Case study for integrating education for sustainable development in model youth polytechnics in Kenya - Kelemba, Joy Kasandi (2010)
KerkoCite.ItemAlsoKnownAs: 2129771:36AESCB2 2317526:V923L3JH

China's cooperation in education and training with Kenya: A different model? - King, Kenneth (International Journal of Educational Development, 2010)
Abstract This is the first detailed study of the character and particularity of China's rapidly growing education and training cooperation with Kenya. Set against the 50-year history of Kenya's engagement with China, it pays special attention to the human resources targets of the Forum for China–Africa Cooperation (FOCAC) from 2000. It argues that the growing popularity of China as a destination for both short- and long-term training for Kenyans, and the increasing interest by Kenyans in learning Chinese, cannot be separated from the wider involvement of China in Kenya's infrastructure development, the growth of Chinese business and foreign direct investment, and Chinese migration to East Africa.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.03.014 10/fczrfd 2129771:N3FZ3A25 2317526:ZNRL39CJ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; F:pay; T:Training; Z:African training in China; Z:China's education targets; Z:China–Africa; Z:China–Kenya; Z:Chinese aid; Z:Confucius Institutes; Z:Forum for China–Africa Cooperation; publicImportV1

Predictors of reading development in deaf children: A 3-year longitudinal study - Kyle, Fiona E.; Harris, Margaret (Journal of Experimental Child Psychology, 2010)
The development of reading ability in a group of deaf children was followed over a 3-year period. A total of 29 deaf children (7–8 years of age at the ﬁrst assessment) participated in the study, and every 12 months they were given a battery of literacy, cognitive, and language tasks. Earlier vocabulary and speechreading skills predicted longitudinal growth in reading achievement. The relations between reading and the predictor variables showed developmental change. Earlier reading ability was related to later phonological awareness skills, suggesting that deaf children might develop their phonological awareness through reading. Deaf children who had the most age-appropriate reading skills tended to have less severe hearing losses and earlier diagnoses and also preferred to communicate through speech. The theoretical implications of the role for speechreading, vocabulary and phonological awareness in deaf children’s literacy are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jecp.2010.04.011 2129771:K5UCVIT7 503888:VCBKLZAA
Keywords: _C:France FRA; _C:Netherlands NLD; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Partnerships with industry for efficient and effective implementation of TVET - Lee, J (International Journal of Vocational Education and Training, 2010)
This article focuses on partnership with industry as a means to efficiently and effectively implement technical and vocational education and training (TVET). Specifically, this article examines the situation in Africa, which is suffering from a chronic lack of skilled workforces both quantitatively and qualitatively. It outlines applicable six strategies to strengthen partnerships in TVET: (1) the industry’s involvement in the development and expansion of TVET, (2) a 60+40 training system to increase efficiency and productivity, (3) introducing national technology qualification (NTQ) system, (4) systemizing lifelong TVET, (5) TVET’s strategic transition, and (6) establishing regulatory and systemic framework. In addition, it displays an overview of partnership-based TVET system, which is a combination of the six strategies.
KerkoCite.ItemAlsoKnownAs: 2129771:GRLB4Y43 2317526:AVZ9A8SE UTI-6ADD4FC1-2383-305A-A941-0CBC2A5A6CC8
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:policy; Q:distance learning; R:evaluation; T:Ausbildung; T:Educação profissionalizante; T:TVET; T:firm-based training; publicImportV1; ⛔ No DOI found

Empowering student learning through Tablet PCs: A case study - Li, Sandy C; Pow, Jacky WC; Wong, Emily ML; Fung, Alex CW (Education and Information Technologies, 2010)
00020 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-009-9103-2 10/b9nvxb 2129771:C2WDC5BW 257089:6A5VE4GB

Collaborative activities enabled by GroupScribbles: An exploratory study of learning effectiveness - Looi, C.; Chen, W.; Ng, F. (Computers and Education, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2009.07.003 10/fqwtfv 2129771:L65CWGFM 261495:FZHP7NJM

(untitled) - Maluccio (2010)

Does supply matter? Initial schooling conditions and the effectiveness of conditional cash transfers for grade progression in Nicaragua - Maluccio, John A.; Murphy, Alexis; Regalia, Ferdinando (Journal of development, 2010)
Keywords: ⛔ No DOI found

Investigating the effectiveness of a comprehensive literacy coaching program in schools with high teacher mobility - Matsumura, L.C.; Garnier, H.E.; Correnti, R.; Junker, B.; Bickel, D.D. (The Elementary School Journal, 2010)

International distance learning in special education: a program evaluation of a US-Ecuador collaboration - McPherson, Rebekah (University of North Texas, 2010)
The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master’s program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was based on the unfolding model of program evaluation, and it included mixed-methods of data collection. The model focused attention on (1) scientific evidence, (2) cost-benefit differential, (3) underlying values, and, (4) unintended consequences. Data came from archived documents as well as six semi-structured interviews with stakeholders and survey data from 23 student participants. The findings for the general-orientation course, Special Education Programs and Practices, revealed mixed results concerning multicultural awareness on the part of student participants. However, it seemed to have influenced their lesson design and made a difference in other areas. Some multicultural awareness concepts frequented the discussion board. The specialized course, Assistive Technology, which had more frequent communication between UNT and UCG on the discussion board, suggested larger increases in students’ multicultural awareness. With respect to both courses, the stakeholders recommended that the structure be strengthened for non-bilingual instructors and students to be able to communicate more freely.
ISBN: 978-1-124-34768-4 Publication Title: ProQuest Dissertations and Theses 3436539 KerkoCite.ItemAlsoKnownAs: 2534378:3DJPRT2X 2534378:ERVGUH59 2534378:NSJ46FI4 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/818457302?accountid=9851
Keywords: 0529:Special education; 0530:Teacher education; 0710:Educational technology; Curriculum Design; Data Collection; Disabilities; Distance Education; Distance learning; ERIC; Resources in Education (RIE); Ecuador; Education; Educational Technology; Educational technology; Evidence; Foreign Countries; Graduate Students; Higher Education; International collaboration; Interviews; Masters Programs; Online instruction; Online learning; Program Evaluation; Program evaluation; Research Design; Special Education; Special education; Surveys; Teacher education; Texas; Unfolding model; United States; __:import:01; __:match:final; __:matched; __:study_id:2098174; __finaldtb

Looking to the future: M-learning with the iPad - Melhuish, K. & Falloon, G. (Computers in New Zealand Schools: Learning, Leading, Technology, 2010)
00079 KerkoCite.ItemAlsoKnownAs: 2129771:J6NU5K3S 257089:EXRFSAER
Keywords: ⛔ No DOI found

National Education Policy - Ministry of Education, Youth and Sports (Sierra Leone) (2010)
KerkoCite.ItemAlsoKnownAs: 2129771:VDJZCK59 2405685:YLXI3EW2

Creating new forms of teacher education: Open Educational Resources (OERs) and the Teacher Education in Sub-Saharan Africa (TESSA) programme - Moon, Bob (Teacher education through open and distance learning, 2010)
Publisher: Citeseer KerkoCite.ItemAlsoKnownAs: 2405685:JQZG4SQP 2534378:PCFN73ZM
Keywords: ⛔ No DOI found

Techniklehrerausbildung in Mosambik: Berufsausbildung in Mosambik unter Berücksichtigung der technischen Lehrerausbildung an der Pädagogischen Universität Maputo - Mucauque, Francisco (Südwestdeutscher Verlag für Hochschulschriften, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:VBTZ29F2 2317526:42AMMUS8

Processing speed and working memory underlie academic attainment in very preterm children - Mulder, Hanna; Pitchford, Nicola J.; Marlow, Neil (Archives of Disease in Childhood-Fetal and Neonatal Edition, 2010)
Publisher: BMJ Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1136/adc.2009.167965 2129771:I22X2EEY

Implemantation of the school programme of in service for the term (SPRINT) in selected basic schools of Chipata district of Zambia - Mwansa, Phillip (2010)
ABSTRACT The study was aimed at evaluating the implementation of the School Programme of In-service for the Term (SPRINT) in 10 sampled basic schools of Chipata District in the Eastern Province of Zambia. The specific objectives were to: assess the roles teachers and head teachers played in implementing SPRINT in basic schools; seek information on the challenges they faced; and find out ways of improving the implementation of School Programme of In-service for the Term (SPRINT) activities in basic schools. The research design used was a survey following quantitative and qualitative approaches. For triangulation purposes, other sources such as documentary analysis were employed. The study sample consisted of 119 respondents who were randomly selected from the population of all teachers, head teachers and school in-service coordinators of basic schools in Chipata District. Ninety nine (99) teachers and ten (10) head teachers completed questionnaires. Interviews were conducted with 10 School In-service Coordinators (SICs). Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) and presented in form of tables of frequencies, percentages, bar graphs and pie charts. Interview and documentary analysis data were analysed qualitatively to come up with themes which were used to answer research questions. Findings indicated thatteachers, head teachers and School In-service Coordinators participated in INSET activities under the School Programme of In-service for the Term (SPRINT). Head teachers monitored the activities and teachers participated in planning for the activities. Effective implementation of SPRINT activities was hampered by: •Inadequate time, •Negative attitude of some teachers, •Low funding, •Inconsistency in monitoring and evaluation, •Lack of organisational and facilitation skills among school in-service coordinators, •Lack of school libraries, and •Inadequate equipment and educational materials at Teachers Resource Centres. Based on these findings, the following recommendations were made: There was need for extension in time for SPRINT activities; teachers needed to change their negative attitude towards INSET activities under SPRINT; school head teachers should regularly sensitize old and new teachers on government policy regarding school-based INSET activities through induction and/or orientation workshops. Government through the Ministry of Education should increase funding to school-based INSET programmes and assist schools to establish libraries, especially in rural and remote schools; School In-service Coordinators needed to be trained in organisational and facilitation skills and Teachers Resource Centres should be equipped with modern equipment and educational materials like computers, internet and library facilities to enable teachers to do research and get information required for their SPRINT meetings.
KerkoCite.ItemAlsoKnownAs: 2129771:C5GQGZV4 261495:QDUGQC5Q 261495:RNDQEM6Q
Keywords: CitedIn:OER4S-TPE-HHH2; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; SPRINT; incomplete

Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania - Nartker, AJ; Stevens, L (Human Resources for Health, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1186/1478-4491-8-30 10/cjvg5z 2129771:FM2TGKY8 2317526:2P6XH38Y
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:motivation; P:health; Q:distance learning; T:Training; T:career; T:continuing education; publicImportV1

Literature searching for social science systematic reviews: consideration of a range of search techniques - Papaioannou, Diana; Sutton, Anthea; Carroll, Christopher; Booth, Andrew; Wong, Ruth (Health Information & Libraries Journal, 2010)
Background: Literature for a systematic review on the student experience of e-learning is located across a range of subject areas including health, education, social science, library and information science. Objectives: To assess the merits and shortcomings of using different search techniques in retrieval of evidence in the social science literature. Methods: A conventional subject search was undertaken as the principal method of identifying the literature for the review. Four supplementary search methods were used including citation searching, reference list checking, contact with experts and pearl growing. Results: The conventional subject search identified 30 of 41 included references; retrieved from 10 different databases. References were missed by this method and a further 11 references were identified via citation searching, reference list checking and contact with experts. Pearl growing was suspended as the nominated pearls were dispersed across numerous databases, with no single database indexing more than four pearls. Conclusions: Searching within the social sciences literature requires careful consideration. Conventional subject searching identified the majority of references, but additional search techniques were essential and located further high quality references.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-1842.2009.00863.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2009.00863.x 2129771:EMRZDUN2 2129771:GB946YID 2405685:8DNWJW52 2486141:9NRSNVM9 2486141:CSZNDTJB
Keywords: _TBC for use ailr-2024

Education access for all - Pinnock, Helen; Hodgkin, Marian (Forced Migration Review, 2010)
ISBN: 1460-9819 Publisher: Refugee Studies Centre, Oxford Department of International Development KerkoCite.ItemAlsoKnownAs: 2129771:YAKV94KT
Keywords: __C:filed:1; ⛔ No DOI found

EGRA Plus: Liberia. Program evaluation report. Prepared for USAID/Liberia under the Education Data for Decision Making (EdData II) project, Early Grade Reading Assessment (EGRA): Plus - Piper, B.; Korda, M. (2010)
Place: Research Triangle Park, NC Publisher: RTI International
Keywords: ⛔ No DOI found

Early Grade Reading Assessment (EGRA) Plus: Liberia - Piper, B.; Poole, M.Korda (2010)
Keywords: ⛔ No DOI found

Early Grade Reading Assessment (EGRA) Plus: Liberia. Program evaluation report. - Piper, Benjamin; Medina, Korda (Research Triangle, 2010)

Demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province - Rakumako, Angeline; Laugksch, Rüdiger C. (2010)
The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the Science Teacher Inventory of Needs for Limpopo province (STIN-LP). Most teachers who responded to this survey teach at a rural or township school, are between 20 and 40 years old, and have between four and ten years experience in teaching Mathematics. Standard 10 is the highest academic qualification of half of the teachers, with 67% of teachers having an M+3 as their highest professional qualification. Teachers indicated interest in all the 38 INSET need items included in the STIN-LP with motivating learners to learn Mathematics, using audio-visual equipment and applying mathematics to daily life of learners among the most important need. The least support was indicated, among others, for needs related to the history of mathematics, improving content knowledge, how mathematics is used in society, and teaching large classes. Poor communication of INSET activities was reported to be the greatest barrier to INSET participation. Implications of the findings are discussed. Keywords : in-service education and training (INSET); mathematics teachers; needs assessment; Limpopo (Northern Province); surveys; teacher characteristics
KerkoCite.ItemAlsoKnownAs: 10.15700/saje.v30n1a319 10/ggtb6g 2129771:V5B498AS

Teacher learning by script - Reeves, J. (Language Teaching Research, 2010)

Humanizing the economy: co-operatives in the age of capital - Restakis, John (New Society Publishers, 2010)

The Development Dictionary: A Guide to Knowledge as Power - Sachs, Wolfgang (2010)

A systematic review of tools used to assess the quality of observational studies that examine incidence or prevalence and risk factors for diseases - Shamliyan, T.; Kane, R.L.; Dickinson, S. (Journal of Clinical Epidemiology, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jclinepi.2010.04.014 2129771:C9N8AA25 2486141:KDQT74WR

A theory of learning for the mobile age - Sharples, Mike; Taylor, Josie; Vavoula, Giasemi (Medienbildung in neuen Kulturräumen, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:UCZH8HRH 257089:ZTJJVSXQ

'Distance learning' or 'learning at a distance'? Case study of an education initiative to deliver an in‐service bachelors degree in Zambia - Smith, CJ (Innovations in Education and Teaching International, 2010)
In 1998, as part of what was then Zambia’s Department of Technical Education and Vocational Training’s (DTEVT) human resources capacity building initiative, under the Ministry of Science, Technology and Vocational Training (MSTVT), donor funding was secured to provide degree-level training for key teachers and managers within the technical education and vocational education and training (TEVET) system. However, the lack of degree-level courses designed for TEVET personnel at both of Zambia’s universities prevented progress. This situation has disadvantaged TEVET staff and for years has limited their professional development. To address this, a pilot project involving a British Higher Education Institution delivering a degree programme, in-country and in-service (part-time), was proposed by senior DTEVT staff. Some seven years after the commencement of this programme and with three cohorts having successfully been completed, this paper examines some of the key issues in delivery of the programme over the years and reflects on significant events that have influenced the programme’s development and are likely to continue to impact on its future direction. Keywords: blended learning; distance learning; e-learning; international development; professional development; TVET (technical and vocational education and training)
KerkoCite.ItemAlsoKnownAs: 10.1080/14703291003718950 10/bcfqp9 2129771:XXF7GLXP 2317526:AFAZ37Q6
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Zambia; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; P:service industry; Q:degree; Q:distance learning; Q:open learning; R:case study; T:TVET; publicImportV1

Transforming pedagogical practice in mathematics: Moving from telling to listening - Suurtamm, C.; Vézina, N. (International Journal for Mathematics Teaching and Learning, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:C7UQZMLA 261495:NGGR64JD
Keywords: ⛔ No DOI found

Enhancing Education for Deaf Children: Research into Practice and Back Again - Swanwick, Ruth; Marschark, Marc (Deafness & Education International, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1179/1557069X10Y.0000000002 2129771:R4HHWYPG 503888:CEFI75Q8
Keywords: _C:France FRA; _C:Spain ESP; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Corporate social responsibility reports: a thematic analysis related to supply chain management - Tate, W.L.; Ellram, LM; Kirchoff, J.F. (Journal of Supply Chain Management, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1745-493X.2009.03184.x 2129771:3JJMG8IW 2486141:ZSSU5LHK

Students and mobile devices - Traxler, John (Research in Learning Technology, 2010)
00037 KerkoCite.ItemAlsoKnownAs: 10.1080/09687769.2010.492847 10/crbzh7 2129771:2WEAG4L8 257089:NI89DJJ4

Positive Lobbying: A Tool for Youth Empowerment in a Democracy - Umar, B.A.; A., Yusuf M.; Dandago, K.A.; Aisha Abdu-Ismail (Issues in Youth Development: A Multidisciplinary Perspective, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:8MVDBVQS 2129771:A9AAP7N4 2486141:X5XPXP5B

Reaching the marginalized - UNESCO (2010)
KerkoCite.ItemAlsoKnownAs: 2129771:XDCIPDI9 261495:SD9E3I84

Technology Tools for Teaching and Training Results - USAID (2010)
KerkoCite.ItemAlsoKnownAs: 2129771:QC7AD7DJ 2339240:Q7SYHPXZ 2405685:38SBFY8Y

The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective - Vanderlinde, Ruben; van Braak, Johan (Computers & education, 2010)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2010.02.016 2129771:HIITNY8J 4426965:8J266F94

Teaching/learning resources and academic performance in mathematics in secondary schools in Bondo District of Kenya - Yara, P.O.; Otieno, K.O. (Asian Social Science, 2010)

National ICT Policy of Sierra Leone - Ministry of Information and Communications (Government of Sierra Leone, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:ZGPWB7P4 2339240:GI5IQFVY 2405685:BVA56A3C
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

Teacher as imperfect test: Reconceptualizing the referral process - Gerber, Michael M.; Semmel, Melvyn I. (Educational Psychologist, 2009)
A decade of public policy in special education has failed to yield suitable definitions, identification and assessment procedures, or reliable prevalence estimates of mild handicapping conditions, ...
Publisher: Taylor & Francis Group KerkoCite.ItemAlsoKnownAs: 10.1080/00461528409529290 2129771:SUHUFZ46 2486141:LKWR3ZNK

Exploring Blended Learning for Science Teacher Professional Development in an African Context - Boitshwarelo, Bopelo (The International Review of Research in Open and Distributed Learning, 2009)
This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.687 2129771:8BY4IISL 2405685:RP3KMTVU 2405685:THJLBADH 2534378:5C3ILQ5H 2534378:LSG5BCAP 2534378:PTQCJYNQ
Keywords: C:Botswana; _C:Botswana BWA; _C:Cuba CUB; _C:Senegal SEN; _C:South Africa ZAF; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ___working_potential_duplicate

Comparisons of Citations in Web of Science, Scopus, and Google Scholar for Articles Published in General Medical Journals - Kulkarni, Abhaya V. (JAMA, 2009)

Key design factors in durable instructional technology professional development - Wells, J G (Journal of Technology and Teacher Education, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:5ANP6TH6 261495:38AZSUFP
Keywords: ⛔ No DOI found

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G (British Medical Journal, 2009)
EdTechHub.ItemAlsoKnownAs:2339240:59LXUVEU
Keywords: ___working_potential_duplicate

Visualizing Topics with Multi-Word Expressions - Blei, David M.; Lafferty, John D. (arXiv, 2009)
We describe a new method for visualizing topics, the distributions over terms that are automatically extracted from large text corpora using latent variable models. Our method finds significant $n$-grams related to a topic, which are then used to help understand and interpret the underlying distribution. Compared with the usual visualization, which simply lists the most probable topical terms, the multi-word expressions provide a better intuitive impression for what a topic is "about." Our approach is based on a language model of arbitrary length expressions, for which we develop a new methodology based on nested permutation tests to find significant phrases. We show that this method outperforms the more standard use of $\chi2$ and likelihood ratio tests. We illustrate the topic presentations on corpora of scientific abstracts and news articles.
arXiv:0907.1013 [stat] KerkoCite.ItemAlsoKnownAs: 2129771:Y77NXVN4 2486141:P5KQSTV9
Keywords: Statistics - Machine Learning; _yl:a

A Measure to Assess Student-Instructor Relationships - Creasey, Gary; Jarvis, Pat; Knapcik, Elyse (International Journal for the Scholarship of Teaching and Learning, 2009)
There is a need for an instrument that assesses student-instructor relationships as many experts speculate that close, non-threatening relationships between students and instructors predict positive achievement orientations, academic progress and success. In this paper, we present reliability and additional validity data concerning the Student-Instructor Relationship Scale, a 36-item inventory we developed that taps studentinstructor relationship connectedness and anxiety. In the first study, college students completed this instrument twice over a 3-4 week time period and the instrument subscales possessed good test-retest reliability. In the second study, the subscales of the SIRS were associated with student perceptions of test anxiety in a randomly determined class. As predicted, student-instructor connectedness was negatively associated with test anxiety and student-instructor anxiety was positively associated with this construct. Study implications and suggestions for future research are offered.
KerkoCite.ItemAlsoKnownAs: 10.20429/ijsotl.2009.030214 2129771:ILDVRTGE 2486141:ECY6GEDT

Sierra Leone Demographic and Health Survey 2008 - Statistics Sierra Leone (Ministry of Health and Sanitation, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:VN9SZBLW 2405685:XJLGGACD
Keywords: _C:Sierra Leone SLE

International Handbook of Education for the Changing World of Work: Bridging Academic and Vocational Learning - Maclean, Rupert; Wilson, David (Springer Science & Business Media, 2009)
The aim of this Handbook is to review the developments that have occurred in Technical and vocational education and training (TVET) and that may help improve the field. The Handbook provides information on TVET models that occur in different parts of the world; reflects best and innovative practice; and, wherever possible, uses case studies as examples. The 220 authors are representative of the various regions of the world and major international organisations involved in TVET. This volume presents the work of established researchers as well as the work of promising young researchers. Intended as the universally-accepted resource for the field, the Handbook provides a comprehensive coverage of cutting edge developments in research, policy and practice in TVET within a single source. It will assist those involved in TVET at any level in making informed decisions and further advance and improve the field and to bridge the gap between vocational and academic education in the 21st century.
KerkoCite.ItemAlsoKnownAs: 2129771:A8GV4XU8 2317526:PQDLDLV5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:SSA; A:West Africa; C:South Africa; CLL:en; Education / Adult & Continuing Education; Education / Counseling / Career Development; Education / Vocational; _C:Ghana GHA; publicImportV1

Planning for Educational Change: Putting people and their contexts first - Wedell, Martin (Bloomsbury Publishing, 2009)
This book highlights the current ideas about the what, why and how of educational change and what these suggest about the essential issues that change policy makers and planners need to consider. It analyses international case studies of change initiatives to illustrate how the change process can be affected when such issues are insufficiently acknowledged or ignored. Finally the book introduces a number of key questions for educational change practitioners to consider when they find themselves responsible for the planning and/or implementation and/or monitoring of changes within an institution, a locality or a region. Educational change scenarios, from change within a single institution to local implementation of a national change, are used to show how answers to these questions can help change planners to closely match their implementation processes to their local contextual realities.
Google-Books-ID: BEgdCgAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:P6UTZLH3 261495:S6NSFSSP

The Use And Misuse Of Computers In Education: Evidence From A Randomized Experiment In Colombia - Barrera-Osorio, Felipe; Linden, Leigh L. (The World Bank, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-4836 4804264:LV99ICCF
Keywords: COMMUNICATION TECHNOLOGIES; CURRICULUM; EMPLOYMENT; Final_citation; HUMAN DEVELOPMENT; LEARNING; LITERATURE; PAPERS; QUALITY OF EDUCATION; REGULAR CLASSROOM; RESEARCH; SCHOOL; SCHOOLS; SCIENCE; SOCIAL SCIENCE; STUDENTS; TEACHER; TEACHERS; TEACHING; TRAINING; UNIVERSITY

Lighting and discomfort in the classroom - Winterbottom, Mark; Wilkins, Arnold (Journal of Environmental Psychology, 2009)
Aspects of classroom lighting and décor that can promote discomfort and impair task performance through glare, and imperceptible 100 Hz flicker from fluorescent lighting, were examined in a sample of UK schools. In 90 classrooms, across eleven secondary schools and six local education authorities variables measured included flicker, illuminance at desks, and luminance of whiteboards. Results showed that 80% of classrooms are lit with 100 Hz fluorescent lighting that can cause headaches and impair visual performance. Mean illuminance (from excessive day- and artificial lighting) was in excess of recommended design illuminance in 88% of classrooms, and in 84% exceeded levels beyond which visual comfort decreases. Lighting could not be adequately controlled due to classroom design and infrastructure. Ceiling-mounted data-projectors directed at whiteboards mounted vertically on the wall resulted in specular reflection from the whiteboard, visible as a glare spot with luminance high enough to cause discomfort and disability glare. The intensity of the glare spot varied between different brands of whiteboard. Ambient lighting, needed for close work at pupils' desks, reduced image contrast. Venetian blinds in 23% of classrooms had spatial characteristics appropriate for inducing pattern glare. There was significant variation between schools and local authorities. These findings may provide insights into small-scale reports linking pupils' attainment, behaviour and learning to classroom lighting, and may also help explain some of the benefits of coloured overlays for pupils' reading.

Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training - Hardman, Frank; Abd‐Kadir, Jan; Agg, Catherine; Migwi, James; Ndambuku, Jacinta; Smith, Fay (Comparative Education, 2009)
This study reports on an investigation into the impact of a national, school‐based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video‐recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole‐class teaching and group‐based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to elicit their views on the impact of the school‐based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole‐class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in‐service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered.
00083 KerkoCite.ItemAlsoKnownAs: 10.1080/03050060802661402 10/d4pwg6 2129771:QUUGMC69 2129771:TUTLCRRE 2405685:YDTY3JCV 261495:A32BNMRX
Keywords: C:Kenya; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Ghana GHA; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Nigeria NGA; _C:South Africa ZAF; _C:Tanzania TZA; __C:filed:1; __C:scheme:1

Tuned in to student access: assessing the impact of interactive radio instruction for the hardest-to-reach - Ho, Jennifer; Thukral, Hetal (Education Development Center, 2009)
EdTechHub.ItemAlsoKnownAs:2129771:BKG2QR5K

Analysis of the reporting of search strategies in Cochrane systematic reviews - Yoshii, Adriana; Plaut, Daphne A.; McGraw, Kathleen A.; Anderson, Margaret J.; Wellik, Kay E. (Journal of the Medical Library Association : JMLA, 2009)
Background: The Cochrane Handbook for Systematic Reviews of Interventions provides instructions for documenting a systematic review's electronic database search strategy, listing elements that should be in the description. Complete documentation of the search strategy allows readers to evaluate the search when critically appraising a review's quality. Objective: The research analyzed recently published Cochrane reviews to determine whether instructions for describing electronic database search strategies were being followed. Methods: Eighty-three new reviews added to the Cochrane Database of Systematic Reviews in the first quarter of 2006 were selected for analysis. Eighteen were subsequently excluded because their searches were conducted only in the specialized registers of Cochrane review groups. The remaining sixty-five reviews were analyzed for the seven elements of an electronic database search strategy description listed in the Cochrane Handbook, using dual review with consensus. Results: Of the 65 reviews analyzed, none included all 7 recommended elements. Four reviews (6%) included 6 elements. Thirty-two percent (21/65) included 5 or more elements, with 68% (44/65) including 4 or fewer. Three included only 2 elements. The 65 reviews represented 41 different Cochrane review groups. Conclusion: The instructions from the Cochrane Handbook for reporting search strategies are not being consistently employed by groups producing Cochrane reviews.
KerkoCite.ItemAlsoKnownAs: 10.3163/1536-5050.97.1.004 2129771:VGCPL4Z8

AusbEignV 2009 - nichtamtliches Inhaltsverzeichnis (2009)
KerkoCite.ItemAlsoKnownAs: 2129771:34KXM2SC

The Traditional Informal Apprenticeship System of West Africa as Preparation for Work - Ahadzie, William (International Handbook of Education for the Changing World of Work, 2009)
The traditional apprenticeship system in West Africa is gradually beginning to attract increasing interest not only for academic research and in professional disciplines but also as an active policy issue. This is not surprising given that this system has proved to be an enduring and an effective source of skills for much of West Africa. But its resilience is also attributable to its positive association with the equally pervasive informal sector of West African economies. Perhaps a more engaging argument for the resurgence of interest in traditional apprenticeship is the inability of formal systems to deliver the types of skills that are required to ensure employability of the ever-increasing new labour market entrants and to contribute to overall poverty reduction (Fluitman 2005).
KerkoCite.ItemAlsoKnownAs: 2129771:HW8FMXWG 2317526:QZSNPL97
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; HDR25; Informal; West Africa; publicImportV1

Accelerated Learning in Classroom and Computer Environments - Akbıyık, Cenk; Şimsek, Nurettin (2009)
Problem Statement: Emotions have effects on learning. Learning becomes more effective in emotionally non-threatening environments. The power of emotions should be taken into account when designing, developing, and implementing learning environments.
KerkoCite.ItemAlsoKnownAs: 2339240:T6JYI3MA 4804264:H3LCY42S
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Extensive reading in a challenging environment: A comparison of extensive and intensive reading approaches in Saudi Arabia - Al-Homoud, F.; Schmitt, N. (Language Teaching Research, 2009)
Many studies have shown that reading can have a beneficial effect on second language learning, but relatively few of these have focused on extensive reading in classroom environments over a period of time. This study compares an extensive reading class against a more traditional class involving intensive reading and vocabulary exercises. The classes were part of a Saudi college presessional course, and this classroom setting posed several problems for the extensive reading approach, including relatively weak students, an environment where pleasure reading is atypical, and the course being of short duration. The result is that the reported extensive reading class was carried out in what could be considered challenging conditions. Nevertheless, gain scores in reading comprehension ability, reading speed, and vocabulary acquisition showed that the extensive reading approach was just as effective as the intensive approach, even though some of the measurement instruments for these variables should have favored the intensive approach. Moreover, the extensive reading participants reported much more positive attitudes toward reading, their class, and their learning than the participants in the intensive reading group. Overall, these results indicate that, for the variables studied, the extensive reading approach was as good as, or better than, the more focused intensive reading approach. © The Author(s), 2009.
KerkoCite.ItemAlsoKnownAs: 10.1177/1362168809341508 2129771:JFVR7F67 2339240:MR6VM54Y 2486141:LURBP7NR
Keywords: Extensive reading; Intensive reading; Learner attitudes; Reading comprehension; Reading speed; Vocabulary acquisition; _AcademicRecoveryOECS

Effects of Shade Trees on Illuminance in Classrooms in the United Arab Emirates - Al-Sallal, Khaled A.; Abu-Obeid, Natheer (Architectural Science Review, 2009)
KerkoCite.ItemAlsoKnownAs: 10.3763/asre.2008.0061 2129771:DRUXF34E 2486141:9PAJ4QG2

21st Century Skills and Competences for New Millennium Learners in OECD Countries, - Ananiadou, K; Claro M (OECD Education Working Papers, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1787/218525261154 2486141:DHC5IG9K

A transição escola-trabalho em Cabo Verde: os sentidos da formação profissional para os jovens de baixa renda - Andrade, Maria Odete dos Reis de; others (Universidade de São Paulo, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:WZYIC97I 2317526:WTKVWRR4
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Cape Verde; CLL:pt; publicImportV1

An assessment of education and training needs of skilled operatives within the Nigerian construction industry. - Awe, EM; Stephenson, P; Griffith, A (2009)
KerkoCite.ItemAlsoKnownAs: 2129771:F6BBEVX5 2317526:CCVSVCVC 2317526:QTTKUAZA LOCAL-SCOPUS_ID:84861048497

The Use and Misuse of Computers in Education: Evidence From a Randomized Controlled Trial of a Language Arts Program. - Barrera-Osorio, Felipe; Linden, Leigh L. (Abdul Latif Jameel Poverty Action Lab (JPAL). www. leighlinden. com/Barrera-Linden 20, 2009)

Alternative education: filling the gap in emergency and post-conflict situations - Baxter, Pamela; Bethke, Lynne (UNESCO, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:44A28PKB

The Effect of Pre-Primary Education on Primary School Performance. - Berlinski, S.; Galiani, S.; Gertler, P. (Journal of Public Economics, 2009)
Keywords: ⛔ No DOI found

What is implementation research? Rationale, concepts, and practices - Bhattacharyya, Onil; Reeves, Scott; Zwarenstein, Merrick (Research on Social Work Practice, 2009)
Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/1049731509335528 2129771:ZDBFMCNR 4869029:RVXIPV69

Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature - Bingimlas, Khalid Abdullah (Eurasia Journal of Mathematics, science and technology education, 2009)
Publisher: Modestum KerkoCite.ItemAlsoKnownAs: 10.12973/ejmste/75275 4804264:WZGKG6R7
Keywords: Final_citation

Topic models - Blei, David M.; Lafferty, John D. (Text mining, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:F3V8HLD9 2486141:FRWS4FU3
Keywords: _yl:b

Introduction to meta-analysis - Borenstein, M.; Hedges, L.V.; Higgins, J.P.T.; Rothstein, H.R. (John Wiley & Sons, 2009)

Rethinking school feeding: social safety nets, child development, and the education sector - Bundy, Donald AP (world bank publications, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:WY7K38U9 4502395:PDRZEVSC 4502395:VZR6TEA6

An analysis of the integration of instructional technology in pre-service teacher education in Zimbabwe - Chitiyo, Rodwell; Harmon, Stephen W. (Educational Technology Research and Development, 2009)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-009-9136-7 2129771:D46PCTCG 4502395:NB67VLK5 4502395:RDGY2ULC 4502395:TX4RD7V4

An investigation of purpose built netbooks for primary school education - Cramer, M.; Beauregard, R.; Sharma, M. (ACM, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1145/1551788.1551796 10/c74rc3 2129771:FE7F5YFE 261495:2FTIWF7Z

Corruption in the Administration of Local Government” - Dalhatu, S.; Aisha Abdu-Ismail (Rural and Community Strategy: The Local Government Perspective, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:CQEX3UIC 2129771:Z3EA4Z9F 2486141:43BTRX8I

Arizona literature mapper: an integrated approach to monitor and analyze global bioterrorism research literature - Dang, Y.; Zhang, Y.; Chen, H. (Journal of the American Society for Information Science and Technology, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1002/asi.21077 2129771:SN8TSMXQ 2486141:7SAUMVL3

Professional learning in the learning profession - Darling-Hammond, L.; Wei, R.C.; Andree, A.; Richardson, N.; Orphanos, S. (National Staff Development Council, 2009)

Research review/teacher learning: What matters - Darling-Hammond, Linda; Richardson, Nikole (Educational leadership, 2009)
Keywords: ⛔ No DOI found

Vocational Training and the Informal Economy - de Largentaye, Armand Rioust (Promoting Pro-poor Growth: Employment, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:AQ52QKNA 2249382:6W7QCQM3 2317526:QEWPC9EW
Keywords: ⛔ No DOI found

Improving Impact Studies of Teachers' Professional Development: Toward Better Conceptualizations and Measures - Desimone L.M. (Educational Researcher, 2009)
KerkoCite.ItemAlsoKnownAs: 10.3102/0013189x08331140 2486141:TMAWFXF3

Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures - Desimone, L.M. (Educational Researcher, 2009)
KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X08331140 2129771:9VLD4ENX 2129771:G668AIEG 2405685:ERA79A94 2534378:7B6KIFA3
Keywords: ___duplicate_item

An implementation research agenda - Eccles, Martin P.; Armstrong, David; Baker, Richard; Cleary, Kevin; Davies, Huw; Davies, Stephen; Glasziou, Paul; Ilott, Irene; Kinmonth, Ann-Louise; Leng, Gillian (BioMed Central, 2009)
Issue: 1 Pages: 1–7 Publication Title: Implementation Science Volume: 4 KerkoCite.ItemAlsoKnownAs: 2129771:IGR4Y56A 4426965:NBQKBLC5 4869029:QW3U46U9

An implementation research agenda - Eccles, Martin P.; Armstrong, David; Baker, Richard; Cleary, Kevin; Davies, Huw; Davies, Stephen; Glasziou, Paul; Ilott, Irene; Kinmonth, Ann-Louise; Leng, Gillian (BioMed Central, 2009)
Issue: 1 Pages: 1–7 Publication Title: Implementation Science Volume: 4 KerkoCite.ItemAlsoKnownAs: 2129771:A2UVELB4 4869029:QW3U46U9

The effectiveness of inputs in primary education: Insights from recent student surveys for sub-Saharan Africa - Fehrler, S.; Michaelowa, K.; Wechtler, A. (The Journal of Development Studies, 2009)

School Enrollment, Selection and Test Scores. - Filmer, D.; Schady, N. (2009)
KerkoCite.ItemAlsoKnownAs: 2129771:6BU97WKR 2129771:FEGNW82Q
Keywords: ❓ Multiple DOI

Mobile learning projects–a critical analysis of the state of the art - Frohberg, Dirk; Göth, Christoph; Schwabe, Gerhard (Journal of Computer Assisted Learning, 2009)
00168 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2009.00315.x 10/bg3h47 2129771:295A7BM7 257089:QDBINPJT

Many children left behind? Textbooks and test scores in Kenya - Glewwe, P.; Kremer, M.; Moulin, S. (American Economic Journal: Applied Economics, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:BZDB6Z69 2129771:SVYBQR59

Mauritius Qualifications Authority Regulations - Government of Mauritius (2009)
UA-a7bf47b4-b025-424a-a429-028915fdc73b KerkoCite.ItemAlsoKnownAs: 2129771:D46XUULN 2317526:PBTDF8EP
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Mauritius; Qualification Framework; publicImportV1

NQF Act nº67, 2008 - National Qualifications Framework - Government of South Africa (2009)
To provide for the National Qualifications Framework; to provide for the responsibilities of the Minister of Education and the Minister of Labour; to provide for the South African Qualifications Authority; to provide for Quality Councils; to provide for transitional arrangements; to repeal the South African Qualifications Authority Act, 1995; and to provide for matters connected therewith.
UA-d4ff8ae5-bccd-42b5-9b9d-185af4304c87 KerkoCite.ItemAlsoKnownAs: 2129771:4H3DWEXY 2317526:RJ6IDATN
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Qualification Framework; publicImportV1

A typology of reviews: an analysis of 14 review types and associated methodologies - Grant, Maria J.; Booth, Andrew (Health Information & Libraries Journal, 2009)
Background and objectives: The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains. Methods: Following scoping searches, an examination was made of the vocabulary associated with the literature of review and synthesis (literary warrant). A simple analytical framework—Search, AppraisaL, Synthesis and Analysis (SALSA)—was used to examine the main review types. Results: Fourteen review types and associated methodologies were analysed against the SALSA framework, illustrating the inputs and processes of each review type. A description of the key characteristics is given, together with perceived strengths and weaknesses. A limited number of review types are currently utilized within the health information domain. Conclusions: Few review types possess prescribed and explicit methodologies and many fall short of being mutually exclusive. Notwithstanding such limitations, this typology provides a valuable reference point for those commissioning, conducting, supporting or interpreting reviews, both within health information and the wider health care domain.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-1842.2009.00848.x Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2009.00848.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2009.00848.x 2405685:4QUG24KV 2405685:CMA32K5M 2534378:Z2PSQF5J

Community-Directed Interventions for Priority Health Problems in Africa: Results of a Multicountry Study - Group, The C.D.I.Study (Bulletin of World Health Organization, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:B64ZMR3S 2129771:MIZREVBI 2486141:5YRMUVJZ
Keywords: ⛔ No DOI found

Engaging in and engaging with research: teacher inquiry and development - Hall, Elaine (Teachers and Teaching, 2009)
Extra URL: https://www.tandfonline.com/doi/full/10.1080/13540600903356985 KerkoCite.ItemAlsoKnownAs: 10.1080/13540600903356985 2405685:X5KU2IDB 2534378:LPFXMVTM

A review of teacher education in Tanzania and the potential for closer links between PRESET and INSET - Hardman, Frank (2009)
KerkoCite.ItemAlsoKnownAs: 2129771:N2CZQPDQ 261495:VPMHQDHP
Keywords: ⛔ No DOI found

Technical and vocational education and training (TVET) and skills development for poverty reduction – do rural women benefit? - Hartl, Maria (International Fund for Agricultural Development, Italy, 2009)
This paper discusses technical and vocational education and training (TVET) as well as skills development in rural areas, mainly pertaining to agriculture and related activities and explores existing gender differences. TVET has suffered from a focus on basic, and especially primary education, which led to the neglect of post-basic education and training and their non-inclusion in the UN Millennium Development Goals. Recently, there has been a renewed interest in training and skills development because of increased evidence that a minimalist approach to microfinance for poverty reduction and enterprise development did not lead to sustainable growth. The paper argues that many training interventions do not cater for the specific needs of women who are under-represented in formal training programmes and often directed towards typical female occupations. It reviews vocational and skills training in several IFAD supported programmes and explores how these target the poor and most vulnerable and to what extend gender differences in training provision, methodology, training content and transition to labour markets have been taken into account.
KerkoCite.ItemAlsoKnownAs: 2129771:7G6G9RSM 2317526:NYMGZ267
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Botswana; C:Senegal; C:Seychelles; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:gender; F:policy; F:women; Q:primary education; T:Ausbildung; T:TVET; T:trainee; _C:Ghana GHA; gender; publicImportV1

Risk of bias versus quality assessment of randomised controlled trials: cross sectional study - Hartling, L.; Ospina, M.; Liang, Y. (British Medical Journal, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:878TUXM2 2129771:TRBMBJPI 2405685:98CY3A45 2486141:LCID6Q5M
Keywords: ⛔ No DOI found

Visible learning: A synthesis of over 800 meta-analyses relating to achievement - Hattie, John (Routledge, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:JTAVEBWL 2129771:PPCF22FX 2129771:WP5WVUKH 2339240:EIVFBEH5 2405685:87S2M9YT 2486141:ZQ95LPZK 261495:6JCEQ2J7

A Better Way to Teach Children to Read? Evidence from a Randomized Controlled Trial - He, Fang; Linden, Leigh L; MacLeod, Margaret (2009)
KerkoCite.ItemAlsoKnownAs: 2129771:KH7TKWT8
Keywords: ⛔ No DOI found

Tuned In to Student Success: Assessing the Impact of Interactive Radio Instruction for the Hardest-to-Reach. - Ho, J.; Thukral, H.; Laflin, M. (Journal of Education, 2009)
Keywords: ⛔ No DOI found

Post-Primary Education in Africa: Challenges and Approaches for Expanding Learning Opportunities. - Hoppers, W (Association for the Development of Education in Africa, 2009)
EdTechHub.ItemAlsoKnownAs: 2129771:4DHLAC4L

INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery - Inter-Agency Network for Education in Emergencies (INEE) (2009)
This Guidance Note provides a suggested framework for compensating teachers in fragile states, situations of displacement, and post-crisis recovery—situations where teachers are often underpaid or not paid at all. The note focuses on how to develop coordinating polices regarding teacher compensation, how to develop appropriate systems for managing the financial aspects of teacher payment, and how to provide complementary forms of teacher motivation and support to ensure teacher well-being. This document is intended for education program managers of education programme’s working in fragile states, situations of displacement and post-crisis recovery and education authorities within the government.
KerkoCite.ItemAlsoKnownAs: 2129771:FNXLM6HF
Keywords: __C:filed:1

Enhancing teacher assessment practices in South African schools: Evaluation of the assessment resource banks - Kanjee, Anil (Education as change, 2009)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/16823200902940599 2129771:KUUDIVCI

Disability in contexts of displacement - Karanja, Michael (Disability Studies Quarterly, 2009)
ISBN: 2159-8371 KerkoCite.ItemAlsoKnownAs: 10.18061/dsq.v29i4.969 2129771:LTNM36C3
Keywords: __C:filed:1

The automation of science - King, R.D.; Rowland, J.; Oliver, S.G. (Science, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1126/science.1165620 2129771:FCJTXY7U 2129771:WUWARRUU 2405685:2H439GC6 2486141:QY3VWCSF
Keywords: _Added-ailr-2024

Universal secondary education in the OECS: Some views on the curriculum - King, Winston K. (Journal of Eastern Caribbean Studies, 2009)
Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2129771:GN868WFE 2129771:MHNF2WNJ
Keywords: ⛔ No DOI found

Challenges of Training Motor Vehicle Mechanics for Changing World Contexts and Emergent Working Conditions: Cases of Kenya and Australia - Kitainge, Kisilu M (Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training, 2009)
This chapter is an extract from a study that examined how institute-based automotive training in the retail, service and repair (RS&R) sector could be made more responsive and effective to the changes in workplace demands and new technology. It dealt with the promotion of vocational relevance in the training of motor mechanics in the contexts of a changing world and emergent working conditions. It was an applied learning study that followed a comparative case study research design aimed at advancing reciprocal lessons between the two regions of Kenya and State of Victoria, Australia. The research was propelled by the fact that technology used in this area is now changing faster than at any other time in modern history and is impacting upon most of the human lifestyles. This chapter deals with a summary of the main issues that were researched. Specifically the chapter deals with relevance of institute-based automotive training, stakeholders’ involvement in programs development, and program transfer from one region to another: and learning for work and at workplace. It highlights the views if trainers, trainees and industry practitioners on equity in program development, relevance to workplace requirements and ownership of the automotive training programs. It was found that Australian trainers felt somehow sidelined in the program design while the Kenyan trainers complained of being left alone by relevant industry in the program development venture. None of these two cases produces optimal results since participation in program design should be equitably distributed among the stakeholders.
KerkoCite.ItemAlsoKnownAs: 2129771:MNBV5CPB 2317526:AH6ZLJYB

Social Work in Ghana: A Participatory Action Research Project Looking at Culturally Appropriate Training and Practice - Kreitzer, Linda; Abukari, Ziblim; Antonio, Patience; Mensah, Johanna; Kwaku, Afram (Social Work Education, 2009)
Social work emerged in the western world, particularly in the USA and the United Kingdom, at the turn of the twentieth century. Western social welfare systems were introduced to other countries through the colonial empires of the nineteenth and twentieth centuries and social work training reflected these systems. However, many of these countries have revised their curricula to make them more culturally appropriate while others are still in this process. This article highlights issues concerning social work education and training in Ghana, West Africa through a Participatory Action Research project. Themes emerging concerning the present curriculum, the professional association and social work in Ghana are presented. Action plans instigated from this project are described, ending with a future challenge for social work in Africa.
KerkoCite.ItemAlsoKnownAs: 10.1080/02615470802109973 10/cr52q8 2129771:TFSF8YSL 2317526:TCEBIBJZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:West Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:curriculum; P:culture; P:social; T:Ausbildung; Z:Localization; Z:Participatory Action Research; Z:Social Work; Z:Social Work Curriculum; _C:Ghana GHA; publicImportV1

Improving education in the developing world: What have we learned from randomized evaluations? - Kremer, M.; Holla, A. (Annual Review of Economics, 2009)

Incentives to Learn. - Kremer, Michael; Miguel, Edward; Thornton, Rebecca (The Review of Economics and Statistics 91, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:JUGN8X3F 2129771:N3FECLPB

Nature island tourism: Applying an eco-tourism sustainability framework to the island of Dominica - Lambert, Esther (University of Waterloo, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:QEPJCMLV

The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes - Mazala, Chileya Mbasilu (2009)
This study looked at the effects of Continuing Professional Development (CPD) through School Programmes for In -Service for the Term (SPRINT) on teacher classroom practices and student learning outcomes. The purpose of the study was to find out if SPRINT had any effect on teacher classroom practice and student learning outcomes. The target population was all Ndola high schools. The sample consisted of 196 respondents that is, five head teachers, five deputy heads, fifteen heads of department, five School In- Service Providers (SIP), five Zone INSET Providers (ZIP) and twelve teachers from each of the five schools and one Resource Centre Coordinator. The sample also included one hundred grade twelve pupils, twenty randomly picked from each of the five schools Purposive sampling was used to select the schools, head teachers, heads of department, INSET providers and the subject coordinator. Teachers and pupils were selected using simple random sampling. Questionnaires, observations, interviews, Focus Group Discussions and documentary evidence were the research instruments used to gather information. A review of relevant literature and its implication for CPD was undertaken to provide interrogation framework for this study. Guskey's five levels of evaluation were used to structure the framework Data were analyzed by identifying and categorizing significant themes relevant to research objectives. The data were presented in form of tables, percentages,graphs and charts. Qualitative data from interviews were coded and emerging themes grouped into categories The themes and categories of initial data were compared with those of subsequent interviews. Categories were then regrouped to get the most significant categories and themes.The findings from this study indicated that teachers at all career stages expressed the desire to take part in Continuing Professional Development through SPRINT.Research findings also showed that SPRINT activities did impact on teacher classroom practice basing on the twelve observable skills recommended by The Ministry of Education. The findings from this study further revealed that SPRINT had an impact on student learning outcomes as shown by the average scores of students whose teachers took part in CPD and those whose teachers did not.Average scores for the latter were lower than the former category of students.The findings further revealed that although there was evidence of the effect of CPD through SPRINT on teacher classroom practices and student learning outcomes, this programme was hindered by weak organisational support.The results of the study showed that teachers were not enthusiastic about continuing with the CPD programme as it lacked adequate funding and support from both local administrators and the Ministry of Education. Teachers were not involved in identifying training needs and as such did not feel they were the owners of CPD Teachers also felt that this kind of CPD did not help in career progression as the credit system was not effective. At organizational level, this study found that policies and guidelines on how to organize and manage CPD were lacking.CPD leaders also did not have adequate training to prepare them for their roles. Because of this lack of training, CPD leaders could not carry out assessment of the effects of CPD through SPRINT on teacher classroom practices and student learning outcomes.On the basis of these findings, it is recommended that teachers should be in charge of their own CPD and be involved in needs assessment .Secondly, CPD leaders should be properly trained for their role and they should have clear job specifications. In addition, adequate funding for the programme should be made available by both the Government and the School Administration. The Ministry of Education also needs to formulate national policies and guidelines on management and evaluation of SPRINT .A standardized accreditation system which would enable teachers to experience career progression through SPRINT should also be put in place. Lastly, CPD through SPRINT should be made research based with teachers having access to INTERNET and good library facilities.
KerkoCite.ItemAlsoKnownAs: 2129771:FN8ZXRRF 261495:TK2CQK8A
Keywords: CitedIn:OER4S-TPE-HHH2; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; SPRINT

Vocational Education and Training for Sustainability in South Africa: The Role of Public and Private Provision - McGrath, Simon; Akoojee, Salim (International Journal of Educational Development, 2009)
Written in the twilight of the Mbeki Presidency, this paper considers the role that skills development has in the sustainability of the South African political-economic project. It explores some of the disarticulations of public policy and argues that these both undermine public sector delivery and open up opportunities for private provision to be, under certain circumstances, more responsive to the challenges of national development. We argue that there is a possibility that the state could work more smartly with both sets of providers. Crucially, however, this would necessitate working more smartly within itself. This was a major plank of the Mbeki strategy but it has failed conspicuously with regard to the Education-Labour relationship. Whether a new President can achieve a radical reworking of this relationship may be an important indicator of the viability of any new development project. (Contains 1 table.)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2008.09.008 10/bnnh2c 2129771:L24MHEVT 2317526:PHJKJ53J
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:attitude; F:pay; F:policy; P:economy; P:social; T:TVET; Z:Economic Development; Z:Educational Development; Z:Foreign Countries; Z:Political Attitudes; Z:Politics; Z:Presidents; Z:Public Policy; Z:Public Sector; Z:Role; Z:Skill Development; Z:Sustainable Development; Z:Vocational Education; publicImportV1

Building Quality in Summer Learning Programs: Approaches and Recommendations - McLaughlin, Brenda; Pitcock, Sarah (The Wallace Foundation, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:9C5ZZLKA 2129771:B89QU2M8 2486141:G3P4K2CQ
Keywords: ⛔ No DOI found

Education and Fragility: A Synthesis of the Literature - Mosselson, Jacqueline; Wheaton, Wendy; Frisoli, Paul St John (2009)
The purpose of this paper is to provide a synthesis of the emerging literature in the field of education and fragility. We examine the various attempts to capture the contexts of fragility in a pragmatic manner, from both an operational and a policy-making perspective. We review the macro, statecentric definitions of fragility, which highlight the importance of the state and its institutions in driving fragility and as a partner for change, but also look at the limitations of this perspective. We then turn to more micro-level approaches to capturing the contexts of fragility, showing its difference from conflict, and looking in particular at more cross-sectoral and societal characteristics of fragility. Ultimately, we conclude this paper by acknowledging that, in practical terms, practitioners and donors are using both perspectives to guide their work in education and fragility.
KerkoCite.ItemAlsoKnownAs: 2129771:C766YHWY
Keywords: ⛔ No DOI found

Development of executive function and attention in preterm children: a systematic review - Mulder, Hanna; Pitchford, Nicola J.; Hagger, Martin S.; Marlow, Neil (Developmental neuropsychology, 2009)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/87565640902964524 2129771:XL3PBIWI

Multigrade teaching in sub-Saharan Africa: lessons from Uganda, Senegal, and the Gambia - Mulkeen, Aidan; Higgins, Cathal (The World Bank, 2009)

Technology as small group face-to-face collaborative scaffolding - Nussbaum, M.; Alvarez, C.; McFarlane, A.; Gomez, F.; Claro, S.; Radovic, D. (Computers and Education, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2008.07.005 10/cwj5bz 2129771:4KGBC2US 261495:9EJCSDU9

Creating effective teaching and learning environments: first results from TALIS - OECD (OECD, 2009)
OCLC: 845567686 KerkoCite.ItemAlsoKnownAs: 2129771:AKW2VS6M 2405685:9N4IMAQN
Keywords: C:OECD countries

Creating Effective Teaching and Learning Environments: First Results from TALIS - Organisation for Economic Co-operation and Development [OECD] (OECD, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:YYFAQL5V 261495:52KNGUNZ

Formalising the informal: Ghana's National Apprenticeship Programme - Palmer, Robert (Journal of Vocational Education & Training, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1080/13636820902820048 10/ft4gr7 2129771:GL45HCQQ 2249382:5XAD4H45 2317526:47VFE747

Blogging as critical praxis: becoming a critical teacher educator in the age of participatory culture - Pascarella, John (McGill University, 2009)
This self-study of becoming a critical teacher educator extends the research on blogs as a vehicle of critical self-reflection in teaching and teacher education. While the primary focus of this thesis is a self-study of the process of becoming a teacher educator, the author presents findings based on discursive data collected from blogs produced by teacher candidates in two case studies, which inform this process of becoming. The case studies are represented as two “strands”: one carried out in Montréal, Quebec, Canada, at McGill University, and the other carried out near Durban, KwaZulu-Natal, South Africa, at the University of KwaZulu-Natal. Like prior studies involving the use of blogs in teacher preparation, this study examines pre-service teachers’ critical engagement with topics and issues endemic to their current field experiences and future careers in K-12 classrooms. The instructional techniques deployed in the case studies adhered to principles of modeling technology integration in order to transform teaching and learning activities by facilitating a learning environment for pre-service teacher candidates informed by the tenets of critical pedagogy. In this vein, this study examines the implementation of a particular instructional strategy, problem-posing pedagogy, as a practice that integrates the use of blogs to aid the achievement of pre-service teacher candidates’ “critical self-engagement” as well as contribute to the author’s development as a critical teacher educator.
ISBN: 978-0-494-61838-7 Publication Title: ProQuest Dissertations and Theses NR61838 Loc in Archive 305106950 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/305106950?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:3MNATQZE 2534378:IZK6PKSA 2534378:L3NWKKA3
Keywords: 0530:Teacher education; 0710:Educational technology; Blogging; Critical praxis; Culture; Education; Educational technology; Participatory culture; Teacher education; Teacher educator; __:import:01; __:match:final; __:matched; __:study_id:2097704; __finaldtb

TVET and community reintegration: exploring the connections in Sierra Leone's DDR process - Paulson, J. (International handbook of education for the changing world of work: bridging academic and vocational learning, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:BMIYWWKM 2405685:SI333Z4W
Keywords: _C:Sierra Leone SLE

Integrated Education Program: Impact study of SMRS using early grade reading assessment in three provinces in South Africa. - Piper, Benjamin (In. RTI International, 2009)
Place: Park, NC Publisher: Research Triangle
Keywords: ⛔ No DOI found

Labeled LDA: A supervised topic model for credit attribution in multi-labeled corpora - Ramage, Daniel; Hall, David; Nallapati, Ramesh; Manning, Christopher D. (Proceedings of the 2009 conference on empirical methods in natural language processing, 2009)
Keywords: ⛔ No DOI found

Pilot of the Early Grade Mathematics Assessment: Final report. Prepared for USAID under the Education Data for Decision Making (EdData II) project, Task Order No. EHC-E-02-04-00004-00 (RTI Task 2) - Reubens, A. (What causes differences in achievement in Zimbabwe’s secondary schools, 2009)

Teaching Science to Visually Impaired Students: A Small-Scale Qualitative Study. - Sahin, Mehmet; Yorek, Nurettin (Online Submission, 2009)
Publisher: ERIC
Keywords: ⛔ No DOI found

Implementation science: understanding the translation of evidence into practice - Tansella, Michele; Thornicroft, Graham (The British Journal of Psychiatry, 2009)
Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1192/bjp.bp.109.065565 2129771:2EJ64ZUI

Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences - Teddlie, C.; Tashakkori, A. (Sage, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:6GFTVUDA 2129771:WW5RDP97 2486141:HX6DJHTA 261495:9IDKTMBU 503888:DQ49AUKZ
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa. - Thakrar, Jayshree; Zinn, Denise; Wolfenden, Freda (International Review of Research in Open & Distance Learning, 2009)
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.705 10/gf5f4z 2129771:SYHXU78A 261495:386IRT53

Applications of Remote Sensing and Geographic Information System (GIS) on Environmental Management – a synoptic view - Tudunwada, I.Y. (Paper presented to the Nigerian Environmental Society on, 2009)

Sustainable Agriculture and Climate Change in Nigeria - Tudunwada, I.Y. (5th Conference/seminar of the National Council of Local Government Departments of Agriculture (NACOLGDA) at merit House, Maitama, Abuja. 10th, 2009)
Keywords: ⛔ No DOI found

Towards Rice Yield Forecasting and Development of Early Warning System using Geoinformatics in the Kano River Irrigation Project. A project submitted to the Regional Centre for Training in Aerospace Survey (United Nations Commission for Africa) Obafemi Awolowo University, Ile Ife, for fulfilment of the requirements of Certificate in GIS & Remote Sensing - Tudunwada, I.Y. (2009)

Socio – Economic and Environmental Factors Influencing Fertilizer Practice Among Farmers in the Kano Close Settled Zone - Tudunwada, I.Y.; Essiet, E.U. (Bayero Journal of Interdisciplinary Studies, 2009)
Keywords: ⛔ No DOI found

Guide to measuring information and communication technologies (ICT) in education. - UNESCO Institute for Statistics (UNESCO Institute for Statistics, 2009)
OCLC: 709814737 KerkoCite.ItemAlsoKnownAs: 2129771:AUYLZZMR 2129771:QDPXDS34

Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training - Wang, Victor X. (IGI Global, 2009)
KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-60566-739-3 2129771:V24DHUGB 2317526:6TJZE4G6

Educational reform, enquiry‐based learning and the re‐professionalisation of teachers - Williamson, Ben; Morgan, John (The Curriculum Journal, 2009)
Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1080/09585170903195894 KerkoCite.ItemAlsoKnownAs: 10.1080/09585170903195894 2405685:3J8IQVHB 2534378:ZGC3LGMX

Berufsbildung und Kultur – Ein Beitrag zur Theorie der Berufsbildung in der Entwicklungszusammenarbeit - Wolf, Stefan (2009)
KerkoCite.ItemAlsoKnownAs: 2129771:7QYPE7K4 2317526:2CXEC668 2317526:7LXVPJ49
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1; ⛔ No DOI found

Ubiquitous laptop usage in higher education: Effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms - Wurst, Christian; Smarkola, Claudia; Gaffney, Mary Anne (Computers & Education, 2008)
Three years of graduating business honors cohorts in a large urban university were sampled to determine whether the introduction of ubiquitous laptop computers into the honors program contributed to student achievement, student satisfaction and constructivist teaching activities. The first year cohort consisted of honors students who did not have laptops; the second and third year cohorts were given laptops by the University. The honors students found that their honors classrooms were statistically significantly more constructivist than their traditional (non-honors) classroom. The introduction of laptop computing to honors students and their faculty did not increase the level of constructivist activities in the honors classrooms. Laptop computing did not statistically improve student achievement as measured by GPA. Honors students with laptops reported statistically significantly less satisfaction with their education compared to honors students with no laptops.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2008.05.006 2129771:6ERLXTAR
Keywords: Computer-mediated communication; Pedagogical issues; Post-secondary education

Experimenting With Teacher Professional Development: Motives and Methods - Wayne, A. J.; Yoon, K. S.; Zhu, P.; Cronen, S.; Garet, M. S. (Educational Researcher, 2008)
A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and?for those conducting and interpreting such studies?discusses the unique methodological issues encountered when experimental methods are applied to the study of PD.
KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X08327154 10/fhz33n 2129771:2S34L8CP 2129771:DT6R2YTD 2405685:FDVV5CN4 261495:D8BKHHPB
Keywords: C:United States / International

Dietary patterns related to attainment in school: the importance of early eating patterns - Feinstein, L.; Sabates, R.; Sorhaindo, A.; Rogers, I.; Herrick, D.; Northstone, K.; Emmett, P. (Journal of Epidemiology & Community Health, 2008)
Objectives: To empirically test the impact of dietary intake at several time points in childhood on children’s school attainment and to investigate whether any differences in school attainment between children who ate packed lunches or school meals was due to who these children were, their pre-school dietary patterns, or to what they ate at school. Design: Using longitudinal data available in the Avon Longitudinal Study of Parents and Children (ALSPAC), multivariate linear regression was used to assess the relative importance of diet at different ages for school attainment. Main outcome measures: Three indicators of school attainment were used: at ages 4–5 entry assessments to school, at ages 6–7 Key Stage 1 national tests and at ages 10–11 Key Stage 2 national tests. These outcome variables were measured in levels as well as in changes from the previous educational stage. Results: The key finding at age 3 was that “junk food” dietary pattern had a negative association with the level of school attainment. A weak association remained after controlling for the impact of other dietary patterns at age 3, dietary patterns at ages 4 and 7 and other confounding factors. The authors did not find evidence that eating packed lunches or eating school meals affected children’s attainment, once the impact of junk food dietary pattern at age 3 was accounted for in the model. Conclusions: Early eating patterns have implications for attainment that appear to persist over time, regardless of subsequent changes in diet.
Publisher: BMJ Publishing Group Ltd Section: Research report KerkoCite.ItemAlsoKnownAs: 10.1136/jech.2007.068213 2129771:DDDMNVBB

Sierra Leone : Poverty Reduction Strategy Paper-Progress Report (2005-2007) - International Monetary Fund (2008)
This report describes the progress made in implementing the Poverty Reduction Strategy Paper for Sierra Leone covering the period 2005–07. Efforts to reform the public sector were not successful. Management and Functional Reviews were conducted for several ministries, departments, and agencies but the recommendations were not implemented. A Senior Executive Service program was also developed but government and development partners could not agree on an implementation strategy and therefore the funds required for implementation were not provided.
KerkoCite.ItemAlsoKnownAs: 2129771:AQK3JHM4 2405685:WDN7YDZH
Keywords: _C:Sierra Leone SLE

: Passing Success Across the Generations - Feinstein, Leon; Duckworth, Kathryn; Sabates, Ricardo (Routledge, 2008)
Why it is that success, deprivation or disadvantage are so often passed down intergenerationally? What part does education play? The educational achievement of parents is often reflected in that of their children and there are many underlying causes for such a relationship. Education and the Family argues that government policy has an important role to play in addressing this inequality even though many of the causes lie within the home. Although each child should be supported to achieve his or her objectives, differences in the willingness or capabilities of families to take advantage of educational opportunities exacerbate social class differences and limit actual equality of opportunity for many. Understanding the causes of this transmission is key to tackling both social class inequality and to expanding the skill base of the economy. By providing an overview of academic and policy thinking in relation to the role of the family, this book explores the educational success of children. It focuses on the education of the parents but also considers how the family - compared to wider, external influences such as schools - is a driver of differences in educational outcomes. It concludes with a consideration of what policy-makers are attempting to do about this key issue and why, and how this will impact on schools and teachers. This book will interest researchers and academics in education and social policy, as well as teachers and other education and social policy practitioners.
KerkoCite.ItemAlsoKnownAs: 10.4324/9780203894927 2129771:I8YS7Z3I

Tackling Poverty-migration Linkages: Evidence from Ghana and Egypt - Sabates-Wheeler, Rachel; Sabates, Ricardo; Castaldo, Adriana (Social Indicators Research, 2008)
Are migrants able to use the migration experience to their benefit, that is to improve their livelihoods, and is this result nuanced by whether migrants are poor or non-poor? This paper explores these questions quantitatively using data on migrants and non-migrants from Ghana and Egypt. It describes the main challenges in the empirical literature and introduces a conceptual model to explore the links between migration and poverty. The empirical model accounts for the direct effects of migration on poverty and for the role of migration in moderating the dynamics of poverty. Results show the selectivity of migration with respect to subjective poverty and that migration can have a significant impact on helping people improve their livelihoods. The paper further finds that selectivity with respect to human capital depends on ‘reasons for migration’ and visa status. These findings enrich existing empirical studies by providing a clear estimation of sequential events and enable policymakers to better understand the processes behind migration and poverty.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11205-007-9154-y 2129771:JNUBQHQX
Keywords: Migration; Poverty; Subjective poverty

Teaching in Cambodia - Benveniste, Luis; Marshall, Jeffery; Araujo, M. Caridad (World Bank, 2008)
This report aims to address some of the Ministry of Education, Youth and Sport's (MoEYS) specific concerns in the area of teacher civil service reform as it considers alternatives for the next phase of Cambodia's educational development. This study uses the most recent empirical data to document the most salient trends around Cambodian teachers: their attributes, the characteristics of their jobs relative to those of other professionals, and their working conditions, as well as aggregate data on how the teaching profession is responding to the demands of a rapidly growing school system. This report also reviews the most important policies that affect teachers' salaries, contracts and incentives to join the profession and remain in it. It also provides observational data of teacher classroom performance and attendance, while linking student academic outcomes to teaching inputs. The objective of this study is to inform the dialogue around policy reforms that may affect the education sector, the civil service, and teachers in particular.
Accepted: 2012-06-14T19:08:18Z
Keywords: Attendance; Civil Service; Classroom Performance; Contracts; Educational Development; Incentives; Salaries; School System; Teachers; Working Conditions

Are Educational Vouchers Only Redistributive? - Bettinger, E.; Kremer, M.; Saavedra, J.E. (CESifo Conference Center, 2008)
Keywords: ⛔ No DOI found

Where are we at? An empirical study of levels and methods of evaluating continuing professional development - Muijs, D; Lindsay, G (British Educational Research Journal, 2008)
KerkoCite.ItemAlsoKnownAs: 10.1080/01411920701532194 10/d9tt95 2129771:DF9V5UA7 261495:QJF6M6QM

"Let's not leave this problem": exploring inclusive education in rural South Africa - Mitchell, Claudia; De Lange, Naydene; Thuy, Nguyen-Thi Xuan (Prospects: Quarterly Review of Comparative Education, 2008)
Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.
Publisher: Springer, 233 Spring Street, New York, NY 10013 KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-008-9057-y 2534378:RJ6ZCAD4 2534378:TTCJ2RZE 2534378:WG3HWTSN Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/61950460?accountid=9851
Keywords: Access to Education; Acquired Immunodeficiency Syndrome (AIDS); Developing Nations; Disabilities; ERIC; Current Index to Journals in Education (CIJE); Education; Education reform; Educational Change; Educational Policy; Foreign Countries; Human immunodeficiency virus–HIV; Inclusive Schools; Mainstreaming; Multicultural education; Policymakers; Poverty; Researchers; Rural Areas; Rural areas; Social Attitudes; Social Bias; Social Isolation; Social Justice; Social activism; South Africa; Special Needs Students; Teacher Attitudes; __:import:01; __:match:final; __:matched; __:study_id:2098725; __finaldtb

Curricula, examinations, and assessment in secondary education in sub-saharan Africa - Bregman, Jacob; Verspoor, Adriaan; Klosowska, Kasha (The World Bank, 2008)
Curriculum reforms first and foremost should focus on improving the current teaching and learning processes. As a systemic challenge, these changes need to include re-orientation from secondary education as pre-academic tertiary education to a wider range of options, including vocational education and the world of work. Curriculum reforms in Sub-Saharan Africa (SSA) require comprehensive approaches directed at the complexity of the educational system at large. It requires the acknowledgement of past obstacles and current challenges to reform, as well as the challenges additionally created by the reforms. Human and physical resources, perceptions, experiences with past reforms and current school and classroom practices determine the limits of what educational systems can absorb in terms of development. Many high political ambitions have implications that are beyond current context and conditions. It therefore makes sense to have realistic ambitions and scope of curriculum reform, because these may increase the potential for successful implementation. Sometimes, less could actually be more. It is recommended that curriculum reform and strategies be based on the realities on the ground and much less on political ambitions. Implementation of curricula depends on improved coordination of development efforts with a focus on curriculum. It is recommended to increase the efficiency, clearly define institutional responsibilities, and provide for better cooperation and communication with across existing institutions and departments.
KerkoCite.ItemAlsoKnownAs: 2129771:2WB5KIBG

Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa - World Bank (The World Bank, 2008)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-7348-4 2129771:57X9GLID

Video as a tool for fostering productive discussions in mathematics professional development - Borko, Hilda; Jacobs, Jennifer; Eiteljorg, Eric; Pittman, Mary Ellen (Teaching and Teacher Education, 2008)
This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2006.11.012 2129771:A29SJWRW 2339240:HJGRG585 2405685:BWHR8RIX
Keywords: C:United States; Mathematics education; Mathematics teachers; Professional development; Teacher learning; Video

Rhizomatic Education: Community as Curriculum - Cormier, Dave (Innovate: Journal of Online Education, 2008)
The pace of technological change has challenged historical notions of what counts as knowledge. Dave Cormier describes an alternative to the traditional notion of knowledge. In place of the expert-centered pedagogical planning and publishing cycle, Cormier suggests a rhizomatic model of learning. In the rhizomatic model, knowledge is negotiated, and the learning experience is a social as well as a personal knowledge creation process with mutable goals and constantly negotiated premises. The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target. (Contains 4 exhibits.)
KerkoCite.ItemAlsoKnownAs: 4804264:QPQFKWH7
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools - Hardman, Frank; Abd-Kadir, Jan; Smith, Fay (International Journal of Educational Development, 2008)
This study reports on an investigation of classroom interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher–pupil interaction and discourse as research suggests managing the quality of classroom interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the interaction and discourse analysis of video recordings of 42 lessons and 59 teacher questionnaires from 10 States, drawn mainly from the north of Nigeria. The findings revealed the prevalence of teacher explanation, recitation and rote in the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom interaction in Nigerian primary schools through more effective school-based training are considered.
00109 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2007.02.008 10/cq6k4z 2129771:4Y992QRW 261495:A886PDXT

Actes du colloque international RAIFFET de Hammamet en Tunisie (RAIFFET, 2008)
Éducation technologique, formation professionnelle et lutte contre la pauvreté Adel Bouras, Jean Sylvain Bekale Nze, Jacques Ginestié, Bernard Hostein éditeurs Sous le patronage de Monsieur le Ministre de l’Enseignement Supérieur, de la Recherche Scientifique et de la Technologie de la République Tunisienne; Organisation des Nations Unies pour l’Éducation, la Science et la Culture United Nations for Éducation, Science and Culture Organisation Partenaires Il a été …
KerkoCite.ItemAlsoKnownAs: 2129771:JA24BTZW 2317526:RNG9TXQE
Keywords: ⛔ No DOI found

Corruption and its Threat to the Consolidation of Democracy in Nigeria: The Sharia’ah Perspective - Aisha Abdu-Ismail (Bako,S.(ed), Socio-Economic Reforms and Political Development in Nigeria, Vol.2,Political Science Association, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:7GRQAB8V 2129771:EI9UJK7K 2129771:FMUF7ESX 2129771:V27TSZIX 2129771:ZGN4PQX2 2486141:V4RBTR2M

The level of Internet access and ICT training for health information professionals in sub‐Saharan Africa - Ajuwon, A A; Rhine, L (Health Information & Libraries Journal, 2008)
Background: Information and Communication Technologies (ICTs) are important tools for development. Despite its significant growth on a global scale, Internet access is limited in sub‐Saharan Africa (SSA). Few studies have explored Internet access, use of electronic resources and ICT training among health information professionals in Africa. Objective: The study assessed Internet access, use of electronic resources and ICT training among health information professionals in SSA. Methods: A 26‐item self‐administered questionnaire in English and French was used for data collection. The questionnaire was completed by health information professionals from five Listservs and delegates at the 10th biannual Congress of the Association of Health Information and Libraries in Africa (AHILA). Results: A total of 121 respondents participated in the study and, of those, 68% lived in their countries’ capital. The majority (85.1%) had Internet access at work and 40.8% used cybercafes as alternative access points. Slightly less than two‐thirds (61.2%) first learned to use ICT through self‐teaching, whilst 70.2% had not received any formal training in the previous year. Eighty‐eight per cent of respondents required further ICT training. Conclusions and recommendations: In SSA, freely available digital information resources are underutilized by health information professionals. ICT training is recommended to optimize use of digital resources. To harness these resources, intergovernmental and non‐governmental organizations must play a key role.
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2007.00758.x 10/cqtp85 2129771:WT4HUTHS 2317526:2XSPMRJE
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Central Africa; A:East Africa; A:Sub-Saharan Africa; A:West Africa; C:Kenya; C:South Africa; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; P:electro; P:health; P:service industry; Q:ICT; Q:distance learning; T:Ausbildung; T:Training; __C:filed:1; publicImportV1

Towards Dialogic Teaching: Rethinking Classroom Talk - Alexander, Robin (Dialogos, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:FGMWS3DK 2486141:NFDEIMP4

Education for all, the quality imperative and the problem of pedagogy - Alexander, Robin J (CREATE - Consortium for Research on Educational Access, Transitions & Equity, University of Sussex, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:UYV82YTS 261495:T4IV7TN2

Mapping Non-formal Education at Post-primary Educational Level in Uganda - Bananuka, T; Katahoire, AR (2008)
1. This paper explores various cases of non-formal education at post-primary education level in Uganda with special focus on the analysis of the context of NFE provision and the curriculum. Other issues explored included educator training, materials development, teaching and learning methods, policy development and implementation, the relationship with formal education, linkages with work and employment and issues of sustainability and continuity. 2. The study findings suggest that Non-formal Education at post-primary education level is run on a rather ad hoc basis without clearly defined structures save for the recent initiatives in Community Polytechnics. Much as various policy documents and statements advocate for the integration of Non-Formal Education into the PPE level and the education system as a whole, the policy statements lack proper follow up and coherence. This is a contrast to government’s commitment to international protocols and proclamations on EFA – a position that would have seen NFE clearly streamlined in the entire education system. 3. Despite the lack of a policy framework to direct Non-Formal Education at PPE level, a number of advancements in terms of policies have been made. These include the draft Education Bill for educationally disadvantaged children at primary level and the adoption of a modularized curriculum for Community Polytechnics. These advancements however have not come easy as government has over time backtracked on the issue of Non-Formal Education particularly at PPE level. 4. Notable challenges still facing Non-Formal Education in Uganda include lack of specialized training for trainers, limited funding for the education sector which renders NFE a none priority and lack of policy framework to regulate and inform NFE as an alternative route to PPE in the country among others.
KerkoCite.ItemAlsoKnownAs: 2129771:EA9BUVQ7 2317526:UGSJKI92
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; Q:PhD; Q:community education; Q:primary education; T:TVET; T:company-based training; _C:Uganda UGA; publicImportV1; ⛔ No DOI found

Assessing the impact of the trauma team training program in Tanzania - Bergman, Simon; Deckelbaum, Dan; Lett, Ronald; Haas, Barbara; Demyttenaere, Sebastian; Munthali, Victoria; Mbembati, Naboth; Museru, Lawrence; Razek, Tarek; Razek, Tarek (Journal of Trauma - Injury, Infection and Critical Care, 2008)
BACKGROUND:: In sub-Saharan Africa, injury is responsible for more deaths and disability-adjusted life years than AIDS and malaria combined. The trauma team training (TTT) program is a low-cost course designed to teach a multidisciplinary team approach to trauma evaluation and resuscitation. The purpose of this study was to assess the impact of TTT on trauma knowledge and performance of Tanzanian physicians and nurses; and to demonstrate the validity of a questionnaire assessing trauma knowledge. METHODS:: This is a prospective study of physicians and nurses from Dar es Salaam undergoing TTT (n ≤ 20). Subjects received a precourse test and, after the course, an alternate postcourse test. The equivalence and construct validity of these 15-item multiple-choice questionnaires was previously demonstrated. After the course, subjects were divided into four teams and underwent a multiple injuries simulation, which was scored with a trauma resuscitation simulation assessment checklist. A satisfaction questionnaire was then administered. Test data are expressed as median score (interquartile ratio) and were analyzed with the Wilcoxon's signed rank test. RESULTS:: After the TTT course, subjects improved their scores from 9 (5-12) to 13 (9-13), p ≤ 0.0004. Team performance scores for the simulation were all >80%. Seventy-five percent of subjects were very satisfied with TTT and 90% would strongly recommend it to others and would agree to teach future courses. CONCLUSIONS:: After completion of TTT, there was a significant improvement in trauma resuscitation knowledge, based on results from a validated questionnaire. Trauma team performance was excellent when assessed with a novel trauma simulation assessment tool. Participants were very supportive of the course. © 2008 by Lippincott Williams & Wilkins.
KerkoCite.ItemAlsoKnownAs: 10.1097/ta.0b013e318184a9fe 10/bzcnz5 2129771:4RXGG6YM 2317526:3CVSJFSZ
Keywords: -FullBiblioUHMLgen; -RRQ:M:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CCZ:Tanzania; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:Improvement; F:assessment; F:disability; P:media; P:nurse; R:evaluation; R:impact; R:questionnaire; T:Training; Z:Education; Z:Team assessment; Z:Trauma team training; __C:filed:1; publicImportV1

Giving Children a Better Start: Preschool Attendance and School-Age Profiles. - Berlinski, Samuel; Galiani, Sebastian; Manacorda, Marco (Journal of Public Economics, 2008)

The current state of e-learning at universities in Zimbabwe: Opportunities and challenges - Chitanana, Lockias; Makaza, Daga; Madzima, Kudakwashe (International Journal of Education and Development using ICT, 2008)
Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2129771:E9YQANH7 4502395:24HFPEHH 4502395:ARAIU5GA 4502395:YTR249SC
Keywords: ⛔ No DOI found

The hidden ones: children with disabilities in Africa and the right to education - Combrinck, Helene (Children’s rights in Africa: A legal perspective, 2008)
Keywords: ⛔ No DOI found

Developing and evaluating complex interventions: new guidance - Craig, Peter; Dieppe, Paul; Macintyre, Sally; Michie, Susan; Nazareth, Irwin; Petticrew, Mark (Medical Research Council, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:K93PM7IL 257089:27HIX4RS

Strengthening Agricultural Education and Training in sub-Saharan Africa from an Innovation Systems Perspective: A Case Study of Mozambique - Davis, Kristin E.; Ekboir, Javier; Spielman, David J. (The Journal of Agricultural Education and Extension, 2008)
This paper examines how post-secondary agricultural education and training (AET) in sub-Saharan Africa can contribute to agricultural development by strengthening the capacity to innovate*to introduce new products and processes that are socially or economically relevant to smallholder farmers and other agents. Using the AET system in Mozambique as a case study, this paper examines the role of AET within the context of an agricultural innovation system. This innovation systems perspective offers an analytical framework to examine technological change in agriculture as a complex process of interactions among diverse actors who generate, exchange, and use knowledge, conditioned by complex social and economic institutions. The paper argues that while AET is conventionally viewed as key to the development of human capital, it also has a vital role to play in building the capacity of organizations and individuals to transmit and adapt information, products and processes, and new organizational cultures and behaviors. The paper emphasizes the importance of improving AET systems by strengthening the capabilities of organizations and professionals; changing organizational cultures, behaviors, and incentives; and building innovation networks and linkages. The paper offers several recommendations to enhance the effectiveness of AET for agricultural innovation and development. Key reforms include aligning the mandates of AET organizations with national development aspirations; inducing change in the cultures of AET organizations through the introduction of educational programs and linkages beyond the AET system; and enhancing innovative individual and organizational capacity by improving incentives to forge stronger links between AET and other stakeholders.
KerkoCite.ItemAlsoKnownAs: 10.1080/13892240701820371 2129771:7AALDQP9 2317526:TVHHVXIS

Places to go: Connectivism & connective knowledge - Downes, Stephen (Innovate: Journal of Online Education, 2008)
KerkoCite.ItemAlsoKnownAs: 4804264:LH9VN5E7
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Early Marriage, Age of Menarche, and Female Schooling Attainment in Bangladesh - Field, Erica; Ambrus, Attila (Journal of Political Economy, 2008)

Getting girls into school: Evidence from a scholarship program in Cambodia - Filmer, Deon; Schady, Norbert (Economic Development and Cultural Change, 2008)

Survey of ICT and Education in the Caribbean: A summary report, Based on 16 Country Surveys - Gaible, Edmond (2008)
KerkoCite.ItemAlsoKnownAs: 2129771:4BNT2HLC 2486141:9F79P3G9

Survey of ICT and Education in the Caribbean Volume II: Country Reports - Gaible, Edmond (2008)
KerkoCite.ItemAlsoKnownAs: 2129771:ZTDDFHEZ 2486141:IIRR2ESH

Gender Issues in Technical and Vocational Education and Training - Gaidzanwa, RB (2008)
This paper argues that post primary education in Africa is uneven, biased by gender, location, class and region, resulting in the illiteracy of the majority of girls and women in Africa. A minority of African adolescents undertakes secondary schooling. The majority have little foundation for building on technical, vocational education and training, making technical, vocational education and training the preserve of a few, usually elite students. The rest of adolescents drop out of school and join the informal sector or work on family farms, enterprises and domestic domains with little systematic training. Girls and poor boys start working as early as age five and their schooling has to be undertaken together with unpaid family labour. Boys’ mobility allows them to earn better incomes while girls usually marry early, fall pregnant and have children, resulting in their occupational immobility. Educated adolescents acquire skilled and better-paid jobs with bright career prospects while poorly educated and illiterate adolescents secure poorly paid, easy entry easy exit jobs usually in the informal sector. The global sex industry has emerged a source of employment for young female adolescents who may be trafficked or recruited voluntarily for sex work in Europe, Australia, the United States and Canada. HIV and AIDS are threats to adolescents especially in Southern Africa where they may head households after being orphaned. Orphaned and other poor and vulnerable adolescents are at risk of infection with HIV, dropping out of school, entering the labour force too early and falling sick with overwork in poor quality jobs with meager wages. The paper argues for provision of good quality formal and non-formal primary and some secondary and TVET for adolescents in Africa, especially for girls and poor boys in countries where barriers to schooling are high. The paper cites specific types of TVET which have been implemented in various countries, suggesting that secondary schooling, both formal and informal, be placed on a continuum and restructured to incorporated both formal and non-formal education, be made more accessible to poor, female, vulnerable and other adolescents and enable all students to choose any route to education and to ensure that there is equivalence, comparability and satisfactory quality in all types of education. The content of such TVET must suit the interests and life situations of the adolescents to make it relevant, effective and appropriate for generating decent levels of income and livelihoods for different types of adolescents.
KerkoCite.ItemAlsoKnownAs: 2129771:CWR9J8Z4 2317526:6GINJEJR
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:gender; F:girl; F:pay; F:women; P:culture; P:nature; Q:distance learning; Q:primary education; T:Educação profissionalizante; T:TVET; T:vocational school; _C:Ghana GHA; publicImportV1

What policies will reduce gender schooling gaps in developing countries: Evidence and interpretation - Glick, Peter (World Development, 2008)

BTVET Act - Business, Technical, Vocational Education Act and Training Act - Government of Uganda (2008)
UA-3bb9182e-8e45-4a62-accc-6e180fb22c9f KerkoCite.ItemAlsoKnownAs: 2129771:3TVXXDG8 2317526:EL3XYKS7
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Steuerungsformen von Erwerbsqualifizierung und die aktuelle Perspektive europäischer Bildungspolititk - Greinert, W (Reihe Jugend und Arbeit - Positionen, Bertelsmann Stiftung, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:A9TNUVLU 2317526:29656KJ3

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, JPT; Green, S (John Wiley & Sons, Ltd, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:3PNRC4KK 2129771:XZQ86FGE 2405685:Q8VEVR5Y 2486141:2G6J9ZEA

The International Handbook of Mathematics Teacher Education - Jaworski, B; Wood, T (Sense Publishers, 2008)
KerkoCite.ItemAlsoKnownAs: 2486141:PUAFD4WD

Multimodality and Literacy in School Classrooms - Jewitt, Carey (Review of Research in Education, 2008)
KerkoCite.ItemAlsoKnownAs: 10.3102/0091732x07310586 2129771:FMDQ4M6S

Rethinking education for the Caribbean: A radical approach - Jules, Didacus (Comparative Education, 2008)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/03050060802041142 2129771:SSNRQS9Q

User fees in Primary Education in Malawi - Kadzamira, Esme (UNCTAD Expert meeting on Universal Access to Services, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:3J2L72DH 4752638:2Q9PRR2N 4752638:AK9FK96Y
Keywords: _C:Malawi MWI; ⛔ No DOI found

The returns to vocational training and academic education: Evidence from Tanzania - Kahyarara, Godius; Teal, Francis (World Development, 2008)
In this paper we ask what can account for the continuing strong preference for academic education in Africa where the level of development is so low and there are few wage jobs and which form of educational investment, the academic or vocational, is most profitable. We argue that the answers to these questions are linked through the shape of the earnings function and the importance of firm effects. High levels of academic education have far higher returns than those available either from vocational or lower levels of academic. However at lower levels the vocational return can exceed the academic.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2007.11.011 10/dv4nwz 2129771:89TV2XR9 2317526:A9PEUINX
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CC:Tanzania; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:manufacture; T:TVET; T:Training; Z:Benefits of education; Z:Employment skills; Z:Vocational education and training; publicImportV1

Human rights based approach to disability in development in Uganda: A way to fill the gap between political and social spaces? - Katsui, Hisayo; Kumpuvuori, Jukka (Scandinavian Journal of Disability Research, 2008)
Publisher: Taylor & Francis

Complement or substitute?: The effect of technology on student achievement in India - Linden, Leigh L. (Working Paper, 2008)
Keywords: ⛔ No DOI found

Innovation system research: Where it came from and where it might go - Lundvall, Bengt-Åke (Georgia Institute of Technology, 2008)
Keywords: ⛔ No DOI found

Agencies for International Cooperation in Technical and Vocational Education and Training: A Guide to Sources of Information - Maintz, Julia; Krönner, Hans (UNESCO-UNEVOC, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:Q7IE9HR8 2317526:EY329DDR

Researching mobile learning-Interim report to Becta - McFarlane, A; Triggs, P; Yee, W (UK: Becta, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:N4M9IQKC 257089:UKI3SNKQ

Active-Learning Pedagogies: Policy, Professional Development and Classroom Practices - Menon, Geeta (A case study of two post-conflict contexts: Afghanistan and Somaliland-Case …, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:BN6T753H
Keywords: __C:filed:1

Adult learning theory for the twenty‐first century - Merriam, Sharan B. (New directions for adult and continuing education, 2008)
ISBN: 1052-2891 Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 2129771:8NZMBMWS 2129771:S86LJHMC

The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training: an analysis of the research and development experience - Moon, Bob (Educação & Sociedade, 2008)
Introduction Who does not remember a good teacher? Even so, it can have many appearances. In fact, teachers can be inspiring, conscientious, caring, and often dedicated. A few are lucky enough to have all these characteristics and more. In all societies, the teacher is the figure who inspires myths, stories, memories. Strong emotions surround the teacher's role: trust, deference, love and sometimes fear. In rural communities, the village's primary teacher, along with a priest, a prefect, and an elder, traditionally provided a moral orientation that mediated between the newly emerged states and the communities they sought to hold together. However, at the beginning of the 21st century, these folk ideas about "the teacher" are called into question. In many parts of the world, the vocation of teaching presents the features of a crisis. Almost every country is struggling to hire enough teachers. In some regions (sub-Saharan Africa, for example), problems of recruitment, retention and teacher training are an acute problem. This article will examine how this crisis is taking place, and more particularly the organizational and logistical challenges associated with providing sufficient education and training to the millions of new teachers needed to expand education systems. Special attention will be given to the contexts of the developing world, where significant international efforts are being made to overcome what could be called the greatest educational challenge in the world. This article will also examine the research and development experience of a number of open and distance learning programs, with particular emphasis on the emerging role of new information and communication technologies, including "open educational resources" (Open Educational Resources ).
KerkoCite.ItemAlsoKnownAs: 10.1590/s0101-73302008000300008 10/crg4c8 2129771:LJWSNDCD 2317526:NJT6NA22 UA-074EE79F-D41A-4D24-86F9-26B1119757EF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; Distance Education; Teacher Education; publicImportV1

Supported Literacy for Adolescents: Transforming Teaching and Content Learning for the Twenty-First Century - Morocco, Catherine Cobb; Aguilar, Cynthia Mata; Bershad, Carol; Kotula, Andrea Winokur; Hindin, Alisa (Jossey-Bass, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:5CMPRIPK 2486141:WM45NIX2

In-Service Training Needs in an African Context: A Study of Headteacher and Teacher Perspectives in the Gucha District of Kenya - Onderi, Henry; Croll, Paul (Journal of in‐service education, 2008)
Improving the quality of teaching is an educational priority in Kenya, as in many developing countries. The present paper considers various aspects on in-service education, including views on the effectiveness of in-service, teacher and headteacher priorities in determining in-service needs and the constraints on providing in-service courses. These issues are examined though an empirical study of 30 secondary headteachers and 109 teachers in a district of Kenya. The results show a strong felt need for in-service provision together with a firm belief in the efficacy of in-service in raising pupil achievement. Headteachers had a stronger belief in the need for in-service for their teachers than did the teachers themselves. The priorities of both headteachers and teachers were dominated by the external pressures of the schools, in particular the pressures for curriculum innovation and examination success. The resource constraints on supporting attendance at in-service courses were the major problems facing headteachers. The results reflect the difficulties that responding to an externally driven in-service agenda creates in a context of scarce resources. (Contains 6 tables.)
KerkoCite.ItemAlsoKnownAs: 10.1080/13674580801950832 10/d94hch 2129771:64AUDAL8 2317526:RYK8LPLC
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:T; D:developing country; F:achievement; F:attitude; F:curriculum; F:teaching; P:measurement; P:services; P:teacher education; P:teachers; T:TVET; T:work-based learning; Z:Academic Achievement; Z:Administrator Attitudes; Z:Educational Innovation; Z:Educational Needs; Z:Faculty Development; Z:Foreign Countries; Z:Inservice Teacher Education; Z:Principals; Z:Secondary School Teachers; Z:Secondary Schools; Z:Teacher Attitudes; Z:Teacher Influence; Z:Vocational Education; publicImportV1

A comparative study between tablet and laptop PCs: User satisfaction and preferences - Ozok, A Ant; Benson, Dana; Chakraborty, Joyram; Norcio, Anthony F (Intl. Journal of human–computer interaction, 2008)
00047 KerkoCite.ItemAlsoKnownAs: 10.1080/10447310801920524 10/dhz4w2 2129771:7A88X7JK 257089:N2MJMMBU

A glossary for dissemination and implementation research in health - Rabin, Borsika A.; Brownson, Ross C.; Haire-Joshu, Debra; Kreuter, Matthew W.; Weaver, Nancy L. (Journal of Public Health Management and Practice, 2008)
Publisher: LWW KerkoCite.ItemAlsoKnownAs: 10.1097/01.PHH.0000311888.06252.bb 2129771:47WPMUKE 4869029:BJTFLEBF

Handbook of Technical and Vocational Education and Training Research - Rauner, Felix; Maclean, Rupert (Springer Netherlands, 2008)
Technical and vocational education and training (TVET) research has become a recognized and well-defined area of interdisciplinary research. This is the first handbook of its kind that specifically concentrates on research and research methods in TVET. The book’s sections focus on particular aspects of the field, starting with a presentation of the genesis of TVET research. They further feature research in relation to policy, planning and practice. Various areas of TVET research are covered, including on the vocational disciplines and on TVET systems. Case studies illustrate different approaches to TVET research, and the final section of the book presents research methods, including interview and observation methods, as well as of experimentation and development. This handbook provides a comprehensive coverage of TVET research in an international context, and, with special focus on research and research methods, it is a cutting-edge resource and reference.
KerkoCite.ItemAlsoKnownAs: 2129771:IUEM2BN8 2317526:H2JCVTDI
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Three (Post-Secondary Agricultural Education and Training) Challenges and the Concept of "Workforce Education Systems" - Rivera, William M. (Journal of agricultural education and extension, 2008)
The Comprehensive Africa Agriculture Development Program (CAADP) of the Africa Union's New Partnership for Africa's Development (AU/NEPAD), the International Food Policy Research Institute (IFPRI), in collaboration with the University of KwaZulu-Natal, held in January 2008, a conference on the subject of "Convergence between Social Service Provision and Productivity Enhancing Investments in Development Strategies" with a view to improving the complementaries between investments in social sciences and those aimed directly at raising agricultural productivity. The present paper is intended as part of a seminar series in this regard to be held at IFPRI, 9 October 2007, and serves as the basis for a paper to be presented at the CAADP/IFPRI conference in January 2008 in Durban, South Africa. (Contains 7 notes and 4 figures.)
KerkoCite.ItemAlsoKnownAs: 10.1080/13892240701820546 10/c8cf6b 2129771:6IAGKSU7 2317526:T8IRDFH8 LOCAL-PQ-61962525
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:policy; P:agricultural; P:agriculture; P:economy; P:services; P:social; T:Training; T:workplace education; Z:Agricultural Education; Z:Conference Papers; Z:Economic Development; Z:Foreign Countries; Z:Labor Force Development; Z:Productivity; Z:Social Sciences; publicImportV1

Uncovering the intellectual core of the information systems discipline - Sidorova, A.; Evangelopoulos, N.; Valacich, J.S. (MIS Quarterly, 2008)
KerkoCite.ItemAlsoKnownAs: 10.2307/25148852 2129771:WXKNM32A 2486141:ZLANJLUN

Creating Flexible and Inclusive Learning Paths in Post-Primary Education and Training in Africa: NQFs and Recognition of non-formal and informal learning The Key to Lifelong Learning - Singh, Madhu (2008)
KerkoCite.ItemAlsoKnownAs: 2129771:CUNPEY5G 2317526:DZSFACL5
Keywords: HDR25; ⛔ No DOI found

Cultural Transmission and Material Culture: Breaking Down Boundaries - Stark, Miriam T.; Bowser, Brenda; Horne, Lee; Longacre, William (University of Arizona Press, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:C7H8HQVC 2317526:RHGFEDTT

Introducing Teachers Registration Council of Nigeria - Teachers Registration Council of Nigeria (2008)
KerkoCite.ItemAlsoKnownAs: 2129771:MNQPKBPQ

How the Accelerated Reader program can become counterproductive for high school students - Thompson, Gail (Journal of Adolescent & Adult Literacy, 2008)
KerkoCite.ItemAlsoKnownAs: 10.1598/JAAL.51.7.3 2129771:4I4UMD6H 2486141:36YFT43L
Keywords: _Added to LR; _G:reviewed

The Role of Soil Management for Improving Crop and Animal Production to meet the Challenges of food crisis in Nigeria - Tudunwada, I.Y. (Paper presented to National Council of Local Government Departments of Agriculture (NACOLGDA) 21st – 24th October 2008, 2008)

The Role of Soil Management in Addressing Food Crisis in Nigeria - Tudunwada, I.Y. (4th Annual conference of the National Council for Local Government Departments of Agriculture. October 2008, 2008)
Keywords: ⛔ No DOI found

ICT competency standards for teachers: policy framework - UNESCO (UNESCO, 2008)
KerkoCite.ItemAlsoKnownAs: 2405685:WJ3FMNHE 2534378:DFXARHI2

A review of research on the impact of professional learning communities on teaching practice and student learning - Vescio, Vicki; Ross, Dorene; Adams, Alyson (Teaching and teacher education, 2008)
ISBN: 0742-051X Publisher: Elsevier
Keywords: C:International

Keeping on: How ALP Brings Disaffected Youth Back to School in Liberia. - von Hahmann, Gail; Tengbeh, Josephine FD (International Journal on School Disaffection, 2008)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.18546/IJSD.05.2.03 2129771:4PNP7MZI 2486141:8SL7NJT5
Keywords: _AcademicRecoveryOECS