For Global Development, 2018)
An article of faith among development economists is that “evidence-based policy” holds the promise of faster progress. Barbara Bruns set out to find a rigorously evaluated pilot whose evidence had led to a program at scale. It wasn’t easy.
KerkoCite.ItemAlsoKnownAs: 2339240:GIKWZG8S 2405685:IUEBJUAM 2129771:2D7IEEZ6
Keywords: _yl:b

Lean Impact: How to Innovate for Radically Greater Social Good - Chang, Ann Mei (John Wiley & Sons, 2018)
Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices, popularized by bestseller The Lean Startup, that have fueled technology breakthroughs touching every aspect of our lives, Lean Impact turns our attention to a new goal - radically greater social good. Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the need. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a tech executive in Silicon Valley to her most recent experience as the Chief Innovation Officer at USAID. She vividly illustrates the book with real stories from interviews with over 200 organizations across the US and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale.
Google-Books-ID: S8h1DwAAQBAJ
Keywords: Business & Economics / Development / Sustainable Development; Business & Economics / General; Business & Economics / Nonprofit Organizations & Charities / Management & Leadership; Social Science / Philanthropy & Charity

Lean Impact: How to Innovate for Radically Greater Social Good - Chang, Ann Mei (Wiley, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:HF9CSAFV 4426965:IGJF7ZF7 4804264:JBQKV3PP

Exploring Five Online Collaboration Tools to Facilitate a Professional Learning Community - Moore, Julie A. (TechTrends, 2018)
Critical Friends Groups (CFGs) are a form professional learning community that has been used for teacher learning in K-12 environments for many years. In order to foster community and learning amongst distributed participants, CFGs are beginning to make their way online. This article describes the expereience of a four-year old online CFG whose goal was to explore how different technologies can support the work of a virtual CFG by being an online CFG. This article describes the technologies used to host this CFG, the attributes of those technologies to support this collaborative work and the lessons learned from the group’s experience.
Num Pages: 612-617 Place: Washington, Netherlands Publisher: Springer Nature B.V.
Keywords: Critical friends group; Online learning; Professional development; Professional learning community; Virtual community

Voices Confined to Classrooms: The Marginalised Status of Teachers in Curriculum Development in Lusaka, Zambia - Mwanza, Christine (2018)

The Words Between Us: How Well Do Enumerators Understand the Terminology Used in Humanitarian Surveys? A Study from Northeast Nigeria - Translators Without Borders (2018)

Outcome Harvesting: Principles, Steps, and Evaluation Applications - Wilson-Grau, Ricardo (Information Age Publishing, 2018)
Are you a grant maker, manager or evaluator who must assess your work to improve as well as be accountable for the use of resources and results? Does the project, program or organization you fund, manage or evaluate contend with substantial uncertainty about what to do and what will be the results? Do you thus experience constant change and unexpected and unforeseeable actors and factors in your intervention? Do you need to know what you are achieving and how in real time? And therefore, do you seek an alternative to conventional monitoring and evaluation of social change results? If yes, then you are the audience for this book. Beginning in 2002, working closely with co-evaluators and commissioners of evaluations, the author developed Outcome Harvesting to enable evaluators, grant makers, and managers to identify, formulate, verify, and make sense of changes that interventions have influenced in a broad range of cutting–edge innovation and development projects and programs around the world. Over these years, he led Outcome Harvesting evaluative exercises involving almost 500 non-governmental organizations, networks, government agencies, funding agencies, community-based organizations, research institutes and university programs. In over fifty evaluations, with forty co-evaluators he has harvested thousands of outcomes on six continents. Outcome Harvesting has proven useful in evaluations of a great diversity of initiatives: human rights advocacy, political, economic and environmental advocacy, arts and culture, health systems, information and communication technology, conflict and peace, water and sanitation, taxonomy for development, violence against women, rural development, organic agriculture, participatory democracy, waste management, public sector reform, good governance, eLearning, social accountability, and business competition, amongst others. In this book, the author explains the steps of Outcome Harvesting and how to customize them according to the nine underlying principles. He shares his experience and gives practical advice on how to work with Outcome Harvesting and remain true to its essential features.
KerkoCite.ItemAlsoKnownAs: 2129771:B5NTIDYV 4426965:WZ8BVS9T

An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere - Bozkurt, Aras; Koseoglu, Suzan; Singh, Lenandlar (Australasian Journal of Educational Technology, 2018)
Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.
KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.4252 2129771:FSJ8XK22
Keywords: Open Education; Open Educational Practices (OEPs); Open Educational Resources (OERs); Open Learning; Openness; __C:filed:1

Work-integrated learning for TVET lecturers: Articulating industry and college practices - Bijl, André van der; Taylor, Vanessa (Journal of Vocational, Adult and Continuing Education and Training, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:UVFWWSSX 2317526:CCAQJSZP
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:LOW; -RRQ:M:final; C:South Africa; RRQ:other; __C:filed:1; publicImportV1; ⛔ No DOI found

Researching vocational education and training: An international perspective - Mulder, Martin (Journal of Vocational, Adult and Continuing Education and Training, 2018)
KerkoCite.ItemAlsoKnownAs: 10.14426/jovacet.v1i1.12 2129771:3FZYIY3L 2317526:GP4KBHEL
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:LOW; -RRQ:M:final; RRQ:other; publicImportV1

Thinking and Working Politically Through Applied Political Economy Analysis (2018)
This guidance provides information on how USAID can think and work in ways that are more politically aware — an approach known as “thinking and working politically” (TWP) 1 — through the use of applied political economy analysis. PEA is a structured approach to examining power dynamics and economic and social forces that influence development. Through programming that seeks to more rigorously respond and adapt to these realities, USAID is working to improve the effectiveness and sustainability of its international development efforts.
KerkoCite.ItemAlsoKnownAs: 2129771:XT4E6HM2

An Overview of ICT for Education of Refugees and IDPs - Joynes, Chris; James, Zoe (2018)
This rapid review examined examples of ICT approaches to address the education needs of those living in IDP and refugee camps and lessons learned from these experiences. Although ICT is considered a good system to fulfil the education needs within refugee settings, many studies conclude that access to ICTs in schools or at home is not sufficient to improve learning outcomes. It is due to the role of a mentor or tutor figure is seen as key to productive learner engagement with technology, and the effectiveness of ICT-based education is reliant on appropriate teacher training to ensure successful up-take at the classroom level (Tauson & Stannard 2018: 47, 62; UNESCO 2018: 74; Carlson 2013: 30). Secondly, in terms of content, ICTs for education should provide content that is responsive or adaptable to the learners’ level, is implemented in line with the local curriculum and also is relevant to the learners’ context (Tauson & Stannard 2018: 36-38, 61). Despite this potential for ICTs, there remains a broad lack of evidence related to education in refugee settings (Burde et al. 2015; Tauson & Stannard 2018; World Bank 2016). In particular, more information is needed on pedagogic design, on the effective use of ICTs for learning, on the role of ICTs in ensuring continuity of and linkages between learning in formal and non-formal settings, on the role of ICTs in educational data-gathering, and on the cost-effectiveness of ICT-led interventions (Burde et al 2015; Tausin & Stannard 2018; Carlson 2013). In light of the availability of evidence, some of the studies cited here instead supplement their findings by drawing on observational studies, and on studies on effective ICT usage from learners in non-refugee contexts (Burde et al. 2015; Tauson & Stannard 2018).
Accepted: 2019-01-08T11:48:10Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:NWNVRKRN 4869029:GFTG4UHC
Keywords: ⛔ No DOI found

Migration, Education & Development: Databases and Bibliography. Annex G to “Dutch labour market shortages and potential labour supply from Africa and the Middle East” - Hoog, Tycho van der; Dietz, Ton; Düvell, Franck (African Studies Centre Leiden, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:AHCIC45K 2129771:KVEBHN3N 2129771:W256BX86
Keywords: ⛔ No DOI found

National and sub-national variation in patterns of febrile case management in sub-Saharan Africa - Alegana, Victor A.; Maina, Joseph; Ouma, Paul O.; Macharia, Peter M.; Wright, Jim; Atkinson, Peter M.; Okiro, Emelda A.; Snow, Robert W.; Tatem, Andrew J. (Nature Communications, 2018)
Given national healthcare coverage gaps, understanding treatment-seeking behaviour for fever is crucial for the management of childhood illness and to reduce deaths. Here, we conduct a modelling study triangulating household survey data for fever in children under the age of five years with georeferenced public health facility databases (n = 86,442 facilities) in 29 countries across sub-Saharan Africa, to estimate the probability of seeking treatment for fever at public facilities. A Bayesian item response theory framework is used to estimate this probability based on reported fever episodes, treatment choice, residence, and estimated travel-time to the nearest public-sector health facility. Findings show inter- and intra-country variation, with the likelihood of seeking treatment for fever less than 50% in 16 countries. Results highlight the need to invest in public healthcare and related databases. The variation in public sector use illustrates the need to include such modelling in future infectious disease burden estimation.
Number: 1 Publisher: Nature Publishing Group

MOOCs and OER in the Global South: Problems and Potential - King, Monty; Pegrum, Mark; Forsey, Martin (The International Review of Research in Open and Distributed Learning, 2018)
This paper examines the problems and potential of Massive Open Online Courses (MOOCs) and Open Education Resources (OER) in the global South. Employing a systematic review of the research into the use of open online learning technologies in Southern contexts, we identify five interrelated themes emerging from the literature: 1) access to the Internet; 2) participant literacies; 3) online pedagogies; 4) the context of content; and 5) the flow of knowledge between North and South. The significance of Southern voice and participation is addressed in the final section, which concludes that on balance, the literature offers a qualified endorsement of the potential and actualities of MOOCs and OER in the global South. The ongoing tendency for the research literature to pay little heed to the agency of the social actors with the most to gain from these innovations is noted, opening up space for further research into the lived experience of online learners in the global South.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v19i5.3742 2129771:C5WKCYGM
Keywords: __C:filed:1

Teacher Motivation in Economic Crises - James, Zoe (2018)
This helpdesk review presents evidence of strategies and approaches that have worked to motivate teachers, with a focus on applications to contexts facing the sudden shock of economic crisis. It begins by presenting an overview of the ways in which economic crisis can impact education systems, drawing on recent relevant examples and presenting a detailed case study of Greece. It then moves on to review frameworks to understand teacher motivation, identifying the different factors that may be important in improving teacher motivation. Finally it presents evidence of strategies and approaches to improve teacher motivation. Evidence of strategies and approaches taken to explicitly improve teacher motivation in the context of the sudden shock of economic crisis is minimal. The examples of Greece, Indonesia, Venezuela, Argentina, Russia and beyond were consulted, and whilst there was some documentation of the impact of economic crisis in these contexts, there was very limited documentation of strategies and approaches taken to mitigate the effects of crisis on teachers. Evidence of strategies and approaches beyond financial incentives was also limited, even when considering a broader set of contexts. The focus of this review is therefore on strategies and approaches that have worked in resource-constrained LMIC contexts, whilst situating the discussion in the context of the ways in which economic crisis can (and has) impacted on education systems.
Accepted: 2018-12-13T13:25:39Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:GKQFPFN9 4869029:V47QB3MJ
Keywords: ⛔ No DOI found

Sierra Leone Media Landscape Report - BBC Media Action (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:KM54UTV8 2339240:7N6UW9TG 2405685:644SZI8D
Keywords: _C:Sierra Leone SLE

How Outdoor Trees Affect Indoor Particulate Matter Dispersion: CFD Simulations in a Naturally Ventilated Auditorium - Hong, Bo; Qin, Hongqiao; Jiang, Runsheng; Xu, Min; Niu, Jiaqi (International Journal of Environmental Research and Public Health, 2018)
This study used computational fluid dynamics (CFD) models, coupling with a standard k-ε model based on the Reynolds-averaged Navier-Stokes (RANS) approach and a revised generalized drift flux model, to investigate effects of outdoor trees on indoor PM1.0, PM2.5, and PM10 dispersion in a naturally ventilated auditorium. Crown volume coverage (CVC) was introduced to quantify outdoor trees. Simulations were performed on various CVCs, oncoming wind velocities and window opening sizes (wall porosities were 3.5 and 7.0%, respectively, for half and fully opened windows). The results were as follows: (1) A vortex formed inside the auditorium in the baseline scenario, and the airflow recirculation created a well-mixed zone with little variation in particle concentrations. There was a noticeable decrease in indoor PM10 with the increasing distance from the inlet boundary due to turbulent diffusion. (2) Assuming that pollution sources were diluted through the inlet, average indoor particle concentrations rose exponentially with increasing oncoming wind speed. PM10 changed most significantly due to turbulent diffusion and surface deposition reduction intensified by the increased wind velocity. (3) Increasing the window opening improved indoor cross-ventilation, thus reducing indoor particle concentrations. (4) When 2.87 m3/m2 ≤ CVC ≤ 4.73 m3/m2, indoor PM2.5 could meet requirements of the World Health Organization’s air quality guidelines (IT-3) for 24-hour mean concentrations; and (5) average indoor particle concentrations had positive correlations with natural ventilation rates (R2 = 0.9085, 0.961, 0.9683 for PM1.0, PM2.5, and PM10, respectively, when the wall porosity was 3.5%; R2 = 0.9158, 0.9734, 0.976 for PM1.0, PM2.5, and PM10, respectively, when the wall porosity was 7.0%).
KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph15122862 2129771:NU65X5TZ 2486141:VM36U6T4

Mathematical problem solving and mathematical connections abilities of students with accelerated learning cycle - Amelia, S. (International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia, 2018)
This quasi-experimental research examines the abilities of mathematical problem solving and mathematical connections through the application of Accelerated Learning Cycle. The samples of research were 63 students of seventh grade students in Riau Province, which were divided into an experimental group and a control group. The research instruments were mathematical problem solving and mathematical connection abilities test, and the data were analyzed using Mann-Whitney and two ways ANOVA test. The results of this study indicate that there was a significant effect of Accelerated Learning Cycle on the overall students’ mathematical problem solving and connection skills (p = 0,000; p <0.050) and in all categories of KAM, except both of two categories on mathematical connections ability, high (p = 0.349; p <0.050) and middle (p = 0.100; p <0.050), did not significantly differ. In the problem solving and mathematical connections abilities of students, there was no difference between the categories of KAM and there was no interaction betw een learning and mathematical ability.
EdTechHub.Source: 2486141:HD57ZUCR EdTechHub.Source: 2339240:AI2YXSZE KerkoCite.ItemAlsoKnownAs: 2129771:9GJG6P9T 2339240:AI2YXSZE 2486141:HD57ZUCR
Keywords: Experimental; HQ; LMIC; Math; _AcademicRecoveryOECS; content; pedagogy; quant; quasi-experimental; ⛔ No DOI found

Experimental evidence on scaling up education reforms in Kenya - Bold, Tessa; Kimenyi, Mwangi; Mwabu, Germano; Ng’ang’a, Alice; Sandefur, Justin (Journal of Public Economics, 2018)
What constraints arise when translating successful NGO programs to improve public services in developing countries into government policy? We report on a randomized trial embedded within a nationwide reform of teacher hiring in Kenyan government primary schools. New teachers offered a fixed-term contract by an international NGO significantly raised student test scores, while teachers offered identical contracts by the Kenyan government produced zero impact. Observable differences in teacher characteristics explain little of this gap. Instead, data suggests that bureaucratic and political opposition to the contract reform led to implementation delays and a differential interpretation of identical contract terms. Additionally, contract features that produced larger learning gains in both the NGO and government treatment arms were not adopted by the government outside of the experimental sample.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2018.08.007 2129771:E864862Q 2486141:IUMRYMT8
Keywords: Contract teachers; Education; External validity; Kenya; Randomized evaluation; State capacity

Interdistrict mobility and charter schools in Arizona: Understanding the dynamics of public school choice. - Powers, Jeanne; Topper, Amy Marcetti; Potterton, Amanda (2018)
This paper investigates the mobility patterns of elementary students enrolled in Arizona’s traditional public school districts and charter schools. We address movement related to two forms of public school choice simultaneously: interdistrict choice and charter schools. Most student movement is interdistrict or between school districts. In Arizona, interdistrict mobility has played a greater role in creating and sustaining an educational market than charter schools. There is also a substantial amount of student movement from charter schools to school districts. Regression analyses suggested that the relationships between different types of student mobility and school characteristics varied across the two sectors. We also document regional differences in mobility patterns, which indicate that education markets vary considerably across and within local contexts.
Keywords: _C:India IND; _C:Jordan JOR; _C:Sweden SWE; _C:United States USA; __C:filed:1; __C:scheme:1

Making Kolibri an All-Around Inclusive EdTech - Matic, Radina (Medium, 2018)
Interactive Components, Documentation and Beyond
KerkoCite.ItemAlsoKnownAs: 2129771:J32X8QE7

Social Services Budgeting in Southern Africa - Bolton, Laura (2018)
It is not possible to do a formal comparison of budget allocations within social services in different countries with the data identified. The data from different countries are from different sources and different years and budget allocations are measured and reported in different ways. There are even some discrepancies from different sources on the same country. The data reported here, however, can be used to give a broad impression of the amounts of social budgets apportioned to wages for comparison. High wage bills for general government expenditure has been highlighted as problematic in recent years and a focus for development reform across different sectors. The concern of this query was the amount of budgets spent on employment within health, education and social protection services. Budget apportioned to other areas of services is more difficult to compare as reporting is not uniform. Some reports describe data on other allocations more specifically, such as amount apportioned to infrastructure, supplies, equipment, and donor development. And some are described more broadly eg. Other recurrent transactions. A balance between funding for different areas is required for optimising services. For example, a well-staffed health facility requires equipment and infrastructure with which to function and conversely a well-equipped facility needs trained staff to deliver the services (UNICEF, 2017a). This rapid review draws on literature on social services budgeting in Southern Africa by drawing samples from Zambia, Malawi, Botswana, Mozambique and South Africa by focusing on three key services including Health, Education and Social Protection.
Accepted: 2019-01-04T16:10:02Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:WWE6U6U3 4869029:TPMTAH2P
Keywords: ⛔ No DOI found

Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone - Barnett, Sarah; van Dijk, Jetske; Swaray, Abdulai; Amara, Tamba; Young, Patricia (BMJ, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.k4667 2129771:TJLHF968
Keywords: _C:Sierra Leone SLE

The Effectiveness of School Grants in Low- and Middle-Income Contexts - James, Zoe; Joynes, Chris (2018)
This helpdesk review has drawn primarily on evidence from systematic reviews and synthesis studies focused on the effectiveness of school grants for the improvement of (i) equitable access to quality education, and (ii) the student learning outcomes. The rationale for school grants has emerged as part of relatively recent policy-driven practices for educational decentralisation and, within that, school-based decision-making. The devolution of a range of decisions to the school-level is assumed to improve accountability, efficiency and responsiveness to local needs (Bruns et al. 2011; Carr-Hill et al. 2016; Slater 2013). These decisions may include concerns related to curricula, finance, management and teachers, and may be taken at one or more administrative level (Bruns et al. 2011; Slater 2013). The literature identifies several key principles for effective implementation. This includes an acknowledgement of the range of challenges and barriers that are associated with the implementation of these type of models at the school level, including (i) the need for all actors to support the principles of decision-making reform; (ii) the need for local district support; and (iii) the reality that this type of reform places increased time and work demands on teachers and parents (Bruns et al. 2011). The review found that evidence of the effectiveness of school grant policies for equitable access to quality education was limited. Few studies provided rigorous examinations of the impact of school grants on equity of access across a range of measures, for example between rural/ urban locations, gender, or socio-economic status. The evidence base is relatively stronger in relation to the effectiveness of school grant policies for student learning outcomes, being suggestive of small but positive impacts. However, according to a 2016 synthesis study, these positive results are concentrated in middle-income countries, and stronger impacts tend to be found for wealthier students with more educated parents, with smaller effects found in disadvantaged communities (Carr-Hill et al. 2016; see also Hanushek et al. 2011; UNESCO 2017).
Accepted: 2019-01-15T11:38:42Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:953HV7PL 4869029:8TP43LEM
Keywords: ⛔ No DOI found

(untitled) - Roy, Paramita (International Journal of Innovative Knowledge Concepts, 2018)
Keywords: ⛔ No DOI found

Education and Disability in the Global South: New Perspectives from Africa and Asia - Singal, Nidhi; Lynch, Paul; Johansson, Shruti Taneja (Bloomsbury Publishing, 2018)
Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments.
Google-Books-ID: get1DwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:43YYLIJJ 2339240:DZELW96T 2405685:9MZNXBIX
Keywords: Education / Educational Policy & Reform / General; Education / Inclusive Education; Education / Special Education / General

Strategies and Approaches to Ensure Equitable Access to Quality Education in Economic Crises - James, Zoe (2018)
This helpdesk review has drawn primarily on evidence from systematic reviews and synthesis studies focused on (i) the impact of economic crises on education systems, and (ii) the effectiveness of strategies and approaches that aim to improve educational participation. It has focused on policy responses at the primary and secondary levels of education, and where possible has drawn on examples from effective responses in the context of large-scale economic crisis. Where evidence was not available from contexts of economic crisis, studies from resource-constrained low- and middle- income countries (LMICs) were considered. Economic crises pose particular challenges to the achievement of goals around equitable access to quality education. Falling household incomes can affect the ‘demand’ for schooling, increasing the cost of schooling, particularly for the poorest. Meanwhile, constrained government budgets can lead to reduced investments in schools and teachers, and associated declines in education quality (World Bank 2009). This review discusses five strategies and approaches to ensure equitable access to quality education, which have been identified as appropriate responses in literature on the impact of economic crisis on education (Lundberg and Wuermli 2012; Shafiq 2010; World Bank 2009). These are: (1) cash transfers; (2) scholarship programmes and fee waivers; (3) school feeding; (4) decentralisation and school grants; and (5) information-related activities. For all except ‘information-related activities’, there are examples of the effective implementation of that policy in contexts of economic crisis.
Accepted: 2019-01-15T10:33:49Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:GZH2SAE7 4869029:IIPTAZR9
Keywords: ⛔ No DOI found

Digital transformation in German higher education: student and teacher perceptions and usage of digital media - Bond, Melissa; Marín, Victoria I.; Dolch, Carina; Bedenlier, Svenja; Zawacki-Richter, Olaf (International Journal of Educational Technology in Higher Education, 2018)
Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set. Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools. Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.
KerkoCite.ItemAlsoKnownAs: 10.1186/s41239-018-0130-1 2129771:WU3RAAUR
Keywords: Digital media usage; Digitalization; Educational technology; Germany; Higher education; Student perceptions; Teacher perceptions; University professors; University students; _C:Australia AUS; _C:Canada CAN; _C:Finland FIN; _C:Germany DEU; _C:Israel ISR; _C:Luxembourg LUX; _C:New Zealand NZL; _C:Spain ESP; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; _genre:LR-literature_review

Exploring barriers to adoption of virtual reality through social media analytics and machine learning–an assessment of technology, network, price and trialability (Journal of Business Research, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jbusres.2019.01.017 2129771:YES52NPW 2486141:SLBQNFI4

Ghana government invests 500m in TVET (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:MW999DPB

Ghana signs agreement with Germany for TVET support (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:WDMKWZ32

Ghana TVET project voucher launched in Western Region (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:TTAFWQGT

Global Views - Policy Research; Data on Policy Research Described by Researchers at Makerere University (Technical and Vocational Education and Training In Uganda: a Critical Analysis) (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:DFDJS5VZ

Minister reiterates significance of TVET in addressing Ghana’s employment challenges (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:F3M6A85G

Sudan: Sudanese Minister of Education Expresses her Support for the TVET Development of UNESCO in Sudan (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:ZUK2P39C

Sudan: UNESCO Reported to the Sudanese National Assembly on the Status of the Technical and Vocational Education and Training System (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:H9G8GCZA

Towards universal health coverage:reforming the neglected district health system in Africa (2019)

World: TVET Coordination Committee founded in South Sudan (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:UJLT2RPE

TVET in Sudan: government negligence, employers' response and challenges of reform under cluttered socio-economic conditions - Abdelkarim, Abbas (INTERNATIONAL JOURNAL OF TRAINING RESEARCH, 2019)
While TVET literature focuses on the potential role of the sector in socio-economic development, seldom is attention given to how socio-economic conditions and policies affect the development of the sector. This paper endeavours to contribute to filling this gap. It argues that examining the factors that influence access, equity and outcomes of TVET and education may not be possible without being embedded in their socio-economic context. A main finding of the paper is that cluttered socio-economic conditions and the public governance system in Sudan have resulted in a weak TVET system - severely deficient finance, contraction, inadequacy and irrelevance of provision, and uncoordinated institutional governance. Industrial employers' response is to rely largely on informal apprenticeship, which, while helping the poor and creating employment, may not be a replacement for formal TVET provision. A further finding is that the sector is neglecting rural and conflict-ridden regions and girls.\n
KerkoCite.ItemAlsoKnownAs: 10.1080/14480220.2019.1690737 2129771:6F5SYGYU

Teacher Retention: A Review of Policies for Motivating Rural Basic School Teachers in Ghana - Acheampong, Phinihas; Gyasi, Juliana Fosua (Asian Journal of Education and Training, 2019)
The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate installation of lighting facility, potable drinking water, and transport facilities such as a vehicle, motorbike and bicycle to ease the living constraints of teachers who serve in underprivileged learning communities. Again, professional development programs were found relevant to encourage and promote teachers working in remote areas. Results of the study shown that rural basic school teachers do not see why they should receive equivalent conditions of service as their peers who teach in urban schools. It is therefore recommended that, about one-third of teachers? salary should be apportioned as additional incentive to motivate teachers who serve in rural basic schools. Again, special student-trainees recruitment strategies should be adopted to recruit potential teachers from underprivileged communities to receive training and serve their people. This can effectively be implemented when the District Sponsorship Scheme Project is restored to enhance better deployment of teachers in underserved schools.
Publisher: Asian Online Journal Publishing Group
Keywords: Administrator Attitudes; Disadvantaged; Educational Facilities; Faculty Development; Faculty Mobility; Foreign Countries; Housing; Incentives; Rural Schools; School Districts; Student Recruitment; Teacher Education; Teacher Motivation; Teacher Persistence; Teacher Salaries; Transportation; Water Quality; _C:Botswana BWA; _C:Canada CAN; _C:China CHN; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Ghana GHA; _C:Lesotho LSO; _C:Malawi MWI; _C:Mozambique MOZ; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Connecting the Dots: Digitizing Teaching and Learning in Rural Schools in Uganda - Aduno, Freda (2019)
Publisher: Commonwealth of Learning (COL) KerkoCite.ItemAlsoKnownAs: 2129771:9WRJZIP6
Keywords: _C:Malaysia MYS; _C:Uganda UGA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

EDUCAUSE Horizon Report: 2019 Higher Education Edition - Alexander, Bryan; Ashford-Rowe, Kevin; Barajas-Murphy, Noreen; Dobbin, Gregory; Knott, Jessica; McCormack, Mark; Pomerantz, Jeffrey; Seilhamer, Ryan; Weber, Nicole (EDUCAISE, 2019)
KerkoCite.ItemAlsoKnownAs: 4804264:ACH32YFV
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Four Ways Technology Has Negatively Changed Education - Alhumaid, Khadija (Journal of Educational and Social Research, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:BDVMUL5N
Keywords: _C:Bulgaria BGR; _C:Canada CAN; _C:China CHN; _C:Egypt EGY; _C:Iran IRN; _C:Poland POL; _C:Romania ROU; _C:Saudi Arabia SAU; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ❓ Multiple DOI

Constructionism, ethics, and creativity: Developing primary and middle school artificial intelligence education - Ali, Safinah; Payne, Blakeley H.; Williams, Randi; Park, Hae Won; Breazeal, Cynthia (International workshop on education in artificial intelligence k-12 (eduai’19), 2019)
Keywords: ⛔ No DOI found

A Review on Adopting Personalized Gamified Experience in the Learning Context - Aljabali, R.N.; Ahmad, N. (IEEE Conf. e-Learn., e-Manag. e-Serv., IC3e, 2019)
Gamification illustrates motivation and encouragement that can be gained by people during using gamified experience. Gamification technology has been successfully applied in several domains including health and fitness, marketing, daily activities and education. It is the strategy which uses heterogeneous game elements within nonentertainment context. As Millennial Generation students have their own needs and preferences, the necessity of having personalized learning is increased recently to boost the effectiveness of the education system. Thus, many researches have investigated how dissimilarities between students can influence their suitable game elements. Since 2010 the published studies on gamification area increased; moreover, some attempts have been made to study the personalization in the gamification model. In this paper, we conducted a review of personalization in gamified learning experience to answer two review questions. We collect, review and synthesize studies related to gamified learning and personalization published from 2010 to 2017. The review strategy included six stages to identify the articles. 13 studies were identified which discussed adopting personalization and gamified learning experience in education. The results show that the studies that apply personalization within gamified learning approach accelerated during the last 3 years. This review reveals the trends in personalization parameters used in the studies, such as student's learning style and personality type. Moreover, most studies have shown high student performance while using the personalized gamified learning experience. © 2018 IEEE.
Journal Abbreviation: IEEE Conf. e-Learn., e-Manag. e-Serv., IC3e KerkoCite.ItemAlsoKnownAs: 10.1109/IC3e.2018.8632635 2129771:XAGVPKDY 2339240:DULSLYPU 2486141:C3FKCM4W
Keywords: E-learning; Education computing; Education systems; Gamification; Gamified learning; Learning approach; Learning experiences; Personalization; Personalizations; Personalized learning; Student performance; Students; _AcademicRecoveryOECS

Approximating the Equilibrium Effects of Informed School Choice - Allende, Claudia; Gallego, Francisco; Nielson, Chistopher (2019)
This paper studies the potential small and large scale effects of a policy designed to produce more informed consumers in the market for primary education. We develop and test a personalized information provision intervention that targets families of public Pre-K students entering elementary schools in Chile. Using a randomized control trial, we ﬁnd that the intervention shifts parents’ choices toward schools with higher average test scores, higher value added, higher prices, and schools that tend to be further from their homes. Tracking students with administrative data, we ﬁnd that student academic achievement on test scores was approximately 0.2 standard deviations higher among treated families ﬁve years after the intervention. To quantitatively gauge how average treatment effects might vary in a scaled up version of this policy, we embed the randomized control trial within a structural model of school choice and competition where price and quality are chosen endogenously and schools face capacity constraints. We use the estimated model of demand and supply to simulate policy effects under different assumptions about equilibrium constraints. In counterfactual simulations, we ﬁnd that capacity constraints play an important role mitigating the policy effect but in several scenarios, the supply-side response increases quality, which contributes to an overall positive average treatment effect. Finally, we show how the estimated model can inform the design of a large scale experiment such that reduced form estimates can capture equilibrium effects and spillovers.
KerkoCite.ItemAlsoKnownAs: 4804264:3JFCXGA3
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Approximating the Equilibrium Effects of Informed School Choice. - Allende, Claudia; Gallego, Francisco; Nielson, Christopher (2019)
Keywords: ⛔ No DOI found

Taking Advantage of Students’ Passion for Apps in Sustainability and CSR Teaching - Alonso-Martínez, Daniel; Jiménez-Parra, Beatriz; González-Álvarez, Nuria; Godos-Díez, José-Luis; Cabeza-García, Laura (Sustainability, 2019)
KerkoCite.ItemAlsoKnownAs: 10.3390/su11030779 10/gf62gp 2129771:I22RXHJK 2129771:SIRIY4P4
Keywords: _C:Brazil BRA; _C:Israel ISR; _C:Japan JPN; _C:Netherlands NLD; _C:Spain ESP; _C:Switzerland CHE; __C:filed:1; __C:scheme:1

Acceptabilité des technologies d'apprentissage mobile: le cas des tablettes - Amadieu, Franck; Mulet, Julie; Van der Linden, Jan; Lombard, Jordan; Van De Leemput, Cécile (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:SK384VSY
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Cyprus CYP; _C:France FRA; _C:Jordan JOR; _C:Malaysia MYS; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Spatial Distribution of Soil Cationic Micronutrients along Rainfall Gradient in Sorghum-Based Cropping System in Sudano Sahelian Zone of Nigeria. ISSN: 2350-0328 - Amin, M.A.; Omar, G.; Tudunwada, I.Y. (International Journal of Advanced Research in Science, Engineering and Technology, 2019)
Keywords: ⛔ No DOI found

Measuring Human Capital. Policy Research Working Paper - Angrist, N.; Djankov, S.; Goldberg, P.K.; Patrinos, H.A. (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:PM78M6YG 2129771:UYIWMY6B

The Skills Balancing Act in Sub-Saharan Africa - Arias, Omar; Evans, David K; Santos, Indhira (World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:5KJCRRXT 2317526:D4CEQB58

The skills balancing act in Sub-Saharan Africa: Investing in skills for productivity, inclusivity, and adaptability - Arias, Omar; Evans, David K.; Santos, Indhira (World Bank Publications, 2019)
KerkoCite.ItemAlsoKnownAs: 4804264:6H8I3A6N
Keywords: Final_citation

Towards a regional strategy for resolving the human resources for health challenges in Africa - Asamani, J.A.; Akogun, Oladele B; J., Nyoni; A., Ahmat; J., Nabyonga-Orem; Tumuslime, P. (BMJ Global Health, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:P5IWDHBU 2129771:YD9BQ5KS 2486141:LMRYJ5ZY

Bridging the chasm - study of the realities of edtech use among trainee teachers - Atherton, Pete (Teacher Education Advancement Network Journal, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:MRVB3J27 4426965:V3B64NC7
Keywords: Stefanie; ⛔ No DOI found

Teachers' Adoption of Open Educational Resources in Higher Education. - Baas, Marjon; Admiraal, Wilfried; van den Berg, Ellen (Journal of Interactive Media in Education, 2019)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.5334/jime.510 2129771:36F9DWH9
Keywords: _C:Netherlands NLD; _C:Tanzania TZA; _C:Turkey TUR; __C:filed:1; __C:scheme:1

Understanding Sub-Saharan African Learners Informal Learning Using Mobile Devices: A Case of Tanzania - Bagui, Laban; Mwapwele, Samwel Dick (The African Journal of Information Systems, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:BSNGFZWN 2129771:G9MGFU35
Keywords: HDR25; _C:Australia AUS; _C:Botswana BWA; _C:Cameroon CMR; _C:Dominican Republic DOM; _C:Eritrea ERI; _C:Gambia GMB; _C:Malaysia MYS; _C:New Zealand NZL; _C:Rwanda RWA; _C:Senegal SEN; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Preparing teacher education students to integrate mobile learning into elementary education - Bai, Hua (TechTrends, 2019)
The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This paper reports an exploratory effort in preparing elementary education students for mobile learning. The participants’ perceptions of mobile learning and intended use of mobile technology were examined through the analyses of their online discussion posts, responses to survey items and their projects. Their perceived benefits of mobile learning, limitations of mobile technology, their intended implementation of mobile learning and the challenges they anticipated were reported. Implications and recommendations were discussed regarding the knowledge of mobile apps, pedagogical practices and some non-instructional issues.
Extra URL: http://link.springer.com/10.1007/s11528-019-00424-z KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-019-00424-z 2405685:FGVRJWT3 2534378:9U8QNM9N

When the Money Runs Out: Do Cash Transfers Have Sustained Effects on Human Capital Accumulation? - Baird, Sarah; McIntosh, Craig; Özler, Berk (Journal of Development Economics, 2019)

Evaluation of a ViolencePrevention Programme with Jamaican Primary School Teachers: A Cluster Randomised Trial. - Baker-Henningham, Helen; Scott, Yakeisha; Bowers, Marsha; Francis, Taja (International Journal of Environmental Research and Public Health, 2019)

Reimagining digital literacies from a feminist perspective in a postcolonial context - Bali, Maha (Media and Communication, 2019)
Publisher: PRT KerkoCite.ItemAlsoKnownAs: 10.17645/mac.v7i2.1935 2129771:YNKMTYRY 2486141:KHXAW3EG

Women’s Empowerment in Action: Evidence from a Randomized Control Trial in Africa - Bandiera, Oriana; Buehren, Niklas; Burgess, Robin; Goldstein, Markus; Gulesci, Selim; Rasul, Imran; Sulaiman, Munshi (American Economic Journal: Applied Economics, 2019)
Keywords: ⛔ No DOI found

Teacher Education at the University of Zambia and Teacher Quality with Specific Reference to English Language - Banja, Madalitso K.; Mulenga, Innocent Mutale (Makerere Journal of Higher Education, 2019)

Ending Learning Poverty: What Will It Take? - Bank, World (World Bank, 2019)

Enablers of work-integrated learning in technical vocational education and training teacher education - Batholmeus, Petrina; Pop, Carver (International Journal of Work-Integrated Learning, 2019)
© 2019 International Journal of Work-Integrated Learning. All rights reserved. The demand for relevant skills for the labor market constitutes one of the fundamental challenges facing the post-school system in South Africa. The South African government has therefore proposed a policy on professional development teacher education programs for Technical and Vocational Education and Training and the South African Department of Higher Education and Training lecturers to ensure that they understand the labor market demands and are able to produce graduates who meet these demands. This study examines factors that enable the successful integration of industry-based work-integrated learning (WIL) in professional development teacher education programs for TVET lecturers. The enabling factors were obtained from 28 academic staff in 14 South African universities responsible for developing WIL curricula in TVET teacher education programs. Some of the enabling factors that were considered when integrating WIL in TVET teacher education include higher education providers, students, industry, mentorship, the varied programs and learning outcomes as well as the community.
KerkoCite.ItemAlsoKnownAs: 2129771:22N8BQQW 2129771:AM78TIMW 2129771:QPE2Y5JS 2129771:WMF333NF
Keywords: ⛔ No DOI found

EdTech testbeds: Models for improving evidence - Batty, Richard (2019)
Keywords: ⛔ No DOI found

EdTech testbeds: Models for improving evidence - Batty, Richard; Wong, Andrea; Florescu, Ana; Sharples, Mike (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:IUB6MC2X 4426965:W7I4269E
Keywords: Carmen

Eye tracking methodology for studying teacher learning: A review of the research - Beach, Pamela; McConnel, Jen (International Journal of Research & Method in Education, 2019)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 2129771:4689M3EM 2129771:FGTBE56M

Mobile learning and the outdoors - BEAUCHAMP, GARY; YOUNG, NICK; PRICE, RUBY (Early Learning in the Digital Age, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:AX74SZG8 2129771:IZ34XFK3
Keywords: __C:filed:1

Pupil absenteeism, measurement, and menstruation: Evidence from western Kenya - Benshaul-Tolonen, Anja; Garazi, Zulaika; Nyothach, Elizabeth; Oduor, Clifford; Mason, Linda; Obor, David; Alexander, Kelly T.; Laserson, Kayla F.; Phillips-Howard, Penelope A. (CDEP-CGEG WP, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:ZMD7KKI6
Keywords: ⛔ No DOI found

Research commentarydata-driven computationally intensive theory development - Berente, N.; Seidel, S; Safadi, H. (Information Systems Research, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1287/isre.2018.0774 2129771:DE23HQD4 2129771:VR9R2YEZ 2405685:YYPVZ3MY 2486141:Q2QSCZPT
Keywords: _Added-ailr-2024

Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru - Bertoni, Eleonora; Elacqua, Gregory; Hincapie, Diana; Méndez, Carolina; Paredes, Diana (Inter-American Development Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 10.18235/0001977 2129771:L9UR6285 4556019:SVTALQW6
Keywords: C:Peru; _C:Peru PER

Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares: revisão sistemática - Biazus, Graziela Ferreira; Rieder, Carlos Roberto Mello (Revista Educação Especial, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5902/1984686X33317 2129771:BFN8WIS7
Keywords: _C:Austria AUT; _C:South Africa ZAF; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Continuous professional learning in private higher education: Making a case for distributed leadership - Bitzer, E. M.; Cronje, F. (South African Journal of Higher Education, 2019)
ISBN: 1011-3487 Publisher: Higher Education South Africa (HESA)
Keywords: ⛔ No DOI found

Geo-Referenced Infrastructure and Demographic Data for Development - Blair-Freese, Io (2019 IEEE Global Humanitarian Technology Conference (GHTC), 2019)

Strategiepapier der Bundesregierung zur internationalen Berufsbildungszusammenarbeit - BMBF (Bundesministerium für Bildung und Forschung, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:DU25EIMR 2317526:LKAKGKF6
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CLL:de; publicImportV1

Strategie zur gezielten Gewinnung von Fachkräften aus Drittstaaten - BMWi – Bundesministerium für Wirtschaft und Energie (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:XEQ3LK5Z 2486141:GDN8QUAV

wwwlitbaskets.io, an IT artifact supporting exploratory literature searches for Information Systems research - Boell, SK; Wang, B (Proceedings of the Pacific Asia conference on information systems (eds KK Wei, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:QEFXA7HE 2129771:YV9ZYMX3 2405685:EDNQS3TE 2486141:V87EDIZ4
Keywords: _Added-ailr-2024; ⛔ No DOI found

Water Cycle in Nature-An Innovative Virtual Reality and Virtual Lab: Improving Learning Experience of Primary School Students. - Bogusevschi, Diana; Muntean, Gabriel-Miro (CSEDU (1), 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:CU5YIY4Q
Keywords: _C:Dominican Republic DOM; _C:Greece GRC; _C:Ireland IRL; _C:Netherlands NLD; _C:Portugal PRT; _C:Romania ROU; _C:Slovakia SVK; _C:Spain ESP; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Gender Transformation Experiences among Women Leaders in the Western Cape TVET Sector: A Narrative Response - Bonzet, Rene; Frick, Beatrice Liezel (EDUCATION AS CHANGE, 2019)
Leadership structures in Technical and Vocational Education and Training (TVET) colleges in South Africa face stark gender inequalities. Narratives of women currently in TVET leadership positions in the Western Cape province of South Africa might shed light on gender transformation in this sector. This article provides an insider perspective on 10 purposively selected respondents' shared experiences during their careers as women leaders through a narrative methodology. The data produced themes like family roles and a professional career balance, stages in becoming a leader, gender-related notions, leadership contexts, and strategies to manage gendered experiences. The analytical framework developed illustrates how these themes were reconciled with a structured method of narrative analysis, described as a problem-solution approach, analysing raw data for five elements of plot structure, namely characters, setting, problem, actions, and resolutions. Aligning the conceptual and analytical frameworks facilitated re-storying inside a plot-structured narrative. The results reported gender transformation progress regarding the career progression of women leaders. Conversely, progress concerning gender stereotyping and men-to-women and women-to-women discrimination was unsatisfactory, causing some respondents to abandon leadership ambitions. Although the small sample size precludes any claim to generalisability, the reported narratives serve as a guideline in addressing all-inclusive gender transformation in TVET college leadership.\n
KerkoCite.ItemAlsoKnownAs: 10.25159/1947-9417/3521 2129771:3F83QAIX 2129771:45Z5DMCB 2129771:MV77VZP5 2129771:V8JUJ3N7

Developing a Rubric to Assess 3rd-5th Grade Student Understanding of Science Concepts via Screencast Models - Boughey, Sarah (California State University, Long Beach, 2019)
The purpose of this project was to develop a rubric to assess third through fifth grade students’ scientific understanding through NGSS modeling created via screencasts. Scientific modeling can better capture student understanding through screencasts because it shows student thinking through drawing, labeling, writing, and explaining verbally in recordings. It is easier for young children and English leaners to express their thinking by talking than by writing. This project utilized research on science rubric creation, and NGSS modeling to help develop a rubric. Expert reviewer feedback was utilized to revise the rubric into its final version.
ISBN: 9781085561761 KerkoCite.ItemAlsoKnownAs: 2129771:X82TKH3J
Keywords: Models; Rubric; Screencast; _C:United States USA; __C:filed:1; __C:scheme:1

Feminist Standpoint Theory - Bowell, Tracy (Internet Encyclopedia of Philosophy, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:NJ66HD5T

Mobile literacy among Syrian refugee women teachers - Bradley, Linda; Bahous, Rima; Albasa, Ali (CALL and complexity – short papers from EUROCALL 2019, 2019)
This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]
Publisher: Research-publishing.net, La Grange des Noyes, 25110 Voillans, France KerkoCite.ItemAlsoKnownAs: 2534378:93K5R9FV 2534378:NR6VFNNC
Keywords: Career Development; Cross Cultural Studies; ERIC; Resources in Education (RIE); Faculty Development; Females; Foreign Countries; Handheld Devices; Informal Education; Information Technology; Land Settlement; Lebanon; Literacy; Occupational Aspiration; Refugees; Second Language Instruction; Second Language Learning; Sweden; Syria; Teacher Attitudes; Telecommunications; Videoconferencing; __:import:01; __:match:final; __:matched; __:study_id:2095768; ___working_potential_duplicate; __finaldtb

Teacher agency in professional learning communities - Brodie, Karin (Professional development in education, 2019)
ISBN: 1941-5257 Publisher: Taylor & Francis

Der Flipped Classroom als Motor für Open Educational Resources? - Buchner, Josef; Höfler, Elke (MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 2019)
KerkoCite.ItemAlsoKnownAs: 10.21240/mpaed/34/2020.01.24.X 2129771:42UAQMBY
Keywords: _C:Austria AUT; _C:South Africa ZAF; __C:filed:1; __C:scheme:1

The landscape of research on learning in low-tech environments - Campana, Kathleen; Agarwal, Naresh Kumar (Information and Learning Sciences, 2019)
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-10-2019-0103 2129771:YX8TSFDB
Keywords: __C:filed:1

Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University - Cele, Siyabonga Alpheos (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:P5CDJ2SU
Keywords: _C:Australia AUS; _C:Georgia GEO; _C:Greece GRC; _C:India IND; _C:Korea XKOR; _C:Malawi MWI; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Poland POL; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Design archaeology: Generating design knowledge from real-world artifact design - Chandra Kruse, L; Seidel, S; Brocke, J (Proceedings of the International Conference on Design Science Research in Information Systems and Technology, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:CX5EEWCE 2486141:YJJM63LG
Keywords: ⛔ No DOI found

Visual learning analytics to support classroom discourse analysis for teacher professional learning and development - Chen, Gaowei (The Routledge International Handbook of Research on Dialogic Education, 2019)
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.4324/9780429441677-15 2129771:GVLSGPDX
Keywords: __C:filed:1

Applying the flipped classroom instructional model to rural online tutoring program in upper elementary mathematics - Chen, Q.; Kao, T.-C. (Contemporary Educational Research Quarterly, 2019)
Purpose The purpose of the study is to investigate the effectiveness of applying the Flipped Classroom Instructional Model to the rural online tutoring program for Upper Elementary Mathematics. Design/methodology/approach The study took the unequal-group pretest-posttest quasiexperimental design to conduct the teaching experiment. The research setting was the Digital Partner Online Tutoring Program of National Dong-Hwa University, which was supported by the Ministry of Education of Taiwan government. The participants consist of 54 upper grade students from rural elementary schools, with 25 students in the experimental group and 29 students in the control group. The effectiveness of the experiment was detected by the factorial design of covariance with pretest as covariate and grade level as moderator. Findings The results of the study indicated that the experimental group's overall learning performance on posttests was significantly better than the control group's after the effect of pretests had been controlled. And the differences all achieved medium effect size. Among the four mathematical concepts, the differences on the two more advanced ones, "Common Factor" and "Common Multiple" even achieved large effect size. Originality/value The application of "Flipped classroom model" in various fields provides a prospective possibility for teaching innovation. Its critical factors, "using technology" and "participatory interaction", exactly match the characteristics of the on-line tutoring program, including the on-line learning environment and the one-on-one interaction. The study provides empirical evidence for the effectiveness of applying the Flipped Classroom Model to the online tutoring program. © Centre for Educational Research and Evaluation 2019.
Publisher: Centre for Educational Research and Evaluation KerkoCite.ItemAlsoKnownAs: 10.6151/CERQ.201906_27(2).0001 2129771:EJ8BA9M3 2339240:CHNDNDYS 2486141:2LLXMUWE
Keywords: Flipped classroom instructional model; On-line tutoring; Remedial instruction; Upper elementary mathematics; _AcademicRecoveryOECS

Improvement needs of Nigerian technical college teachers in teaching vocational and technical subjects - Chinonso Okolie, Ugochukwu; Nwonu Elom, Elisha; Uchechukwu Osuji, Catherine; Agu Igwe, Paul (International Journal of Training Research, 2019)
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. This study examined key areas in which Nigerian technical college teachers need improvements to effectively teach vocational and technical subjects to foster skills acquisition and improve the quality of graduates. The study was conducted in nine technical colleges in the south-eastern region of Nigeria. It adopted a mixed methods approach and data were collected through a structured questionnaire administered to 87 teachers and two focus groups with 14 of the teachers. The quantitative data were analysed using simple percentages, while the qualitative data were analysed thematically. Patterns of responses among respondents suggested that technical teachers need improvements in instructional planning, workshop management, student management, facilities and equipment management for effective teaching of vocational and technical subjects, and for improved learners’ experience to acquire relevant skills to be either paid or self-employed.
KerkoCite.ItemAlsoKnownAs: 10.1080/14480220.2019.1602207 2129771:EHUMSRNH

The use of AI chatbot as an assistant tool for SW education - Choi, Seo-Won; Nam, Jae-Hyun (Journal of the Korea Institute of Information and Communication Engineering, 2019)
Publisher: The Korea Institute of Information and Commucation Engineering KerkoCite.ItemAlsoKnownAs: 2129771:AH83VQXT 2129771:JWM9GB99
Keywords: ⛔ No DOI found

Maximizing the Shared Benefits of Legal Migration Pathways: Lessons from Germany’s Skills Partnerships - Clemens, Michael; Dempster, Helen; Gough, Kate (2019)
Germany is one country piloting and implementing projects that can help alleviate such demographic pressures and maximize the potential mutual benefits of legal labor migration.
KerkoCite.ItemAlsoKnownAs: 2129771:TUBZEYMG 2486141:EPCTDUZS

Great Teaching Toolkit: Evidence Review - Coe, Rob; Rauch, C.J.; Kime, Stuart; Singleton, Dan (Evidence Based Education, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:HCJCS3F2 2405685:4IL87MTM
Keywords: C:England/International

Adapting a compilation of implementation strategies to advance school-based implementation research and practice - Cook, Clayton R.; Lyon, Aaron R.; Locke, Jill; Waltz, Thomas; Powell, Byron J. (Prevention Science, 2019)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11121-019-01017-1 2129771:76QZ4HLX

Effects of school reform factors on students’ acceptance of technology - Corredor, Javier; Olarte, Fredy Andres (Journal of Educational Change, 2019)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-019-09350-6 2129771:36TI7BNB
Keywords: __C:filed:1

Innovative delivery of education in Bangladesh using mobile technology - Cristol, Dean; Al-Sabbagh, Samah; Abdulbaki, Anwar; Majareh, Maryam; Tuhin, Salah Uddin; Gimbert, Belinda (World Conference on Mobile and Contextual Learning, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:PJX4K6KJ 4426965:M4S6NLY6
Keywords: ⛔ No DOI found

Meeting the data challenge in education: a knowledge and innovation exchange - Crouch, Luis (Global Partnership for Education, 2019)
The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.
EdTechHub.ItemAlsoKnownAs: 2339240:PYIIMTJL;2339240:PYIIMTJL Old URL: https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper
Keywords: ___working_potential_duplicate

Creating the golden triangle of evidence-informed education technology with EDUCATE - Cukurova, Mutlu; Luckin, Rosemary; Clark-Wilson, Alison (British Journal of Educational Technology, 2019)
EDUCATE is a London-based programme that supports the development of research-informed educational technology (EdTech), allowing entrepreneurs and start-ups to create their products and services, and simultaneously grow their companies in a more evidence-informed manner. The programme partners businesses with researchers who mentor, guide and support this research journey, a key aspect of which is the evaluation of the company’s EdTech product or service. However, conducting impact evaluations of technology in education is challenging, particularly for early stage technologies, as rapid cycles of innovation and change are part of their essence. Here, we present the pragmatic approach to evidence-informed education technology design and impact evaluation, as developed and adopted by the EDUCATE programme. The research process is shaped by the core principles of evidence-informed decision making detailed in the paper. The contributions of the paper are threefold. First, it defines and details an academia-industry-education collaboration model centred on a research training programme. Second, it presents emerging impact results of the programme. Third, it provides clear reflections on the challenges encountered during the implementation of the model in the EdTech ecosystem of London, which should be addressed if we are to move towards evidence-informed EdTech globally.
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12727 2129771:CBFTW55I 4426965:S3ZGGWI5
Keywords: Stefanie

Additional Materials - D’Angelo, Sophia; Haßler, Björn (Save the Children, Open Development & Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743721 2129771:YU8XCUQ9
Keywords: Author:OpenDevEd; _publish; _r:ImportedToMyEducationEvidence; _yl:v

Module 4: Code of Conduct (For Master Trainers and Trainers) - D’Angelo, Sophia; Haßler, Björn (Save the Children, Open Development & Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743723 2129771:SA3FSUTU
Keywords: Author:OpenDevEd; _publish; _r:ImportedToMyEducationEvidence; _yl:s

Module 5: Girls’ Education (For Master Trainers and Trainers) - D’Angelo, Sophia; Haßler, Björn (Save the Children, Open Development & Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743725 2129771:JFNZD9DC
Keywords: Author:OpenDevEd; _publish; _r:ImportedToMyEducationEvidence; _yl:t

Module 6: Conflict Sensitive Education (For Master Trainers and Trainers) - D’Angelo, Sophia; Haßler, Björn (Save the Children, Open Development & Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743727 2129771:SGZJVBSV
Keywords: Author:OpenDevEd; _publish; _r:ImportedToMyEducationEvidence; _yl:u

UNESCO’s Contributions to the Development of Education in Latin American Countries: Brazil and Bolivia - da Costa Santos, Johnatan; Quiroga, Maria Luisa Claure (2nd International Conference on Education Science and Social Development (ESSD 2019), 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:KTTHFACZ
Keywords: ⛔ No DOI found

Social support networks, instant messaging, and gender equity in refugee education - Dahya, Negin; Dryden-Peterson, Sarah; Douhaibi, Dacia; Arvisais, Olivier (Information, Communication & Society, 2019)
ISBN: 1369-118X Publisher: Taylor & Francis

Sharing open deep learning models - Dalgali, A; Crowston, K (Proceedings of the hawaii international conference on system sciences, 2019)
KerkoCite.ItemAlsoKnownAs: 10.24251/HICSS.2019.256 2129771:Q2QG5ZPD 2486141:3U6CZ3BI

A Model for Wholesale and Retail Assessment Centres in Regulated Occupational Learning in South Africa - Damons, Deonita; Cape Peninsula University of Technology, South Africa; le Grange, Jason J; Mason, Roger B; Louw, Steven W (2019)
South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable.
KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2016.1224588 2129771:97U4AJYJ

Pupil Learning with Digital Tablet in Classroom - Dauphin, Anyck (Journal of Economics and Economic Education Research, 2019)
Publisher: Jordan Whitney Enterprises, Inc KerkoCite.ItemAlsoKnownAs: 2129771:I7QZWL7W
Keywords: __C:filed:1; ⛔ No DOI found

Teaching With the Test: Experimental Evidence on Diagnostic Feedback and Capacity-Building for Schools in Argentina. - de Hoyos; Rafael, Alejandro Ganimian; Holland, Peter (World Bank Economic Review, 2019)

Evaluation of outcome-based accounting education and training in selected colleges in West Oromia, Ethiopia - Deresse Mersha Lakew; Mohammed Getahun Musa (Business, Management and Education, 2019)
Purpose: The demand for accountants is increasing from time to time because of the increase in the complexity of the business environment. Higher education institutions are responsible for producing well qualified and ethical accountant required by different organisations. Specifically, Technical and Vocational education and Training (TVET) colleges play a great role in training middle and lower level accountant in Ethiopia. However, academicians, practitioner and employers are raising concern on the excellence and significance of training given in TVET colleges. The objective of this research is to evaluate the education and training in accounting offered by public and private colleges in West Oromia region, Ethiopia. Research Methodology: This study used the cross-sectional survey to obtain the opinion of the trainee, trainers and college deans on how TVET in accounting program is performing about each of the components of CIPP model and identify the knowledge and skill gap as compared to the actual work environment. Both descriptive and inferential statistical tools were used in the analysis. Findings: Examination of the existing TVET in accounting curriculum found that it has a limitation concerning relevance and content. The study further found that there is a lack of sufficient inputs such as an adequate number of qualified trainers, computers and Reference books. Trainers mainly use lecture methods, and there are various problems associated with continuous and summative evaluation. Therefore, it is recommended that the existing curriculum should be revisited, sufficient training inputs should be availed and cooperative training should be strengthened.Research Limitations: This research is based on the respondent’s opinion from a limited part of the country. The nationwide survey is required to conclude at the country level. Practical Implication: the finding and recommendation given in this study can be used in strengthening TVET in accounting education and training in Ethiopia. Originality / Value: Previous studies investigated the challenges of TVET education and training in general terms, and this specific study which focuses on TVET in accounting is the first attempt in Ethiopia.
KerkoCite.ItemAlsoKnownAs: 10.3846/bme.2019.6921 2129771:4BMYDXJS 2129771:5WN55PF8

DFID ethical guidance for research, evaluation and monitoring activities - DFID (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:DYKR49HK 2129771:MLJ8DYDF 2405685:KMWTSU7N
Keywords: ⛔ No DOI found

DFID Ethical guidance for research evaluation and monitoring activities [interactive version] - DFID (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:XH8PYE58 2405685:WIMGWF8H

SDG Digital Investment Framework A Whole-of-Government Approach to Investing in Digital Technologies to Achieve the SDGs - Dial (2019)
KerkoCite.ItemAlsoKnownAs: 4804264:V8L3JA4A
Keywords: Final_citation; cited; existing

A Guide to the Dimensions Data Approach - Dimensions Resources (2019)
Dimensions is a modern and innovative, linked research data infrastructure and tool, re-imagining discovery and access to research: grants, publications, citations, clinical trials and patents in one place. This document provides an overview of the Dimensions content.
Artwork Size: 1945877 Bytes Publisher: Dimensions
Keywords: 160511 Research; Science and Technology Policy; FOS: Political science

Government of Sierra Leone Education Data Hub - Directorate of Science, Technology and Innovation (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:TWXIHHM2 2339240:8BAXTEYI 2405685:46EQS5JF
Keywords: _C:Sierra Leone SLE

Sierra Leone National Innovation and Digital Strategy - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:4PWLI67K 2405685:ALD9DQ6P
Keywords: _C:Sierra Leone SLE

Knowledge extraction and applications utilizing context data in knowledge graphs - Do ̈rpinghaus, J; Stefan, A (Proceedings of the federated conference on computer science and information systems, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:R3JA9G97 2486141:2L3LMYYC
Keywords: ⛔ No DOI found

Developing soft skills through project-based learning in technical and vocational institutions - Dogara, Gimba; Bin Saud, Muhammad Sukri; Bin Kamin, Yusri; Bin Abd Hamid, Mohd Zolkifli; Bin Nordin, Mohd Safarin (International Journal of Recent Technology and Engineering, 2019)
© BEIESP. Soft skills have become critical in the preparation of employable graduates. The education system must, therefore, aim to ensure quality training for the production of employable graduates. Soft skills are personal abilities that one retains and can adequately be nurtured through active participation of students in the teaching and learning process. It is validated by researchers that the prevalent employability skills deficiencies have been one of the main causes of unemployment globally. Consequently, soft skills have all the potentials for equipping graduates with adequate employability skills. Thus, this study investigated the effect of project-based learning on the development of soft skills among technical students at technical and vocational colleges, Kaduna State, Nigeria Smart PLS software was used to test the developed model. As the sample size for this study was relatively small, the researchers were not certain to have normally distributed data. Subsequently, Smart PLS is appropriate for non-normally distributed data and therefore, it was used to simultaneously evaluate the measurement model, structural models and to confirm the convergent and discriminant validity of the measure. The study revealed that collaborative skills construct have a significant positive relationship with soft skills of technical students at technical and vocational colleges, while communication skills, initiative skills, and problem-solving skills have a positive insignificant relationship with soft skills of technical students at technical and vocational colleges. The findings of this study suggest that the curriculum of technical programs in Nigerian technical colleges need to be reviewed and geared more towards activity-based teaching and learning to enable technical students effectively develop soft skills for employment.
KerkoCite.ItemAlsoKnownAs: 10.35940/ijrte.A9803.098319 2129771:9SNVVDJV 2129771:AJQMAZJJ

DQ Global Standards Report 2019 Common Framework for Digital Literacy, Skills and Readiness - DQ Institute (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:RXGUNV8G 5242966:7ZJ4S8SV

Exploring Business Studies teachers’ perspectives on teaching Grade 12 learners for Entrepreneurship. - Dube, Zinhle Thabisile Angeline (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:9R4Z7MW4
Keywords: _C:Australia AUS; _C:Botswana BWA; _C:China CHN; _C:Finland FIN; _C:India IND; _C:Kenya KEN; _C:Mozambique MOZ; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Portugal PRT; _C:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

The Impact of Free Secondary Education: Experimental Evidence from Ghana. - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (Working Paper., 2019)

Metasynthesis of preservice professional preparation and teacher education research studies - Dunst, Carl J.; Hamby, Deborah W.; Howse, Robin B.; Wilkie, Helen; Annas, Kimberly (Education sciences, 2019)
Publisher: MDPI

Social Discourse Influencing Elementary Teachers' Cognition and Metacognition for Problem Solving in Open-Ended Professional Development. - Durley, Hui-Chen K.; Ge, Xun (New Waves-Educational Research and Development Journal, 2019)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:FU3RQMRM
Keywords: _C:Mexico MEX; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Students' potential abilities as correlates of self-employment start-up intentions: Evidence from private sector-led technical and vocational education institutions in Nigeria - Edokpolor, James Edomwonyi; Abusomwan, Vero Iyalekhue (International Journal of Learning, Teaching and Educational Research, 2019)
© 2019 Society for Research and Knowledge Management. All rights reserved. The current study examines the correlation between technical and vocational education and training (TVET) students' potential abilities and self-employment start-up intentions. The participants of the survey were 209 students of TVET institutions in Nigeria. Using a Bivariate Pearson Correlation Matrix and Simple Linear Regression tests of relationships, the results revealed a significant relationship between TVET students' potential abilities and self-employment start-up intentions. More specifically, the results revealed significant correlations among potential abilities (e.g., creativity and innovation skills, ICT functional literacy and numeracy skills, communication and collaboration skills, critical thinking and problem solving skills) and the intentions of TVET students to venture into self-employment upon graduation. The results also revealed significant correlations among potential abilities (e.g., managerial and leadership skills, flexibility and adaptability skills, lifelong learning and self-direction skills) and the intentions of TVET students to venture into self-employment upon graduation. Contrarily, the results revealed that there is no significant correlations among potential abilities (e.g., social and cross-cultural skills, desirability and feasibility skills) and the intentions of TVET students to venture into self-employment upon graduation. Implications, limitations and logical conclusions were spotted out in the study.
KerkoCite.ItemAlsoKnownAs: 10.26803/ijlter.18.9.8 2129771:766VXUNT 2129771:XN248ZJL

Transforming the Education Workforce: Learning Teams for a Learning Generation - Education Commission (Education Commission, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:VAN2R956 2339240:HFEU63QF 2405685:7JBG673D 2405685:J99WFZ9L
Keywords: C: International

Transforming the education workforce: Learning teams for a learning generation - Education Commission (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:53RGYQLI
Keywords: ⛔ No DOI found

Cost evaluation guidance for EEF evaluations - Education Endowment Foundation (2019)

Putting evidence to work: A school's guide to implementation - Education Endowment Foundation (2019)

Secondary Vocational Education in South Africa: Can We Learn From Portugal? - Engelbrecht, Mardine; Cape Peninsula University of Technology, South Africa, Cape Town; Tome, Eduardo; Spencer, John (2019)
The economy of Europe, and Portugal in particular, is doing well, with tourism as the driver! The same tourism-phenomenon took place in South Africa after the end of apartheid in 1994. However, despite tourism programmes being accredited in both countries, there exists a perceived problem in South Africa, not shared in Portugal, that the vocational programmes do not meet the specific needs on the tourism industry. Therefore, by introducing vocational tourism education, both Portugal and South Africa needed to use this specific system to respond to identified shortages of occupational skills within the Portuguese, and definitely the South African, labour markets. The National Certificate Vocational (NCV) tourism programme was introduced in 2007 at Technical, Vocational Education, and Training colleges (TVET) in South Africa. This study specifically chose Portugal because the secondary vocational system, reintroduced in that country in 1983 after almost completely disappearing for a decade and a half (after the abolition of technical education), is proving to be a viable alternative to "formal' education, certainly in combating unemployment in the tourism sector. The secondary education curriculum in Portugal was reformed in 2004, creating technological courses, which facilitated integration into the employment market. The initial South African research (2014-2017) compared vocational education in South Africa to other European countries (specifically Switzerland and Germany), identifying the need for a properly administered and controlled dual vocational education system in South Africa, as is currently followed in Portugal. This paper focuses on how the present NCV tourism programme in TVET colleges in South Africa may be improved by following the present Portuguese vocational education model. The NCV tourism programme was designed to provide both theoretical and practical knowledge of the tourism industry in South Africa, aiming to improve the employment possibilities for NCV tourism in graduates in the wider tourism labour market in the Western Cape Province of South Africa. This paper also supports the notion that an updated NCV tourism programme could learn from the Portuguese system on how to apply vocational tourism education, by including more practical and structured industry exposure. A literature review established that Portugal's secondary vocational education is thriving and their primary goal is the development of young employees' vocational training, which allows the development of specific skills indispensable to an occupation, such as tourism, as can be seen in the breakdown of the programmes discussed in the 'results' section. The original research on the NCV tourism programme was conducted in the Western Cape in the form of an empirical survey to gather information using research questionnaires, and this paper proposes the use of both quantitative and qualitative methodologies, to also include a comparison on the guidelines, investments and results on the Portuguese and the South African experience on the last years.
KerkoCite.ItemAlsoKnownAs: 2129771:VF5I5BG8
Keywords: ⛔ No DOI found

Sınıf Öğretmenlerinin Eğitimde Teknoloji Kullanımı, Tersine Çevrilmiş Sınıf ve İşbirlikli Öğrenme Hakkındaki Görüşleri (Primary Teachers’ Views on Using Technology in Education, Flipped Classroom and Cooperative Learning) - Erbil, Deniz Gökçe; Kocabaş, Ayfer (İlköğretim Online, 2019)
KerkoCite.ItemAlsoKnownAs: 10.17051/ilkonline.2019.527150 10/gf62jm 2129771:5NI8K99P 2129771:8GM28AHV 2129771:CTV6DZ4F 2129771:E8RACHNH 2129771:NAR6ZPPY 2129771:VTFNPSZ5
Keywords: _C:Australia AUS; _C:Hungary HUN; _C:Spain ESP; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

'Economic Returns to Interventions that Increase Learning ', Policy Research Working Paper, The World Bank - Evans, David K.; Yuan, Fei (2019)
Keywords: ⛔ No DOI found

What We Learn About Girls’ Education from Interventions that Do Not Focus on Girls. - Evans, David K.; Yuan, Fei (World Bank Policy Research Working Paper, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:H4YXPBUM 2129771:M9WQIP3I
Keywords: _genre:LR-literature_review; ⛔ No DOI found

Broadcasting education: The long-term effects of Mexico’s telesecundarias - Fabregas, Raissa (Working Paper, 2019)
KerkoCite.ItemAlsoKnownAs: 4804264:JXAANUTX
Keywords: Final_citation; cited; existing

An assessment of the implementation and enforcement of the Rights of children with disabilities in Uganda, a case study of Kampala district - Faridah, Nanyondo (2019)
Publisher: Kampala international international: School Of Law
Keywords: ⛔ No DOI found

Using repeated visual exposure, rewards and modelling in a mobile application to increase vegetable acceptance in children - Farrow, Claire; Belcher, Esme; Coulthard, Helen; Thomas, Jason M.; Lumsden, Joanna; Hakobyan, Lilit; Haycraft, Emma (Appetite, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.appet.2019.104327 2129771:X9TFETZW
Keywords: __C:filed:1

CIRCL Primer: Design-Based Implementation Research. - Fishman, B; Cheng, B; Penuel, W (CIRCL, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:PTPNTRAV 2447227:38L7DGC2 4426965:PS3WLHKF

The Inclusion of Technology in Mathematics: The Effects of Electronic Mobile Devices in Early Years Mathematics - Ford, Emily Jayne (Reflective Practice in Teaching, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:YP8LIH45
Keywords: __C:filed:1

IEA international computer and information literacy study 2018 assessment framework - Fraillon, Julian; Ainley, John; Schulz, Wolfram; Duckworth, Daniel; Friedman, Tim (Springer Nature, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:JS6XPGKA
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Chile CHL; _C:Cuba CUB; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Italy ITA; _C:Kazakhstan KAZ; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Lithuania LTU; _C:Luxembourg LUX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _C:Portugal PRT; _C:Russian Federation RUS; _C:Spain ESP; _C:Sweden SWE; _C:Switzerland CHE; _C:Trinidad and Tobago TTO; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

International Computer and Information Literacy Study 2018: Assessment Framework - Fraillon, Julian; Ainley, John; Schulz, Wolfram; Duckworth, Daniel; Friedman, Tim (2019)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-19389-8 10/gf62jk 2129771:SIC7S8P2
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Chile CHL; _C:Cuba CUB; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Italy ITA; _C:Kazakhstan KAZ; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Lithuania LTU; _C:Luxembourg LUX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _C:Portugal PRT; _C:Russian Federation RUS; _C:Spain ESP; _C:Sweden SWE; _C:Switzerland CHE; _C:Trinidad and Tobago TTO; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

Internet skills for expediting students’ learning - Francis, Bakare Shola; Latib, Azlan Bin Abdul; Bin Kamin, Yusri; Nordin, Mohd Safarin; Subari, Kamalularifin (International Journal of Recent Technology and Engineering, 2019)
©BEIESP. The accomplishment of any educational system despite the strategic design depends to a large extent on the quality of teachers. Therefore, this study was carried out to determine the internet skills needs of vocational and technology teachers to facilitate students’ learning in Nigeria technical and vocational institutions. The study adopted a survey research design. The population for the study consisted of 215 technology and vocational education teachers from Six (6) south western states of Nigeria. A research question was developed to guide the study. A structured questionnaire was used to collect data from the respondents which was duly validated by experts. Cronbach Alpha reliability technique was used to determine the internal consistency of the questionnaire items at 0.91. Data collected were analysed through Confirmatory factor Analysis (CFA) using Statistics Package for Social Sciences (SPSS) and Analysis Moment of statistics (AMOS). After a preliminary analysis (descriptive), data from respondents were found suitable for inclusion in Confirmatory factor analysis (CFA). The CFA was performed and the results of the analysis support the one-factor model of the internet skills component for facilitating students’ learning. The study found that technology teachers require nine (9) internet proficiencies under investigation. Thus, it was recommended that conferences, workshops, seminars, training and retraining programmes should be organized at regular interval for teachers in order to enhance their competency for the purpose of boosting their performance in teaching.
KerkoCite.ItemAlsoKnownAs: 10.35940/ijrte.C4460.098319 2129771:SRQH4RE3

Singal, N., Lynch, P. & Johansson, S. T. (eds) (2019) Education and Disability in the Global South - Gachago, Violet (British Journal of Special Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1111/1467-8578.12292 2129771:J3BWMGQK 2339240:EVTHNM88 2405685:3M6AJUNM

Technology and Language Learning: Assessing the Influence of Prior iPad Experience - Garcia, Jazmynn (2019)
Publisher: The University of Arizona. KerkoCite.ItemAlsoKnownAs: 2129771:YBK96IVF
Keywords: _C:Australia AUS; _C:Denmark DNK; _C:Korea; Republic KOR; _C:Poland POL; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

12 years of quality education for all girls: A commonwealth perspective - Gordon, Rebecca; Rose, Pauline; Marston, Lauren; Zubairi, Asma (2019)
Keywords: ⛔ No DOI found

Role of Technical Teachers in Public Relations towards Optimizing Students’ Enrollment in Technical and Vocational Education Training in Nigeria - Gowon Kerter Eric; Auta Mohammed Adamu; Ibeneme Ogochukwu (International Journal of Social Sciences & Educational Studies, 2019)
This study was undertaken to investigate the role of technical teachers in public relations towards optimizing students’ enrolment in TVET programmes in Nigeria. Two specific objectives and corresponding research questions were generated with a null hypothesis formulated respectively to guide the study. Descriptive survey design approach was adopted for the study. A 30 item questionnaire structured in a five point rating scale was used to collect data for the study. The instrument was face validated by three experts and a reliability coefficient of 0.79 was obtained with Cronbach’s Alpha coefficient method. The population of this study was 216 respondents made up of 36 technical teachers teaching in the three Government Science and Technical Colleges, Federal Science and Technical Colleges and a Vocational Centre within the study area, 180 NTC III and NVC III students of the colleges/centre. The population for this study was manageable; hence, there was no sampling and sampling techniques in this study. The entire population was used as sample in the study. Data were analyzed using mean and standard deviation to answer the research questions, while z-test statistics was used to test the hypothesis at 0.05 level of significance. The findings of this study revealed among others the public relation activities practiced by technical teachers in Adamawa State colleges/centre such as; granting audience to the press on TVET programmes; creating awareness of TVET through community organizations, reaching parents through newsletter and contacts of technical teachers with alumni members. Strategies such as technical teachers visiting religious and social gathering to create public awareness on the need for TVET enrollment with gender equity, exhibits departmental work displayed at stores, fairs and festivals were revealed as those public relation role which technical teachers can play to improve students’ enrollment. Consequently, it was recommended among others that technical teachers should be actively involved in public relations activities to inform the school and the larger community on the career viability of the range of TVET programmes offered, so men and women can make informed vocational selection.
KerkoCite.ItemAlsoKnownAs: 10.23918/ijsses.v5i4p140 2129771:6VXUQU2R 2129771:VPI4SX3V